Louth Academy

Inspection of Louth Academy Monks’ Dyke Road, Louth, Lincolnshire LN11 9AW

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good

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Overall effectiveness Good

Previous inspection grade Not previously inspected under section 5 of the Education Act 2005 8 and 9 February 2022

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What is it like to attend this school?

Although Louth Academy is situated on two separate campuses, staff and pupils agree that it feels like one school.

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What is it like to attend this school?

There are positive relationships between staff and pupils. Staff care about pupils’ education and their well-being. Most pupils said that they feel safe at school, and that they enjoy attending.

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What is it like to attend this school?

Leaders have very high expectations of pupils. These relate to what pupils can achieve academically, and how pupils conduct themselves around the school. Over time, pupils meet these expectations.

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What is it like to attend this school?

Pupils told us that many lessons challenge them, and that the school is helping them become more independent. There is a firm focus on developing pupils’ aspirations by giving them all, as school leaders call it, an ‘aspirational education’.

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What is it like to attend this school?

Pupils generally behave well and show respectful attitudes. However, in a small minority of lessons, there are incidents of off-task behaviour. Pupils value the new reward system. It allows them to exchange reward points for stationery, sports equipment and reading books.

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What is it like to attend this school?

There are times when some pupils fall out with one another. Staff are on hand to support pupils when this happens. Pupils told us that bullying does occur, but teachers deal with it quickly.

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better?

Leaders have developed a broad and ambitious curriculum. Subject leaders have decided on the most important knowledge and concepts pupils need to understand, and the skills they want pupils to develop. Leaders have considered the local context so they can bring the curriculum to life. For example, in food technology, pupils learn to descale and prepare fish due to the local links with the fishing industry.

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better?

Leaders recognise that many pupils do not opt to study a language at key stage 4. They have worked closely with their feeder primary school to develop pupils’ love of language earlier. More pupils are now opting to study a modern foreign language.

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better?

Teachers have very good subject knowledge. Leaders ensure that teachers are trained to teach using approaches that help pupils know and remember more. Many teachers model and present information clearly. Teachers check pupils’ understanding before they introduce new learning. Teachers ensure that pupils have a clear understanding of subject-specific vocabulary. For example, in business studies, pupils were taught the meaning of ‘hierarchy’ and ‘subordinate’ before they looked at management structures. In some lessons, teachers do not match teaching activities precisely enough to the important knowledge pupils need to learn. 8 and 9 February 2022

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Leaders have prioritised improving pupils’ literacy and enhancing pupils’ love of reading. This includes by providing regular reading in form time. Teachers assess how well pupils can read. They provide support for those pupils who are at the early stages of reading.

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Pupils with special educational needs and/or disabilities (SEND) are well supported in lessons. Teachers ensure that pupils with SEND can access the same learning and achieve as well as their peers.

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Staff and pupils agree that behaviour at the school is much better than it used to be. Changeover times between lessons and social times are calm and orderly. In many lessons, pupils show positive attitudes to learning. Pupils made inspectors aware of, and inspectors did see, some low-level disruption and off-task behaviour. Teachers do not always challenge this behaviour effectively.

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Leaders are on a mission to develop well-rounded, global citizens. There are opportunities for pupils to develop their leadership skills and their independence. Some pupils are trained as peer mentors or prefects. The personal development curriculum covers British values, and relationship and sex education. Pupils start to explore future careers in key stage 3. This is further enhanced by independent careers advice in key stage 4.

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Trustees and governors hold leaders to account through effective governance. Leaders are accurate in their evaluations of the school. Leaders are on a journey of what they call ‘continuous improvement’.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff have regular safeguarding training and updates. All staff have received enhanced training in how to recognise harmful sexual behaviour.

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Safeguarding

Leaders have ensured that all pupils know there is someone to talk to if they have a worry or a concern. Pupils can identify these trusted adults confidently. Staff use a consistent approach to recording and reporting concerns as soon as they arise.

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Safeguarding

Leaders of safeguarding have clear oversight of all safeguarding issues. They work well with external agencies to protect the most vulnerable pupils. Trustees and governors fully understand their safeguarding responsibilities.

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(Information for the school and appropriate authority)

 Leaders have not ensured that all teachers implement the curriculum consistently and securely. Some teachers select activities that do not precisely support the 8 and 9 February 2022

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curriculum’s intent. This can limit pupils’ opportunities to learn the most important knowledge in some lessons. Leaders should ensure that the implementation of the curriculum is embedded securely and consistently across all subjects.  Leaders have not ensured that all teachers manage the behaviour of pupils consistently. In some lessons, teachers do not challenge instances of low-level disruption and off-task behaviour effectively. When this is the case, time for learning is lost. Leaders must ensure that all staff understand how to challenge low-level disruption and off-task behaviour consistently.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View 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. 8 and 9 February 2022

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School details

Inspection number 10212013 Type of school Secondary comprehensive

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School details

Date of previous inspection Not previously inspected

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Information about this school

 A new principal took up his substantive post in September 2020.  The school is situated on two separate sites. Year 7 and Year 8 pupils attend the lower campus. All other years attend the upper campus.  The school uses two registered alternative providers to educate a small number of pupils on a full-time basis. These are The Pilgrim School and Springwell Mablethorpe Alternative Academy.  The school meets all the requirements of the Baker Clause, which requires schools to provide pupils in Years 8 to 13 with information about approved technical education qualifications and apprenticeships.

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Information about this inspection

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

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Information about this inspection

This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school. 8 and 9 February 2022

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 Inspectors carried out deep dives in design and technology, English, mathematics and science. Inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors also visited lessons in other subjects.  The lead inspector telephoned both of the alternative providers the school uses to educate some pupils on a full-time basis.  Inspectors spoke to other leaders, including the special educational needs and/or disabilities coordinator, the designated teacher for children looked after and the senior leader for curriculum development, including literacy.  The lead inspector met with trustees and with representatives of the local governing body.  The lead inspector met with the chief executive officer of the Tollbar Multi Academy Trust, of which the school is a member.  Inspectors considered a wide variety of school documents, including the school’s

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own self-evaluation and the school improvement plan.  Inspectors took note of the responses received on Ofsted Parent View, and considered the results of the Ofsted staff and pupil questionnaires.  To judge the effectiveness of safeguarding, inspectors read the school’s relevant policies, scrutinised the single central record, checked the school’s procedures for the safe recruitment of staff and met with the designated lead for safeguarding.  Inspectors spoke with a wide range of staff and pupils.

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Inspection team

Rakesh Patel, lead inspector Her Majesty’s Inspector

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Inspection team

Teresa Roche Ofsted Inspector 8 and 9 February 2022

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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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