Venerable Bede Church of England Academy

About Venerable Bede Church of England Academy Browse Features

Venerable Bede Church of England Academy

Name Venerable Bede Church of England Academy
Ofsted Inspection Rating Good
Inspection Date 24 May 2016
Address Tunstall Bank, Sunderland, Tyne and Wear, SR2 0SX
Phone Number 01915239745
Type Academy
Age Range 11-16
Religious Character Church of England
Gender Mixed
Number of Pupils 903 (47% boys 53% girls)
Number of Pupils per Teacher 17.4
Academy Sponsor Dayspring Trust
Local Authority Sunderland
Percentage Free School Meals 17.4%
Percentage English is Not First Language 0.2%
Persisitent Absence 18.3%
Pupils with SEN Support 15.4%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The Venerable Bede Church of England Secondary School converted to an academy in January 2013 and became The Venerable Bede Church of England Academy. The school is a lead member of the Dayspring multi-academy trust, which formed in November 2014. The school is smaller than the average-sized secondary school. The large majority of pupils are White British. Almost all pupils speak English as their first language. The proportion of pupils known to be eligible for support through the pupil premium is above average. The pupil premium is additional government funding provided for pupils known to be eligible for free school meals or who are looked after by the local authority. The proportion of pupils who have special educational needs or disability is above average. The proportion of pupils with a statement of special educational need or with an education, health and care plan is below average. A very small number of pupils attend alternative provision at East Durham College, Springboard and Young Mums on a part-time basis. The headteacher became executive headteacher of both the Venerable Bede Church of England Academy and Ian Ramsey Church of England Academy in 2014. By the end of the inspection, the school’s website met statutory requirements. The school meets the government’s current floor targets, which are the minimum expectation for pupils’ attainment and progress.

Summary of key findings for parents and pupils

This is a good school Pupils currently in the school are making strong and sustained progress across a wide range of subjects. There are good programmes in place to support pupils who enter the school with low levels of attainment. These pupils’ reading skills develop quickly as a result. Additional funding for disadvantaged pupils is used well. Disadvantaged pupils and those who have special educational needs or disability make as much progress as other pupils across a broad range of subjects. The quality of teaching is good. Most teachers plan engaging activities that build on what pupils already know, understand and can do. Most teachers provide good feedback that contributes significantly to pupils’ progress. Most pupils have positive attitudes and apply themselves diligently. At social times, their conduct is of a high order. The school’s Christian values ensure pupils develop a tangible sense of mutual respect, tolerance and consideration for one another. Pupils’ spiritual, moral, social and cultural awareness is developed effectively. The wide-ranging personal development programme and religious education lessons prepare pupils well for life in modern Britain. School directors and the executive headteacher manage teachers’ performance rigorously. They acted decisively to address issues in teaching that caused a dip in standards in 2014. Effective recruitment and ongoing training and development of teachers are securing better outcomes for pupils currently in the school. It is not yet an outstanding school because : Not enough pupils make rapid progress in English or science. The gap in attainment between disadvantaged pupils and other pupils in the school is not narrowing fast enough. Gaps in attainment at the end of key stage 4 remain relatively wide. While the attendance rates are average, the weaker attendance of some disadvantaged pupils has a negative impact on their learning and progress. Leaders have not ensured marking and feedback are consistently effective across different subjects.