|Name||The Nicholas Hamond Academy|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||30 November 2017|
|Address||Brandon Road, Swaffham, Norfolk, PE37 7DZ|
|Number of Pupils||626 (54% boys 46% girls)|
|Number of Pupils per Teacher||16|
|Academy Sponsor||Academy Transformation Trust|
|Percentage Free School Meals||13.9%|
|Percentage English is Not First Language||4.2%|
|Pupils with SEN Support||24.6%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school is smaller than the average secondary school. The sixth form provision also has a smaller number of students than other sixth forms nationally. The school is sponsored by the Academy Transformation Trust (ATT). The school has been without a substantive principal for over a year. An acting principal is currently leading the school and has been supported for part of this time by an executive principal appointed by the ATT. The majority of pupils are White British and speak English as their first language. The proportion of pupils who have SEN and/or disabilities is above average, as is the proportion who have a statement of special educational needs or an education, health and care plan. The proportion of disadvantaged pupils is average. The school has a higher proportion of service children than is usual because of a local military base. These pupils often arrive and leave the school during the academic year. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress by the end of key stage 4. The school complies with Department for Education guidance on what academies should publish.
Summary of key findings for parents and pupils
This is a school that requires improvement Outcomes are not yet good. Leaders have not built on the improvements recognised in the previous inspection report and so outcomes for pupils at the end of key stage 4 remain below national levels. In 2016 and 2017, progress at the end of key stage 4 was in line with national expectations. However, the proportion of pupils who gain good GCSE grades in both English and mathematics remains below that of other pupils nationally. Teaching is not yet good enough across all subjects, particularly in science, modern foreign languages and humanities, and so pupils do not make the progress they should in these subjects. At key stage 4, disadvantaged pupils make progress that is below the national average. The school has the following strengths The progress pupils make in English and mathematics is accelerating. Leaders have an accurate picture of the current position of the school and development plans are firmly focused on improving teaching and outcomes for all groups of pupils. There are many examples of good teaching and effective practice that are now being shared across the school. Teachers do not routinely use the information available to them about the needs of individual pupils, particularly those who have special educational needs and/or disabilities to plan strategies that accelerate progress. Some pupils do not behave well in lessons and the behaviour of a significant minority of pupils creates a disorderly atmosphere around the school at times. Pupils do not have enough opportunities to gain experience and develop understanding of cultures and beliefs that are different from their own. Not enough teaching inspires pupils with the desire to learn and teachers do not routinely reward pupils when they do well. Sixth form provision is good. It provides a range of courses which allow students who do not achieve the highest grades at GCSE to successfully access further education and training. .More effective middle leaders are now driving improvements in the quality of teaching, particularly in English, humanities and mathematics.