Goldington Academy

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About Goldington Academy

Name Goldington Academy
Ofsted Inspections
Principal Mr Francis Galbraith
Address Haylands Way, Bedford, MK41 9BX
Phone Number 01234261516
Phase Academy
Type Academy converter
Age Range 11-16
Religious Character None
Gender Mixed
Number of Pupils 889
Local Authority Bedford
Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud of their school. They enthuse about it to their parents, who know that they feel safe and happy.

Pupils have many subjects to choose from, so everyone gets a chance to shine. They know that leaders have very high expectations of what they can achieve.

The school recently changed from being a middle school.

Pupils said that leaders have kept the best things about the old school, but made it even better. This is because leaders have kept a sharp focus on making teaching even more effective.

Pupils know that leaders seek out their opinions, and those of other members of the school, including teachers and parents.

Leaders listen... carefully to what they are told and make improvements as a result.

Pupils have wonderful opportunities to contribute to their school and they are inspired by the wide range of high-quality clubs and societies they regularly attend. They are incredibly well prepared for their next steps.

Pupils' 'life-skills' lessons are expertly planned and delivered. Pupils learn the importance of treating others with respect. This helps shape their positive conduct, and they behave and attend well.

If they encounter poor behaviour such as bullying, they are confident it will be dealt with effectively.

What does the school do well and what does it need to do better?

Since the previous inspection, leaders have developed a rich key stage 4 curriculum from scratch. They have recruited expert teachers to deliver it.

They ensure that every pupil is ambitious in the range of subjects they choose.

Subject leaders plan learning carefully. They design lessons which ensure that pupils undertake a range of interesting tasks.

Teachers supported pupils well during the national lockdowns, and helped pupils to hit the ground running on their return. However, not all teachers check how much pupils have remembered from previous lessons or help them enough to remember new content.

Leaders thoroughly and precisely evaluate everything that goes on in the school.

They know its strengths. They put relevant training in place where they need to sharpen practice further. They particularly focus on training to make teaching in each subject even stronger.

Leaders' communication with all members of the school community is excellent. For example, leaders listen carefully to what staff tell them about workloads. This helps them to support the staff's well-being effectively.

Leaders have overseen the improvement of facilities to support learning. These include a well-used new library. Leaders have introduced initiatives to strengthen the position of reading across the curriculum.

This includes extra help for the weakest readers.

Governors are highly skilled. They do not take the information that leaders give them at face value.

They interrogate it thoroughly. Their expert questioning ensures that the curriculum is meeting the needs of all the pupils in the school.

Personal development is a great strength.

The range of leadership opportunities for pupils is exceptional. They act as ambassadors for anti-bullying and restorative justice. They help other pupils put into practice what they learn in the curriculum about positive physical and mental well-being.

Every subject area has its own ambassadors. They make a real difference. For example, geography ambassadors work actively to improve the environment of the school site.

All pupils receive effective careers advice. They learn about the world of work and what qualifications they need for different careers. Since the school has had Year 11 pupils, each one has moved successfully to the next stage of their education or employment.

Relationships between teachers and pupils are excellent. It is very unusual for poor behaviour to get in the way of learning. Most pupils develop very positive attitudes to their lessons and, as a result, push themselves to take advantage of every learning opportunity.

However, a small number of boys do not always show the same level of consistent application as their peers.

The school supports pupils with special educational needs and/or disabilities (SEND) effectively. Leaders ensure that teachers understand the best strategies for every pupil with SEND.

This helps these pupils to thrive and flourish studying the same curriculum as their peers.


The arrangements for safeguarding are effective.

All members of the school community prioritise safeguarding.

Staff know to report all concerns, however minor. Safeguarding concerns are followed up swiftly, so that pupils and families get the support they need. All staff are well trained.

Leaders communicate well with external agencies. Leaders check the off-site alternative provision they use. Governors understand their responsibility for safeguarding, and ensure that it is undertaken effectively.

Safeguarding is thoroughly covered in the curriculum. For example, pupils are tested on their e-safety knowledge. Concerns arising from the local community are addressed effectively through assemblies.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Not all teachers systematically check how much pupils have remembered from previous lessons, or place enough emphasis on helping them to remember key knowledge and skills. Consequently, pupils sometimes struggle to integrate new knowledge into the themes and ideas they covered previously. Leaders should work with teachers in order to develop strategies to ensure that pupils are given sufficient opportunity to remember and recall key information in lessons.

• A small proportion of boys do not display the same positive attitudes to learning as most other pupils. As a result, their work is of a variable quality and they do not make the same progress as their peers. Leaders should work with teachers in order to develop a range of effective strategies to ensure that they engage and motivate all pupils.

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