Lincoln Castle Academy

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About Lincoln Castle Academy

Name Lincoln Castle Academy
Ofsted Inspections
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Mr Richard Hanson
Address Riseholme Road, Lincoln, LN1 3SP
Phone Number 01522303584
Phase Academy
Type Academy converter
Age Range 11-18
Religious Character None
Gender Mixed
Number of Pupils Unknown
Local Authority Lincolnshire
Highlights from Latest Inspection
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.

What is it like to attend this school?

Pupils have mixed feelings and opinions about this school. Some pupils enjoy attending, some do not. Some pupils feel safe, others feel let down.

Pupils' frustrations stem from the changes that are being made very quickly. Not all pupils understand that these changes will make the school a better place for them.

Pupils and parents and carers voice concern about the number of teachers that have left over the last 12 months.

The disruption has had a negative impact on pupils' learning. Many parents do not recommend this school.

Pupils are beginning to meet leaders' raised expectations.

Many pupils said that behaviour is improving. However, man...y pupils are sent out of lessons because they do not meet the expectations well enough. When pupils are removed from lessons for poor behaviour and sent to the 'matrix room' or 'supervision room', their education does not continue.

Some staff have not yet built a positive enough relationship with some pupils. Staff deal with bullying when pupils report it. However, some pupils are not confident in reporting bullying to some teachers.

Students in the sixth form do not feel that they are a part of the school. They do not feel that their experiences reflect the vision that was 'sold to [them]' when they decided to study here. Some courses which students opted to study are withdrawn due to viability, with limited notice.

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

Leaders have not yet ensured that the curriculum is coherent. Subject leaders are considering how knowledge builds over time. However, curriculum planning is in its early stages in some subjects.

Currently, it is not always clear what pupils should learn and when. This means some pupils do not learn as well as they should. There are some signs of improvement.

New subject leaders know how to improve the quality of the curriculum and have the capacity to do so. They have not had the time to do this yet.

Many teachers do not have an appropriate level of subject knowledge.

They are not well equipped to teach their subjects. Leaders have not ensured that teachers receive the training they need to teach knowledge in such a way that pupils remember it. Teachers do not use assessment well enough to check if pupils understand and remember important knowledge.

Pupils with special educational needs and/or disabilities (SEND) are not always supported well enough to learn and progress through the curriculum. As a result, the education that these pupils receive is not adequate. They do not know and remember as much as they should.

Leaders have introduced a new strategy to improve most pupils' ability to read. It is too early to check the impact that this is having on the majority of pupils. However, there is no targeted support yet for pupils who are at the earliest stages of reading.

Most teachers and pupils agree that behaviour has improved recently. The atmosphere on corridors and in lessons is calm. Pupils are polite and respectful.

They arrive on time to school and to lessons as they know there will be a sanction for being late. Some teachers do not follow the behaviour policy consistently.

Too many pupils are regularly absent from school.

A new attendance team is supporting pupils to become better attenders. There have been some improvements to attendance recently. The 'link room' is a calm and nurturing environment which is helping some pupils become better attenders.

The 'life curriculum' is in place to help pupils develop their understanding of equalities, British values, relationships and different faiths and cultures. Form-time debates promote discussion on current issues and allow for pupils' social and moral development. Visits and extra-curricular activities are being reintroduced.

Some pupils benefited from a recent trip to Wimbledon. Pupils do not benefit from high-quality careers education. This is particularly the case for students in the sixth form.

Staff turnover and poor teaching also affect the quality of education students receive in the sixth form. The programme of study does not prepare students for the world of work. Many students believe they are not prepared well enough to become independent.

Students are not positive about their experience and feel let down and unheard. They say that studying at home would be more valuable as the school does not have the resources they need to study effectively. Leaders have not acted on these concerns.

Attendance in the sixth form is poor at times. Students do not see the value of attending some lessons, including when there is no teacher present to teach them.

New leaders at all levels are starting to make improvements to the school.

More staff are now of the opinion that leaders are engaging with them and considering their workload and well-being. Staff turnover is stabilising. Leaders know they have not communicated changes with parents well enough.

They have taken some steps to address this.


The arrangements for safeguarding are effective.

Leaders evaluate the procedures for safeguarding and make changes to ensure that the most effective systems are in place to identify and help pupils who need support.

Staff are trained regularly so they know about both contextual and national issues that could be affecting the pupils. Staff are vigilant and know they are accountable for recording and reporting any concerns using the 'pink slip'.

Safeguarding leaders consider any concerns so that the right help is offered at the right time to each pupil.

They maintain robust records of concerns and actions they have taken to keep pupils safe.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum is not coherently planned and designed. In several subjects, the curriculum is not organised well enough to build pupils' knowledge over time.

Pupils do not know and remember more in these subjects. Leaders must ensure that the curriculum in each subject is coherently sequenced to enable pupils to build their knowledge and understanding over time. ? Some teachers do not have adequate subject knowledge.

Leaders have not provided enough opportunities for teachers to develop their teaching practice. Many lessons do not contribute well enough to pupils' learning. Pupils are unable to recall important knowledge.

Sixth-form students do not see the value of attending lessons in which they do not learn well. Leaders must ensure that all teachers have good subject knowledge and are able to use appropriate teaching methods which enable all pupils, including those in the sixth form, to learn. ? Leaders have ensured that pupils with SEND have had their needs accurately identified.

Teachers do not use this information well enough. They do not support some pupils with SEND in lessons effectively. Leaders must ensure that teachers know how to meet the needs of pupils with SEND.

• Leaders have not ensured that all staff use the behaviour policy consistently well. Too many pupils are sent out of lessons and miss education as a result. This has a negative effect on their learning.

Leaders must ensure that staff understand how to apply the agreed behaviour policy consistently. ? Leaders have increased the capacity of the attendance team to improve pupils' attendance. This is starting to have a positive impact.

However, there are still too many pupils who are persistently absent from school and missing their education. Leaders must ensure that those pupils who are regularly absent receive the support they require so that their attendance improves. ? Pupils do not benefit from high-quality careers education.

There are significant weaknesses in the careers offer in the sixth form, which leaves some students unprepared for the world of work. Leaders must ensure that the provision of careers education, information and guidance is such that pupils, particularly sixth-form students, are well prepared for future next steps.

• Leaders have not engaged well enough with some stakeholders.

Parents have lost confidence in the school. Sixth-form students feel unheard and let down. Leaders must ensure that all stakeholders understand the vision and strategy to improve the school and sixth form.

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