Maplefields Academy

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About Maplefields Academy

Name Maplefields Academy
Ofsted Inspections
Headteacher Headteacher Jessie Walker
Address Tower Hill Road, Corby, NN18 0TH
Phone Number 01536424090
Phase Academy (special)
Type Academy special converter
Age Range 5-19
Religious Character Does not apply
Gender Mixed
Number of Pupils 115
Local Authority North Northamptonshire
Highlights from Latest Inspection


Maplefields Academy continues to be an outstanding school.

What is it like to attend this school?

Pupils thrive at this exceptional school. They learn a challenging curriculum. This is a task they rise well to.

Staff strive to give the very best to all their pupils. Pupils receive high levels of care and are well prepared for wider society.

Pupils feel happy and safe in school.

They are confident that their teachers will do the right things for them. They know that adults will listen to any worries or concerns they may have. Pupils said that the school is a 'family'.

Parents and carers are appreciative of the support their children receive. As one parent ...commented, typical of many: 'This is a very helpful, supportive school. It helps pupils not just with their education but also with their social and emotional well-being.'

Parents particularly like the support their children receive through 'Dr Dan' and music therapy.

Staff are vigilant about all pupils' emotional and mental health. The school's outreach service provides workshops for parents and families.

These are well received. A few pupils sometimes need support to regulate their emotions in school. Staff support these pupils well.

They focus on helping pupils to manage their own behaviour and emotions. Consequently, the behaviour of these pupils improves over time.

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

Leaders and staff are highly ambitious for all pupils and students.

They want them to succeed and achieve their full potential. Leaders know their pupils very well. They have devised a curriculum that meets their needs.

Pupils learn about communication, healthy relationships, independence and self-worth. This well-matched curriculum helps pupils to make exceptional progress.

Curriculum subjects are precisely sequenced.

Each subject has a learning pathway. It enables pupils to encounter key knowledge in a logical order. This means that it is easier for pupils to learn more and remember more.

The school's curriculum is broad and balanced. It enables pupils to learn a wide range of subjects. They achieve well and are prepared for their next stage in education or employment.

Teachers' knowledge of the school's curriculum is strong. In lessons, teachers are clear about what they want pupils to know and learn. Pupils recall learning from previous lessons.

Teachers ensure that pupils' misconceptions and gaps in knowledge are addressed.

Leaders ensure that the needs of pupils with special educational needs and/or disabilities are quickly identified and well considered. They make careful checks on the alternative provision used to support a small number of pupils.

They make sure that their placement is just right.

Leaders ensure that reading is prioritised in school. They know that for pupils to access the school's ambitious curriculum, they will need to learn to read well.

Regular checks are made to ensure that pupils learn to read quickly and efficiently. Pupils read books that match their reading ability. Inspiring spaces around school support pupils' love of reading.

Pupils learn to manage their emotions and feelings. Staff ensure that pupils understand the high expectations of the school's behaviour systems. Pupils live up to these high expectations.

Staff have regular training to support pupils with additional emotional and social needs. Thus, over time, the number of behaviour incidents in school has declined.

Leaders have devised an exceptionally strong personal development curriculum.

Pupils learn about the wider world. There are many visits and trips, such as to Rockingham Triangle for sports day or to Wicksteed Park with the local Rotary Club. Leaders provide a very wide range of extra-curricular provision, which they continue to build on.

For example, pupils have opportunities to attend a thriving forest school, a fishing club and to go horse riding.

Leaders have given very careful thought to how their pupils will transition to other settings or employment. Pupils learn about different careers.

The 'Job Hub' supports pupils to apply for jobs within school. The 'alumni fund' provides a gift for pupils as they move to post-16 provision. Consequently, more pupils make a successful transition.

Post-16 students follow a personalised curriculum. These students make strong progress in their learning and are well supported to make successful choices in their education or employment.

Leaders engage with staff to promote their well-being and workload.

Those responsible for governance ensure that they make regular checks on leaders' work. They fulfil their statutory roles well.


The arrangements for safeguarding are effective.

The school's safeguarding arrangements are robust and effective. Staff know how to identify pupils who may be vulnerable or at risk. They know how to raise their concerns in a timely way.

Leaders use all available information to make sure vulnerable pupils get help quickly. Where needed, staff make timely referrals to other agencies. They ensure that pupils and families receive the support they need.

Pupils are taught how to keep themselves safe, including online. Representatives from the police and charities visit the school to help pupils understand how to stay safe and the consequences of harmful actions.


When we have judged a school to be outstanding, we will then normally go into the school about once every four years to confirm that the school remains outstanding.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be outstanding in January 2013.

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