Tarleton Academy

Name Tarleton Academy
Website http://www.tarletonacademy.org/
Ofsted Inspection Rating Good
Inspection Date 04 December 2014
Address Hesketh Lane, Tarleton, Preston, PR4 6AQ
Phone Number 01772812644
Type Academy
Age Range 11-16
Religious Character None
Gender Mixed
Number of Pupils 649 (51% boys 49% girls)
Number of Pupils per Teacher 15.4
Academy Sponsor Endeavour Learning Trust
Local Authority Lancashire
Percentage Free School Meals 10.3%
Percentage English is Not First Language 3.5%
Persisitent Absence 11.4%
Pupils with SEN Support 3%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No
Highlights from Latest Inspection:

Information about this school

Tarleton High School converted to become an Academy on 1st January 2012. When its predecessor school Tarleton High was last inspected in January 2010, it was judged to be good overall. It is smaller than the average sized secondary school. Most students are of White British heritage. The proportion of disabled students and those with special educational needs is below average. The proportion of disadvantaged students supported by the pupil premium funding is well below average. The pupil premium is additional funding for those students who are known to be eligible for free school meals and those children who are looked after by the local authority. The academy currently provides alternative provision for students at Shaftesbury High School and Acorns School. The academy does not enter any students early for GCSE examinations. The academy meets the government’s current floor standards, which are the minimum expectations of students’ attainment and progress. The academy is a partner of Runshaw College, a local college of further education. The academy is a member of the West Lancashire partnership of secondary schools and academies, the Chorley and South Ribble network of secondary schools and the Tarleton and Hesketh Bank cluster of primary schools with Tarleton Academy, all of whom promote the professional development of staff across the area. The current headteacher was appointed in 2011.

Summary of key findings for parents and pupils

This is a good school. From their broadly average starting points, students in Key Stages 3 and 4 make good progress. By Year 11, standards in GCSE are typically above average. Good and sometimes outstanding teaching means that students make good progress, especially in English and, in 2013, in mathematics. In these subjects, interesting tasks taught in a lively way challenge students of all abilities. Overall, the behaviour of students is good. They show pride in being part of Tarleton Academy and enjoy good relationships with their teachers. Students, parents and staff agree that students are kept very safe. Attendance is above average and fixed-term exclusions and permanent exclusions are low. Leadership and management are outstanding. The headteacher, with the support of the governing body and senior leaders has taken decisive action to improve standards of teaching, the achievement of students and their attitudes to learning. Senior and middle leaders ensure that the pupil premium is well used. The gap between the progress of disadvantaged students and their peers is closing rapidly. Governors hold the headteacher and senior leaders to account very effectively. They have a detailed knowledge of how well the academy is performing and, with the headteacher, are ambitious for its future development. The academy plays a major role in the community through use of its performing arts and sports facilities. The swimming pool is well used by local primary schools and other facilities are open for community use in the evening and at weekends. It is not yet an outstanding school because : The progress of middle ability students is not as strong as the achievement of other students in the academy or nationally. Due to a legacy of weaker teaching, students’ achievement in some subjects is still not as good as in most. There is some low-level misbehaviour in some lessons, which slows the progress made by students.