Quarrydale Academy

Inspection of Quarrydale Academy Stoneyford Road, Sutton-in-Ashfield, Nottinghamshire NG17 2DU

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Inspection dates: 15 and 16 November 2022

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Sixth-form provision Good Previous inspection grade Good 15 and 16 November 2022

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What is it like to attend this school?

The school’s motto, ‘Aspire, believe, achieve’, sums up its ambitions for all pupils. The school provides a wide-ranging curriculum to pupils at all stages of learning. Pupils in key stage 4 and in the sixth form value the choice of courses available to them. However, pupils’ experiences in lessons vary. This means they do not always learn as well as they could.

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What is it like to attend this school?

In general, pupils are polite, behave well and work hard. Most pupils feel safe. They have good relationships with staff. Most pupils report any concerns about bullying and say that staff deal with it seriously. However, not all staff have high expectations of how pupils should behave. Some pupils disrupt lessons and are boisterous in the corridors. This makes some other pupils feel uncomfortable.

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What is it like to attend this school?

In the sixth form, students value the academic and vocational curriculum. Relationships between staff and students are excellent. Students enjoy doing work experience, volunteering and taking part in the student government.

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What is it like to attend this school?

Pupils benefit from a strong careers programme. Pupils at all stages are well prepared for their next steps in education, training or employment. Many pupils take part in one of the school’s many clubs, including sports, drama and chess, and in ‘Ambassadors’, the school’s LGBT+ pupil group.

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better?

Leaders have designed a curriculum that is ambitious for all pupils. The range of courses on offer gives pupils the opportunity to develop their interests. Most pupils in key stage 4 study a language and either history or geography. Leaders adapt the curriculum for a small number of pupils to meet their needs.

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better?

Leaders have prioritised curriculum design. Subject leaders have thought carefully about what they want pupils to achieve. They have considered what pupils will learn and when. They have designed a curriculum to help pupils to remember the key knowledge.

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better?

However, leaders have not ensured that staff teach the curriculum consistently well. Most teachers present information well. Many set tasks that help pupils to know more and remember more. However, many teachers do not make accurate checks on pupils’ learning. They do not routinely identify and correct pupils’ misconceptions. Many staff do not make effective use of assessment to provide feedback that helps pupils’ learning. As a result, the quality of pupils’ work varies.

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better?

In the sixth form, it is different. Students are well supported by expert teachers in academic and vocational courses. Most teachers choose resources skilfully. They guide students to become more independent in their work. Leaders have established a strong programme for students’ personal development. Students get clear advice 15 and 16 November 2022

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and guidance to make confident choices for their next steps. Most students attend well. They contribute meaningfully to school life.

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Leaders ensure that there is effective provision for pupils with special educational needs and/or disabilities (SEND). Leaders work in partnership with pupils and their families. Leaders provide relevant SEND training and information for teachers. Teachers make adaptations to meet pupils’ needs. Leaders identify pupils who need help to improve their reading. Trained staff teach phonics to pupils who need it. They help other pupils to read more confidently and fluently.

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Leaders recognised that behaviour needed to improve. They worked well with staff to set out a new behaviour policy. Staff and pupils said that behaviour has improved recently. However, leaders have not made their expectations sufficiently clear. Teachers do not use the policy consistently to challenge pupils who engage in low- level off-task behaviour. They allow negative attitudes to spread. Some pupils behave poorly around school and treat others with disrespect.

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Pupils benefit from high-quality pastoral support. Pastoral staff provide personalised support for individual pupils to improve their attendance. They listen to pupils’ concerns and help them to find solutions. Staff provide highly effective support for pupils who are at risk of suspension.

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Leaders aim to broaden pupils’ horizons. Careers education is of a high quality. Pupils learn how to access the wealth of pathways available to them. Staff provide a variety of extra-curricular activities. Leaders do not track participation in these. They cannot be sure that the pupils who need them the most are joining in. The programme for personal, social, health and economic (PSHE) education is new. Pupils do not yet develop a secure understanding of the key knowledge.

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Trustees know the school well. Along with school leaders, they are working to improve the school. They consider staff’s well-being and workload when making changes. However, leaders have not set a clear vision for the aspects of provision that need to improve. As a result, the necessary improvements have not been fully realised.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders have increased the number of staff in the safeguarding team to meet the needs of the school community. Safeguarding staff work with determination to ensure that pupils get the right help. They have effective partnerships with the local police, the school nurse and social care. They communicate well with parents. They make sure that pupils who feel vulnerable have a safe space in school and a key worker they trust.

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Safeguarding

Pupils learn to keep themselves and others safe, including when online. They can turn to staff if they are worried. 15 and 16 November 2022

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Staff receive safeguarding training and updates. They know what to do when they are concerned about a pupil’s welfare.

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(Information for the school and appropriate authority)

 Teachers do not always make accurate checks on pupils’ learning. They do not identify learning gaps and misconceptions. They do not have the information they need to give pupils useful feedback. Pupils do not learn as well as they should. Leaders must ensure that teachers check learning effectively so that they address gaps in pupils’ knowledge and provide pupils with feedback that helps improve their learning.  Leaders have not communicated their expectations about behaviour clearly. As a result, behaviour is inconsistent in classrooms and around school, and staff do not make consistent use of the policy to reward or challenge behaviour. Leaders must ensure that they set high expectations that are understood by all. They must ensure that staff are supported to implement the behaviour policy effectively.  The curriculum for PSHE is new. It is not yet implemented consistently. Pupils have gaps in their learning. Leaders must ensure that pupils gain a secure

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(Information for the school and appropriate authority)

understanding of the key learning in PSHE so that pupils are well prepared for life in modern Britain.  Leaders have not set a clear vision for how the school should be improved. Expectations are not clear to staff and pupils. The impact of leaders’ work is inconsistent. Leaders must ensure that they communicate a clear vision for improving the school to all stakeholders so that their vision is realised in strong, shared policies and practice.

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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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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. 15 and 16 November 2022

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School details

Local authority Nottinghamshire County Council

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provision

Number of pupils on the school roll 1,230

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sixth form

Date of previous inspection 1 March 2017, under section 8 of the Education Act 2005

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Information about this school

 The school uses four registered alternative providers for a small number of pupils.  The school meets 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 graded 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. 15 and 16 November 2022

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 Inspectors held meetings with senior leaders, other leaders, staff and pupils.  The lead inspector held a meeting with trustees.  Inspectors scrutinised a range of documents, including those relating to safeguarding, behaviour and attendance.  Inspectors carried out deep dives in design and technology, English, history, languages, mathematics and physical education. As part of the deep dives, inspectors visited lessons, spoke with curriculum leaders, reviewed curriculum plans and reviewed pupils’ work. They also spoke with pupils and teachers.  Inspectors visited lessons, form time and an assembly. They listened to pupils read.  An inspector spoke to representatives of the alternative providers used by the school.  Inspectors observed pupils at various times of the school day, including at break and lunchtime. They also visited clubs.  Inspectors considered the views of pupils, parents and staff through discussions

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during the inspection and through the Ofsted surveys.

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Inspection team

Aoife Galletly, lead inspector His Majesty’s Inspector

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Inspection team

Keval Thakrar Ofsted Inspector 15 and 16 November 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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