|Name||The Milton Keynes Academy|
|Ofsted Inspection Rating||Good|
|Inspection Date||24 April 2014|
|Address||Fulwoods Drive, Milton Keynes, Buckinghamshire, MK6 5LA|
|Religious Character||Does Not Apply|
|Number of Pupils||1208 (48% boys 52% girls)|
|Number of Pupils per Teacher||16.0|
|Academy Sponsor||Creative Education Trust|
|Local Authority||Milton Keynes|
|Percentage Free School Meals||28.9%|
|Percentage English is Not First Language||37.8%|
Information about this school
Milton Keynes Academy is larger than the average-sized secondary school. An above-average proportion of students are from minority ethnic backgrounds. The proportion of students who speak English as an additional language is high. The proportion of disabled students and those who have special educational needs supported through school action is above average. Very high numbers of students are supported through school action plus or with a statement of special educational needs. The proportion of students supported by the pupil premium is well-above average. This additional funding is for particular groups of students, including those who are known to be eligible for free school meals, those with a parent in the armed forces or those in local authority care. The academy is sponsored and has a business and enterprise specialism. The academy meets the government’s current floor standards, which set the minimum expectations for students’ attainment and progress by the end of Year 11. A small number of students in Year 10 and Year 11 attend courses at Milton Keynes College, the Personal Education Centre, the Real Project, Ride High and the Christian Foundation. A very small number of students in Year 12 attend courses at St Paul’s Catholic School and Lord Grey School.
Summary of key findings for parents and pupils
This is a good school. Teaching is typically good. This is because : teachers plan learning that captures students’ interest. They frequently make sure that students understand the work they are doing. All groups of students achieve well and make good progress. Progress is particularly strong in English. Students behave well in class. They listen with respect to their teachers and each other. This means that they have the confidence to share their ideas. Students behave well around the academy. They say that they feel safe there. Students’ attendance has improved strongly and is now close to the national average The sixth form is good. The effective study programme adopted prepares students well for the world of work. Achievement is improving in the sixth form. This is because good leadership has led to improvements in the quality of teaching. Students who follow vocational subjects in the sixth form achieve well. Through outstanding leadership, the principal and other leaders have ensured rapid improvements to achievement, the quality of teaching and students’ behaviour. Leaders have the considerable ambition to improve the academy further and have a very clear understanding of what needs to be done to make this happen. The governing body gives very strong support to the academy. Governors know the academy well because they are well informed. They ask leaders highly challenging questions about its performance. It is not yet an outstanding school because : Students do not always make as much progress in mathematics as in English. Teachers do not always make sure that students act on the advice they are given in marking.