Medeshamstede Academy

Draft and confidential - Not for disclosure or publication Inspection of Medeshamstede Academy Reeves Way, Peterborough, Cambridgeshire, PE1 5LQ

p.1

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Previous inspection grade Good 17–19 May 2022

p.1

What is it like to attend this school?

All pupils have an education, health and care (EHC) plan due to autism spectrum disorder. Pupils are welcomed into school by caring staff who go out of their way to help them engage in learning, play and enjoy school.

p.2

What is it like to attend this school?

The youngest pupils thrive in the nurturing environment provided for them. Their communication and language skills are developed well. Early reading is taught effectively. High expectations and established routines ensure younger pupils behave well. However, this is not built-upon and maintained throughout the school.

p.2

What is it like to attend this school?

Pupils feel safe. Bullying does happen but pupils say they know who to talk with to help them sort things out. A small minority of pupils with different, more complex needs become regularly disinterested in learning. Incidents are not well managed by staff. When there is very challenging behaviour it disrupts the learning of others. Trust leaders and the local authority have not worked together well enough to ensure that the school is best placed to meet the needs of these pupils.

p.2

What is it like to attend this school?

The majority of pupils engage well in reading and mathematics. In the afternoons, some disengage from learning because the wider curriculum does not retain their interest. Practical learning in cooking, music, art and design, and wider enrichment activities, which pupils enjoy, are underdeveloped.

p.2

better?

Leaders have not ensured that the school remains good. There are an increasing number of pupils who alongside their autism diagnosis, present with complex social, emotional and mental health (SEMH) needs. For these pupils, their needs are not being met as well as they could be. This has led to significant concerns raised by parents about behaviour and safeguarding. Relations with the local authority (LA) are at the early stages of improving. Leaders have plans to further improve the site so the needs of these pupils can be fully met.

p.2

better?

The teaching of early communication skills is prioritised. Staff use their good relationships and consistent approaches well to enable verbal and non-verbal primary-aged pupils to interact and make good progress. Early reading is taught using phonics, but this is not fully consistent. New resources and staff training are planned for later this year. Teaching older pupils to read lacks precision. Staff do not clearly identify the support pupils need to enable them to read with confidence, accuracy and fluency.

p.2

better?

In mathematics, leaders have set out the content and vocabulary to be taught, and in what order. Staff know how to use the resources to teach mathematics but show less of an understanding of the school’s curriculum pathways and how these are suited to pupils’ different abilities. Books show that pupils who remain interested in 17–19 May 2022

p.2

3

learning make suitable progress. Those who easily lose interest during lessons make much less progress. Not all pupils develop positive attitudes to learning.

p.3

3

Teachers use a commercial package to teach the wider curriculum. The use and teaching of this package vary widely. Too many pupils become easily distracted in afternoon lessons. The curriculum does not inspire or motivate them. There are too few opportunities for enrichment and enjoyment that are adapted to meet pupils’ needs.

p.3

3

Pupils and staff feel safe in school. Most pupils behave themselves. Staff know how to manage their needs. A small minority of older pupils do not behave well enough. Strategies to build relations with them and diffuse behaviour incidents have little effect. Expectations of these pupils are too low. Staff feel that the boundaries and consequences for unacceptable behaviour are not always applied consistently. There are suitable logs maintained of incidents where staff are required to physically intervene to diffuse a situation.

p.3

3

Pupils and their backgrounds are known well. Pupils appreciate and learn from the personalised, one-to-one support provided for them. They develop and understanding of different relationships and career opportunities through regular personal, social and health education (PSHE) lessons. Most year 11 pupils move onto further education or training. Pupils have too few opportunities to learn important life skills such as looking after their health and wellbeing, travelling independently, and managing money.

p.3

3

Leaders have not ensured that some pupils’ EHC plans have been reviewed on time. Leaders are improving this situation. They intend to complete all reviews this term.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Experienced leaders oversee systematic procedures to keep pupils safe. Staff are suitably trained in safeguarding. They know what to do if they have concerns about pupils. Electronic recording procedures enable leaders to follow up concerns in a timely way and check regularly that action has been taken to protect pupils from harm. Links with other support agencies are well established.

