St Giles Academy


Name St Giles Academy
Website http://www.stgilesacademy.co.uk
Inspections
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.
Address Addison Drive, Lincoln, LN2 4LQ
Phone Number 01522785760
Type Academy
Age Range 4-11
Religious Character None
Gender Mixed
Number of Pupils 398 (49.7% boys 50.3% girls)
Number of Pupils per Teacher 21.3
Academy Sponsor Harbour Learning Trust
Local Authority Lincolnshire
Percentage Free School Meals 49.2%
Percentage English is Not First Language 17.1%
Persistent Absence 13.5%
Pupils with SEN Support 23.4%%
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.

Summary of key findings for parents and pupils

This is an inadequate school Leaders have not created a safe atmosphere around school, particularly at breaktimes and lunchtimes.

Some pupils' behaviour is poor and this makes other pupils feel anxious. Fixed-term exclusions have been very high. Leaders' self-evaluation of the school's effectiveness is overgenerous.

The leaders have not improved teaching well enough to enable pupils to make good progress. The proportion of pupils who are persistently absent remains above the national average, particularly for disadvantaged pupils. The trustees have not been effective in their leadership role.

They have not checked well enough on the impact of leaders'... work on pupils' progress. Very recent changes in the trust's structure have not had time to make demonstrable improvement. Pupils do not make good progress in English and mathematics.

As a result, they are not prepared well enough for secondary education. Some parents who spoke with inspectors expressed concerns about bullying. The quality of teaching is inadequate.

Teachers do not consistently set high expectations of pupils' work. Teachers do not correct pupils' misconceptions in a timely way and the most able are not challenged well enough. Leaders have not used effectively the additional funding for disadvantaged pupils, or the funding for pupils who have special educational needs (SEN) and/or disabilities.

These pupils make poor progress. Pupils are not sufficiently engaged in their learning. There is low-level disruption in lessons.

Not all pupils feel safe. Some do not know what to do if they feel they are being bullied. They are not confident that all staff would deal with their concerns effectively.

The curriculum is not broad and balanced. Pupils do not have the opportunity to deepen their learning in a range of subjects. Recent improvements in the leadership of the early years since May 2017 have enhanced the quality of provision in this key stage.

The school has the following strengths Attainment at the end of key stage 2 rose in 2017. The new headteacher has raised staff morale. Pupils who speak English as an additional language make good progress.

Information about this school

The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. The school was part of the New Dawn Trust.

The trust has been restructured and, from September 2017, is now called Link Education Trust. The school has undergone several changes of leadership in the last three years. The first headteacher was absent from July 2015.

Two acting heads had a job-sharing arrangement from July until December 2015. A new headteacher was appointed from January 2016 and was absent from October 2016. The current headteacher held the interim post of head of school from October 2016 until February 2017, when he was appointed to the role of head of school permanently.

He became headteacher in September 2017. There has been a large turnover in teaching staff. More than half the staff have been appointed in the last 18 months.

The school is much larger than the average-sized primary school. The proportion of disadvantaged pupils is nearly double the national average. The proportion of pupils who speak English as an additional language is lower than average.

The proportion of pupils from minority ethnic groups is lower than the national average. The proportion of pupils who have SEN and/or disabilities is much higher than the national average. The school does not meet the government's current floor standards, which are the minimum expectations for pupils' attainment and progress in reading, writing and mathematics at the end of Year 6 in 2016.