Lodge Park Academy

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About Lodge Park Academy

Name Lodge Park Academy
Website http://www.lodgeparkacademy.co.uk
Ofsted Inspections
Executive Principal Mrs Sue Jones
Address Shetland Way, Corby, NN17 2JH
Phone Number 01536203817
Phase Academy
Type Academy sponsor led
Age Range 11-18
Religious Character None
Gender Mixed
Number of Pupils 1065
Local Authority North Northamptonshire
Highlights from Latest Inspection

What is it like to attend this school?

The school has high expectations of what pupils can achieve. The ambitious curriculum has been designed to make sure that all pupils gain sufficient knowledge to achieve well.

Pupils with special educational needs and/or disabilities (SEND), and those who speak English as an additional language, are well supported.

Most pupils behave well. They are polite and respectful and try hard in lessons.

However, a small minority of pupils do not behave as well as they should. They truant from lessons and disrupt the learning of others. Some pupils are frustrated that poor behaviour is not always dealt with effectively.

They told inspectors that they do not al...ways feel safe in the school because of the way some pupils behave.

Students in the sixth form are well prepared for their next steps. They are well supported academically.

Many go on to aspirational destinations.

Pupils across the school benefit from a well-planned careers programme. This includes access to employers, colleges and universities.

The school provides a broad range of enrichment activities that many pupils enjoy. This includes a variety of clubs in sports, music and drama. A number of pupils are proud to be part of the Combined Cadet Force in school.

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

The curriculums for all subjects have been carefully sequenced so that pupils can build on their existing knowledge and deepen their understanding over time. There is a focus on literacy and communication. Pupils learn the vocabulary they need to discuss their learning and express their own ideas.

Pupils read often from a variety of high-quality texts. The school quickly identifies pupils who need extra help with reading. They receive effective support to develop reading fluency so that they can access the curriculum.

Pupils in key stage 3 study a broad range of subjects. In key stages 4 and 5, pupils choose from a range of academic and vocational courses. All pupils have the opportunity to study the GCSE subjects that make up the English Baccalaureate.

In the sixth form, the range of A-level courses has increased to meet students' ambitions and interests.

The results from public examinations do not yet match the school's high expectations. The school recognises this.

Staff have worked hard to improve the delivery of the curriculum. They work well together to continue to develop their expertise. They are well supported by subject experts from the multi-academy trust.

Teachers are knowledgeable about their subjects. In most lessons, they provide clear explanations to help pupils learn the important knowledge. Pupils have lots of opportunities to revisit topics they have learned before.

This helps them to remember what they have learned. Teachers check pupils' learning regularly and address misconceptions quickly. They adapt lessons to make sure that all pupils, including those with SEND, gain knowledge securely.

Most pupils work hard and take pride in their work.

Disruptions to learning are not tolerated. The school has developed routines to promote a positive learning environment for all.

However, these routines are not always applied consistently by staff. They are not clearly understood by all pupils. Too many lessons are disrupted.

When pupils do not behave well, they are not always supported effectively to correct their behaviour. Too many pupils are removed from lessons or suspended from school. Often, when they return to lessons, they continue to disrupt learning.

Some pupils do not enjoy their time at school because of the poor behaviour of others.

Sixth-form students benefit from a calm and focused environment. Sixth-form courses are demanding.

Students receive excellent pastoral care that helps them to rise to the challenge.

The vast majority of pupils are tolerant of others and accept diversity. There is a well-planned curriculum for personal, social and health education (PSHE).

This includes learning how to avoid risky situations and how to stay safe and be healthy. Pupils learn about equality and British values. Many are involved with community and charity projects, such as collecting food for a local food bank.

The school works hard to make sure that all pupils attend school well. A significant minority of pupils do not attend school often enough. These pupils miss too many lessons and do not benefit from the school's ambitious curriculum as well as they should.

The school has recently experienced a number of changes among its senior staff. Supported by the multi-academy trust, the school has made some changes to daily routines to improve the provision for pupils. Most teachers are positive about these changes.

Some parents are concerned, particularly about behaviour at the school.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The routines that are in place to support pupils to behave well are not clearly understood by all pupils.

They are not consistently applied by all members of staff. Furthermore, staff do not always address incidents of poor behaviour effectively. A significant minority of pupils truant from lessons and disrupt the learning of others.

The school needs to ensure that routines, and consequences for poor behaviour, are commonly understood and applied consistently. Too many pupils are removed from lessons or suspended from school for incidents of poor behaviour. Pupils do not always receive effective support to correct their behaviour so that they can return to lessons successfully.

The school does not have robust systems for quickly identifying when pupils need help to regulate their behaviour. As a result, these pupils miss too many lessons. The school needs to ensure that all pupils are supported to behave well so that they can remain in lessons and benefit from the curriculum.

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