Templars Academy

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school The heads of school and staff share high expectations for themselves and their pupils.

Since 2016, when the school opened as an academy, the quality of provision has improved markedly. Trustees provide effective support and challenge for school leaders. Trustees have been instrumental in ensuring that the provision has become good.

Leaders have an accurate understanding of the school's strengths and weaknesses. Their determination and decisive actions are making long-term, sustainable improvements. The quality of teaching, learning and assessment is good and improving.

Leaders and trust representatives provide teachers with effec...tive support, training and challenge. Teachers ask questions that deepen pupils' thinking. Consequently, pupils gain a greater understanding of what they are studying.

Pupils make good progress as they move through the school. Teachers' high-quality feedback helps pupils to take responsibility for improvements in their learning. The broad curriculum provides many opportunities for pupils to develop spiritually, morally and socially.

They value diversity and are well-prepared for life in modern Britain. Pupils enjoy learning and take pride in their achievements. They are well looked after, and their behaviour is good.

The key subjects of English and mathematics are taught well. As a result, pupils make good progress in these subjects. In some subjects, such as geography and history, teachers are not as adept in providing the same high level of challenge they do in English and mathematics.

As a result, progress in some of these subjects is varied across the school. Leaders ensure that disadvantaged pupils receive effective support to overcome whatever barriers they face. These pupils make good progress.

The alternative provision to help pupils who need help with their social, emotional and mental health (SEMH) is effective. Pupils receive high-quality support to overcome their difficulties. Leaders' and teachers' support for pupils with special educational needs (SEND) does not meet the needs of all these pupils.

Some pupils with SEND are not making the progress they should. Safeguarding is effective. Pupils feel safe and know how to keep themselves safe at school and home.

Information about this school

The school joined the Connected Learning Multi-Academy Trust in June 2016. Currently, the multi-academy trust is governed by the board of trustees. The board of trustees has nine members, including the chief executive officer and the chief learning officer, who oversee the quality of education across the trust.

The school hosts an alternative provision for pupils with social, emotional and mental health difficulties. Currently, pupils from Templars Academy and one other school access the provision. The proportion of pupils with SEND are in line with national averages.