Rushey Mead Academy


Name Rushey Mead Academy
Website http://www.rushey-tmet.uk
Inspections
Ofsted Inspections
Address Melton Road, Leicester, LE4 7AN
Phone Number 01162663730
Type Academy
Age Range 11-16
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 1755 (51.5% boys 48.5% girls)
Number of Pupils per Teacher 18.1
Academy Sponsor The Mead Educational Trust
Local Authority Leicester
Percentage Free School Meals 14.5%
Percentage English is Not First Language 82.6%
Persistent Absence 9.5%
Pupils with SEN Support 9.5%%
Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud to attend this exceptional school.

They know that staff 'go above and beyond' to provide an outstanding education for them.

Pupils are keen to attend and be on time because they value the education they receive. They feel safe at the school and enjoy learning.

Leaders ensure that pupils benefit from the very best education possible. Pupils aspire to be the best they can be. One pupil said, 'I want to be competing for the top jobs, and this school is preparing me for that.'



The behaviour of pupils is exemplary. They display the 'Rushey 1-2-3' to be kind, work hard and develop their whole self at all times. They show high le...vels of respect for each other and adults.

Many pupils give their time to making sure that the school is a better place. Bullying is not tolerated at the school. Pupils say that on the rare occasions it happens, staff act quickly to resolve any issues.

Leaders are committed to the personal development of every pupil. Pupils benefit from a vast range of opportunities that develop their character and nurture their talents and interests. Pupils' focus and determination to improve themselves are remarkable.

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

Leaders have designed an ambitious curriculum. They want all pupils to learn the most important knowledge in all subjects. Subject leaders and teachers achieve this by researching and evaluating their subjects.

They have carefully planned the order in which pupils learn knowledge. This helps pupils to build their knowledge and skills over time. Pupils learn across a range of subjects, including those that form part of the English Baccalaureate.

They develop detailed knowledge and skills across the curriculum. Pupils achieve exceptionally well.

Teachers' subject knowledge is strong.

They explain concepts to pupils clearly. Recall activities at the start of lessons help pupils to remember what they have learned before. Pupils link this knowledge to their current learning.

They say that this allows them to build a deep understanding of the subject. Pupils display an enthusiasm for learning. Teachers provide useful feedback.

Pupils use this to reflect on what they have done well and how they can continue to improve. As a result, pupils produce high-quality work.

The support provided to pupils who speak English as an additional language is exceptional.

These pupils make rapid progress in learning how to speak, read and write in English. One pupil receiving this support said, 'I love school because of the education that helps us to achieve our futures.'

Leaders make sure that pupils with special educational needs and/or disabilities (SEND) access the same ambitious curriculum as everyone else.

They expertly identify these pupils' additional needs with support from other professionals to create a 'team around the pupil'. Teachers and learning support assistants follow support plans to ensure pupils with SEND do not miss out on learning.

Staff encourage pupils to read for pleasure.

All pupils have a reading book with them. Effective support helps pupils become fluent and confident readers.

Leaders provide a huge range of opportunities for pupils to develop as responsible and active citizens.

Pupils value the 'Rushey passport' which helps them to become confident, well-rounded individuals. They compete to outdo each other with kindness and helpfulness.

Pupils discuss a range of issues sensitively during tutor time.

Pupils say how this 'normalises taboo topics'. A wide range of support and careers guidance is on offer, providing pupils with high-quality advice and information.

Pupils are very proud of the extra-curricular offer and there is a strong take up.

This includes the Rainbow diversity club which promotes understanding and respect for different groups of pupils. Pupils value the many clubs that they are involved in. One pupil said, 'I want to be a lawyer, so the debating club helps us to achieve our dream.'



Leaders provide many opportunities for staff to develop their expertise. Staff are committed to improving themselves and refuse to stand still. Leaders are mindful of staff's workload and have taken steps to reduce this.

Safeguarding

The arrangements for safeguarding are effective.

Staff know how to identify pupils who may be at risk of harm. Staff and governors receive regular safeguarding training to be able to do this.

Staff are confident in using the procedures for raising any concerns. Leaders record incidents accurately and swiftly. They involve relevant agencies in a timely manner and follow up referrals if they do not get the response they need.

Leaders have expanded the safeguarding team to ensure that vulnerable pupils are supported well. Leaders carefully check the alternative provisions the school uses. A highly effective e-safety strategy helps educate pupils and their families about how to stay safe when online.