|Ofsted Inspection Rating||Requires improvement|
|Address||Church Balk, Thorne, Doncaster, DN8 5BY|
|Number of Pupils||1262 (48.7% boys 51.3% girls)|
|Number of Pupils per Teacher||14.3|
|Academy Sponsor||Emmanuel Schools Foundation|
|Percentage Free School Meals||25.3%|
|Percentage English is Not First Language||5.7%|
|Pupils with SEN Support||7.7%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (13 September 2017)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
Information about this school
The school does not meet requirements on the publication of specified information on its website. At the time of the inspection, the website did not include information about the school’s most recent key stage 4 results or results in the sixth form. Information about the school curriculum lacked detail for each year group. Evaluation of the impact of the use of pupil premium funding and Year 7 literacy and numeracy catch-up funding was limited. The school complies with Department for Education guidance on what academies should publish. When the academy was inspected in September 2015, it was judged to require improvement. Inspectors conducted one monitoring inspection in which the academy was judged to be taking effective action to tackle the areas requiring improvement. The academy is much larger than the average-sized secondary school. The proportion of disadvantaged pupils known to be eligible for support through the pupil premium is above average. The pupil premium is additional funding for those pupils who are known to be eligible for free school meals and those children that are looked after by the local authority. The proportion of disabled pupils and those supported by education, health and care plans is below average. A small number of pupils follow individual education programmes for varying periods of time and are educated for part of the week at Emmanuel House. This is a self-contained unit within the academy grounds. The academy makes use of Goole College, St Wilfred’s, Central Learning Centre, Maple Medical Service and North Learning Centre as placements for some pupils. The academy receives support from an executive principal from the Emmanuel Schools Foundation.
Summary of key findings for parents and pupils
This is a school that requires improvement The progress pupils are making is not consistently good because the quality of teaching is variable across all subjects. During the inspection, inspectors noted lapses in the checks of attendance records for pupils who attend lessons off site. Leaders took swift action to put this right before the end of the inspection. Sometimes teachers do not use information about the ability of the pupils they teach to plan lessons so that pupils make good progress. Leaders are beginning to monitor the quality of teaching and learning more closely. Leaders recognise that this needs to improve further, in order to improve pupils’ progress and attainment. Sometimes teachers do not effectively question their pupils and so challenge them to think more deeply about their studies. Over time, leaders have not ensured that all pupils experience consistently good teaching. Leaders have not ensured that pupils and students in the sixth form have been taught about risks regarding extremism and radicalisation. Pupils are often unenthusiastic about their learning and rely heavily on staff to prompt and encourage them. A small number of pupils do not concentrate on their work, fiddle with their equipment or distract other learners. Leaders recognise that the attendance of pupils needs to improve and levels of persistent absenteeism reduce, and have put measures in place to achieve this. It is too soon to see the full impact of these actions. The school has the following strengths The executive principal has provided a strong and clear vision for the development of the school. Pupils’ behaviour is improving. Pupils now feel safe and have confidence in the staff to deal with any difficulty they may experience. Regular checks on pupils’ progress have resulted in a more robust system for tracking how well different groups of pupils are performing. The sixth form provides a good education. Teachers in the sixth form have higher expectations of their students and challenge them more highly to achieve their best.