p.3

Safeguarding

Following incidents of pupils' behaviour, leaders have taken action to secure the school site. Higher fences are in place to prevent pupils from absconding There are new locks which enable staff to control access within the buildings and outdoor areas more effectively.

p.3

Safeguarding

All the necessary checks are made when appointing adults to work with children. The record of these checks is well maintained. 17–19 May 2022

p.3

(Information for the school and appropriate authority)

 Too many pupils easily disengage from learning in the afternoons because the curriculum fails to inspire or motivate them. There is too much inconsistency in the teaching of the curriculum across a range of subjects. Leaders should review the quality of the wider curriculum. They should use their findings to create a revised curriculum that engages and enthuses pupils and enriches their lives.  Reading is not taught well enough. Staff do not clearly identify the support older pupils need to fill gaps in their reading skills, and enable them to read with accuracy, confidence and fluency. Leaders should prioritise improvements in reading. They should ensure that all staff gain a full understanding of how to teach reading to older pupils.  A small proportion of pupils with SEMH needs regularly misbehave. Staff do not manage these incidents well enough. Leaders should implement proven, effective strategies to help staff to manage serious misbehaviour consistently. They should

p.4

(Information for the school and appropriate authority)

raise their expectations of how all pupils should behave. Leaders should clarify with pupils and their parents what the consequences are for unacceptable behaviour.  The impact of the school receiving increasing numbers of pupils with more complex SEMH needs has not been fully considered. Leaders should ensure that their plans are effectively implemented so that the needs of these pupils are met, and that they can make the best progress they can.  Not all parents are fully supportive of the school’s work. A significant minority of them expressed concerns during the inspection about pupils safety and welfare. Leaders should do more to effectively communicate, resolve concerns, and regain the trust of parents.

p.4

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.

p.4

How can I feed back my views?

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

p.4

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 .

p.4

5

You can search for published performance information about the school.

p.5

5

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. 17–19 May 2022

p.5

School details

Inspection number 10238354 Type of school special all-through

p.6

School details

Website http://www.medeshamstedeacademy.org/

p.6

School details

Date of previous inspection 15 November 2018, under section 8 of the Education Act 2005

p.6

Information about this school

 Since the previous inspection, the school has changed its name from City of Peterborough Academy to Medeshamstede Academy.  The previous executive principal and principal have left the school. An interim principal currently leads the school. A new, substantive executive principal and principal have been appointed to begin in September 2022.  The school has grown from 96 to 127 pupils.  It is part of the Greenwood Academy Trust (the Trust).  The school caters for pupils from Reception class to Year 11.  All pupils have an EHC plan due to autism spectrum disorder. Pupils are referred to the school by Peterborough and Cambridgeshire local authorities.  Most pupils are white British.  The proportion of disadvantaged pupils eligible for pupil premium funding is above average. 17–19 May 2022

p.6

Information about this inspection

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

p.7

Information about this inspection

The inspector(s) carried out this inspection under section 8 of the Education Act 2005. We deemed the inspection a section 5 inspection under the same Act.

p.7

Information about this inspection

 During the inspection, inspectors held meetings with the interim principal, two assistant principals, other senior and middle leaders, teachers, support staff and three groups of pupils. In meetings, the interim principal was accompanied by a strategic director (SEND) from the Trust.  Inspectors also spoke via remote access with two trustees, the chief executive officer, and the chair of the school’s academy council.  Inspectors carried out deep dives into reading, mathematics, PSHE and history. This included discussions with subject leaders, visits to lessons, meetings with staff and pupils, and scrutiny of pupils’ work.  Inspectors scrutinised the school’s single central record. They met with the designated leader of safeguarding and a safeguarding leader from the Trust.  Inspectors considered 31 responses to Ofsted’s questionnaire, Parent View, and 31 free texts from parents. There were no responses to Ofsted surveys to gather

p.7

Inspection team

John Mitcheson, lead inspector Her Majesty's Inspector

p.7

Inspection team

Cindy Impey Her Majesty's Inspector 17–19 May 2022

p.7

8

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.

p.8

8

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

8

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

8

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

8

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8