|Ofsted Inspection Rating||Requires improvement|
|Address||Barnsley Road, Scawsby, Doncaster, DN5 7UB|
|Religious Character||Does Not Apply|
|Number of Pupils||1384 (48.3% boys 51.7% girls)|
|Number of Pupils per Teacher||15.4|
|Academy Sponsor||The Academy @ Ridgewood Trust|
|Percentage Free School Meals||12.4%|
|Percentage English is Not First Language||2.5%|
|Pupils with SEN Support||10%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (12 March 2019)
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Information about this school
The school is much larger than the average-sized secondary school. The proportion of disadvantaged pupils supported through the pupil premium is below average. One in six pupils are disadvantaged. The vast majority of pupils are White British. Exceptionally few pupils speak English as an additional language. The proportion of pupils with support for SEND is broadly average. The proportion of pupils with an education, health and care plan is average. The school uses five off-site providers for an exceptionally small number of pupils, mainly Year 10 and 11 pupils. They are Central Learning Centre, Maple Medical Centre, Dearne-Valley PDC, Levett Upper School PRU and St Wilfrid’s Academy PRU.
Summary of key findings for parents and pupils
This is a school that requires improvement Currently, pupils’ progress in key stages 3 and 4 is not good in mathematics. Over time, pupils’ progress by the end of Year 11 has declined considerably in this key subject. Consequently, outcomes for pupils are not good overall. The quality of teaching in the sixth form is not consistently good. Work set for students is not suitably challenging or pitched appropriately to meet students’ needs and abilities. Currently, students are not making consistently good progress across courses in the sixth form. This has been the case for the past two years. In the main school, teachers’ questioning is not always used to good effect to check and deepen pupils’ learning, particularly for most-able pupils. Leaders’ guidance on the teaching of mathematics is not fully effective. The school has the following strengths Decisive and effective actions of the headteacher and governors are bringing about improvement quickly. New leaders are supporting them well, including in developing the quality of teaching. Leaders demonstrate good capacity for further improvement. Clearly identified professional development for staff has resulted in good teaching overall and good leadership. Government funding for disadvantaged pupils and those with special educational needs and/or disabilities (SEND) is used well to support learning, behaviour and attendance. High-quality careers advice and education ensure that pupils and students continue in education or employment. Pupils and students benefit from a wide range of enrichment activities that prepare them very well for life in modern Britain. Sixth-form students are good role models for others and support younger students well. Teaching is consistently strong in science and English, where rapid improvements in progress are being made in pupils’ learning. Mathematics teaching is showing signs of improvement. Pupils’ attendance is above average and their attitudes to learning are positive. They are making a good contribution to improving their academic progress.