|Address||Braziers Wood Road, Ipswich, IP3 0SP|
|Religious Character||Does Not Apply|
|Number of Pupils||908 (48% boys 52% girls)|
|Number of Pupils per Teacher||15|
|Academy Sponsor||Paradigm Trust|
|Percentage Free School Meals||38.1%|
|Percentage English is Not First Language||17.1%|
|Pupils with SEN Support||8.1%%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Inspection
Information about this school
The principal has been in post since July 2017. The school is part of the Paradigm Trust, which is a multi-academy trust with 10 trustees.
The principal of Ipswich Academy reports directly to the chief executive officer of the trust. The academy is part of the Ipswich Opportunity Area. This is a network of local partners working together to increase social mobility in Ipswich.
The school makes use of the following alternative education providers: Parkside Academy, Lindbergh Campus, Suffolk New College, Inspire Suffolk, EDLounge. The school is smaller than the average secondary school. The proportion of disadvantaged pupils is above the national average.
The proportion of pupils with SEND is above average. The proportion of pupils who speak English as an additional language is above average.
Summary of key findings for parents and pupils
This is a good school The dynamic leadership of the principal and senior leaders, well supported by the trust, has ensured that Ipswich Academy now provides a good education for its pupils.
The most striking improvement since the last inspection has been in pupils’ standards of behaviour. Pupils behave well when moving around the site and in lessons. Pupils, parents, carers and teachers agree that behaviour is now much better at school.
The school is a warm and welcoming centre of learning. Staff take wide-ranging and effective actions to promote pupils’ physical and emotional health. There is a well-organised, thorough approach to safeguarding pupils across the school.
Pupils feel safe and they trust staff to take care of them. Pupils are alert to contemporary risks because of the guidance they receive. Teachers plan their lessons with great care and convey their strong subject knowledge enthusiastically.
They use simple assessment systems to help pupils improve their work and deepen their learning. The high-quality curriculum prepares pupils well for the next stages in their lives. Pupils also enjoy the opportunities they have to develop their personal and social skills through the wide range of extra-curricular activities.
Pupils make good progress in all year groups. This is especially the case in English, mathematics and increasingly in science. Leaders track pupils’ progress carefully and act swiftly to address any underperformance.
The achievement of disadvantaged pupils has improved significantly as a result of good teaching and the effective deployment of additional resources. Pupils with special educational needs and/or disabilities (SEND) receive effective personalised support and most are making improved progress. Pupils who speak English as an additional language achieve well.
Pupils make slower progress in humanities, computing, art and food subjects. Although attainment remains low, it is improving. Rates of attendance are increasing strongly and are in line with the national average.
The proportion of pupils who are persistently absent is falling rapidly but is still too high. The use of fixed-term exclusion has decreased significantly as behaviour has improved. Leaders accept, however, that the behaviour of a small minority of pupils is not good enough.