Cleethorpes Academy

Inspection of Cleethorpes Academy Grainsby Avenue, Cleethorpes, Lincolnshire, DN35 9NX

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Previous inspection grade Good 30–31 January 2020

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What is it like to attend this school?

Pupils enjoy coming to this school. One said, ‘Staff care a lot and the music is amazing.’ Parents appreciate the care and support that staff give to pupils. One said, ‘My son has become a different child, I would definitely recommend it [the school] to others.’

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What is it like to attend this school?

Pupils we questioned said they feel safe, especially from bullying. The pupils spoken to during the inspection say that bullying is always dealt with well by staff. Pupils say that behaviour in lessons good. However, they say that older pupils can play rough sometimes at breaktimes so they have to be careful in case they get knocked over by accident.

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What is it like to attend this school?

Pupils receive strong guidance regarding their options before they leave school. Pupils also learn to respect people from other cultures or religions. One pupil said, ‘Being different makes life interesting.’

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What is it like to attend this school?

In lessons, teachers expect pupils to work hard and to do their best.

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What is it like to attend this school?

Music is popular in school. Pupils love their music lessons, singing and playing guitars and ukuleles. A quarter of pupils in the school learns to play a musical instrument and many go on to study music at GCSE level.

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better?

Leaders have improved the curriculum to make sure that pupils study a broad range of subjects. In key stage 4, all pupils now study either geography or history. Most pupils now take a creative subject. Teachers say that leaders do all they can to keep workload manageable. For example, leaders have reduced the amount of marking teachers have to do.

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better?

The curriculum in music is of very high quality. A quarter of pupils learn to play musical instruments. Many pupils, including those with special educational needs and/or disabilities (SEND), sing in the choir or play in music groups. In lessons pupils deepen their knowledge and have time to practise their musical skills.

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better?

In science, the well-designed curriculum allows current pupils to achieve well. Pupils deepen their knowledge of science in each year. In science, pupils revisit topics to make sure that they know more and remember more over time.

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better?

The curriculum in languages is ambitious and broad. Most pupils in key stage 3 study both French and Spanish. Leaders have effective plans in place to ensure that more pupils study languages in key stage 4.

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better?

In mathematics, pupils do not cover important skills, knowledge and understanding in depth before they begin preparation for examinations. Pupils in key stage 3, especially those with SEND, sometimes do not have enough time to practise and 30–31 January 2020

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perfect their mathematics skills. This means that they have to be taught the skills again in Year 10 and Year 11, so the work becomes repetitive.

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Teachers often assess pupils effectively. In some subjects, such as in science, teachers expertly use assessment information to find out where pupils are struggling. This leads to pupils of all abilities, including those with SEND achieving well. However, in some subjects, assessment is not used as effectively in the curriculum. This leads to delays in pinpointing what pupils need to do to improve.

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Pupils behave well in lessons. In subjects they really enjoy, such as music, behaviour is exemplary. Teachers and pupils have developed strong working relationships in class. At lunchtime and breaktime, behaviour is sometimes not so positive. Pupils can push and shove each other. This is not sufficiently challenged by staff. Younger pupils say that they have to be careful not to get knocked over. However, pupils say that they feel safe and secure around the school.

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Attendance has improved but remains stubbornly below the national average. While leaders follow up absences, teachers, form teachers and pastoral staff do not promote the importance of regular attendance as consistently as they could.

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Many pupils, including pupils with SEND and disadvantaged pupils, take part in the many extra-curricular activities on offer. Pupils receive expert advice on careers and further education. Pupils are taught to be respectful of others regardless of faith, culture or sexuality.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is a strong culture of safeguarding in the school. All staff, including lunchtime supervisors, know what they must do if they have any concerns about pupils. Staff training is of a high standard. School leaders communicate well with outside agencies when necessary.

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Safeguarding

Pupils have a good understanding of how to stay safe when using the internet. While some pupils say that they have experienced bullying, they say that it is always tackled quickly by staff to ensure that it stops. Pupils say that there is always an adult to turn to if they have any concerns or feel upset.

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(Information for the school and appropriate authority)

 In mathematics, pupils, do not cover important skills, knowledge and understanding in depth before they begin preparation for examinations. This leads to teachers having to reteach topics that pupils, including pupils with SEND, have not properly mastered. Leaders should ensure that the curriculum is 30–31 January 2020

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reviewed to improve this issue. This will allow pupils to know more and remember more so they develop a readiness to learn more complex ideas and concepts.  Assessments are not always effective at identifying and addressing gaps in pupils’ understanding. Leaders should ensure that teachers use assessment more effectively to pinpoint pupils’ next steps in learning and that prompt action is taken so that any misconceptions are addressed at the earliest opportunity.  While behaviour is good overall, some pupils can be boisterous at lunchtime and breaktime and not considerate of others around them. This is sometimes overlooked by staff who are on duty. Leaders should ensure that pupils’ behaviour outside is as positive as it is in the classroom and that staff on duty are proactive in helping to minimise such behaviour.  Attendance remains stubbornly below average. While non-attendance is tackled when it happens, more could be done to promote positive messages to pupils

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about the importance of attending school. Leaders should ensure that all staff, including form tutors, support pupils to attend regularly so that overall absence and persistent absence reduces.

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How can I feed back my views?

or to find out what other parents and carers think. We use Ofsted Parent View information when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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How can I feed back my views?

If you are the school and you are not happy with the inspection or the report, you can complain to Ofsted .

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 30–31 January 2020

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School details

Appropriate authority The board of trustees

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School details

Chair of the board of trustees Philip Bond

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School details

Date of previous inspection 4 December 2018, under section 8 of the Education Act 2005

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Information about this school

 The school uses the external provider Phoenix Park Academy to provide an alternative education for a small number of pupils.

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Information about this inspection

We carried out this inspection under section 5 of the Education Act 2005.

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Information about this inspection

 We held meetings with the principal and other senior leaders. We met with four members of the trust board, the chief executive and deputy chief executive of the Tollbar multi-academy trust. We met with leaders responsible for safeguarding and the special educational needs coordinator.  We held discussions with lunchtime supervisors, office staff, teachers and teaching assistants about the actions that they take to keep pupils safe.  We looked at a range of documentation, including safeguarding documents, the school’s self-evaluation, development plans and information on the school’s website. 30–31 January 2020

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 We agreed with the principal to look in detail at: music, mathematics, science and modern foreign languages. We talked to leaders about their curriculum plans. We visited lessons, looked at pupils’ work and discussed this with them. In addition, we had discussions with teachers and a group of pupils from the lessons we visited.

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Inspection team

Robert Jones, lead inspector Ofsted Inspector

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Inspection team

Garry Stout Ofsted Inspector 30–31 January 2020

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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