|Ofsted Inspection Rating||Inadequate|
|Inspection Date||26 February 2019|
|Address||Black Bull Lane, Fulwood, Preston, Lancashire, PR2 9YR|
|Religious Character||Does not apply|
|Number of Pupils||776 (51% boys 49% girls)|
|Number of Pupils per Teacher||14.6|
|Academy Sponsor||Dunstone Education Trust|
|Percentage Free School Meals||30.3%|
|Percentage English is Not First Language||15.2%|
|Pupils with SEN Support||4.5%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
This is a smaller-than-average-sized sponsored academy. The academy sponsor is the Charles Dunstone Charitable Trust. The trust has delegated full governance responsibilities to the governing body. A new principal was appointed in October 2018. He took up his post on 25 February 2019, the day before the inspection. The proportion of disadvantaged pupils is well above the national average. Most pupils speak English as their first language. The proportion of pupils with SEND, including those with an education, health and care plan, is below average Eleven pupils attend off-site education at Myerscough College and Preston College.
Summary of key findings for parents and pupils
This is an inadequate school During their time in the school, pupils do not make the progress of which they are capable across a range of subjects, including English, mathematics and science. In the last three years, pupils’ outcomes have been weak. In 2018, from an already below-average position, there was a significant deterioration in the progress rate of pupils. Outcomes for disadvantaged pupils are exceptionally poor. Following the last full inspection, the quality of leadership declined sharply. Senior leaders, including governors and trustees, have allowed the quality of education to fall to an unacceptable standard. Leaders have not created a culture in which pupils feel safe or are safe. Pupils, parents and carers report many incidents of bullying that are not tackled effectively by staff. Alongside this, there are high levels of very poor behaviour throughout the school. Pupils’ learning is routinely disrupted by extremely poor behaviour. Pupils do not benefit from consistently good teaching. This has a detrimental effect on the progress that they make. This is particularly the case for disadvantaged pupils and the most able. Most teachers do not have high enough expectations of what their pupils can achieve. They do not sequence learning effectively or provide pupils with the right level of challenge. Senior and middle leaders have not ensured that the curriculum enables pupils to develop their knowledge, understanding and skills effectively across a range of subjects. There are no specific plans in place to remedy this. Leaders are not taking effective action to improve the attendance of pupils, particularly those who are disadvantaged. Far too many disadvantaged pupils are given fixed-term exclusions. The proposed new leadership structure does not reflect the needs of the school. The school has the following strengths Many senior leaders have a strong commitment to the school and want to do their best for its pupils. Pupils benefit from strong teaching in modern foreign languages. New governors, including the chair of the governing body, have strengthened this area of leadership.