Furness Academy

Inspection of Furness Academy Park Drive, Barrow-in-Furness, Cumbria LA13 9BB

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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 13 and 14 March 2023

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What is it like to attend this school?

Pupils at Furness Academy have been able to benefit from transformational changes to the school for the better over recent years. Leaders have realised their clear vision to raise expectations for all pupils, including those with special educational needs and/or disabilities (SEND).

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What is it like to attend this school?

Leaders have set out high expectations for both pupils’ behaviour and achievement. Pupils have risen to this challenge admirably, and this has benefited the whole school community. Leaders have created a calm, purposeful atmosphere. There are clear and consistent routines in place for staff to manage pupils’ conduct. Pupils behave well during lessons, and they are keen to try their best. As a result, current pupils achieve well in most subjects.

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What is it like to attend this school?

Pupils comment that they feel safe and happy at school. They talked positively to inspectors about their time at school. Pupils treat each other with respect. Staff have forged respectful, positive and caring relationships with pupils.

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What is it like to attend this school?

Leaders have ensured that there are effective systems in place to deal with incidents of bullying. Pupils say that bullying is not tolerated and that, when it does happen, it is dealt with quickly and appropriately.

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What is it like to attend this school?

Pupils are afforded a wealth of opportunities to gain from a wide and diverse range of valuable experiences. For instance, international exchange trips to Germany and New York help students to experience the wider world. Many pupils relish the chance to learn the flute or violin. Added to this, pupils have opportunities to perform on stage in dramatic productions at a range of venues across the country.

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better?

Leaders have ensured that the curriculum is suitably ambitious for pupils, including those who are disadvantaged. For example, an increasing proportion of pupils are choosing to study the subjects that make up the English Baccalaureate in key stage 4. Leaders afford pupils with a wide range of courses to choose to study at GCSE. They have thought carefully about how to successfully raise pupils’ aspirations alongside meeting local employment needs, such as those in technology and engineering.

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better?

To improve the quality of education for pupils, leaders have made sure that teachers are clear about what pupils should learn and when content should be delivered. As a result, current pupils build securely on what they know already, and they develop a deep body of subject knowledge over time. This is especially the case for those pupils in key stage 3.

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better?

Teachers are equipped well to deliver subject curriculums skilfully and present new ideas to pupils with clarity. Added to this, leaders have ensured that teachers receive 13 and 14 March 2023

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appropriate information and guidance to design learning. This means that, for the most part, teachers use their strong subject knowledge to select appropriate activities so that pupils learn the intended curriculum. In the main, current pupils achieve well.

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Leaders are aware that some older pupils have been unable to benefit fully from their improvements to how well the curriculum is designed and delivered. To address this, leaders have prioritised timely and appropriate support for these older pupils in key stage 4. For example, leaders have adapted the content of some subject curriculums. This is helping teachers to systematically address the gaps in these pupils’ knowledge.

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Mostly, teachers use assessment strategies skilfully to check on pupils’ understanding of prior learning and identify any misconceptions. However, occasionally, in a small number of subjects, teachers do not use assessment strategies as well to rectify pupils’ misunderstandings. In these subjects, this prevents some pupils from having a strong foundation on which to build and learn as well as they should.

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Leaders have effective systems in place to identify those pupils who join the school that have fallen behind in reading. These pupils receive appropriate support to catch up quickly.

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Staff are trained appropriately to identify the needs of pupils with SEND at the earliest possible stage. Leaders provide teachers with sufficient information about the individual needs of pupils with SEND. This helps teachers to adapt how they deliver the curriculum for this group of pupils. When appropriate, pupils with SEND follow the same curriculum as their peers. They take part in all other aspects of school life.

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Staff and pupils are clear about leaders’ expectations for pupils’ behaviour. Staff use leaders’ systems to manage pupils’ behaviour consistently well. During lessons, disruption to pupils’ learning is rare. Pupils learn to understand and appreciate difference and about the benefits of living in a diverse society. Pupils are keen to take part in leadership roles, such as acting as representatives on the committee for ‘student voice’.

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Leaders ensure that all pupils benefit from a well-designed and coherent careers programme, which is delivered by knowledgeable staff. Leaders have forged strong and effective links with apprenticeship providers and local employers. This means that pupils are well informed about the options available to them when they leave school.

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Staff comment that they feel appreciated by leaders and that leaders are cognisant of their workload. Staff value the professional development they receive. For example, teachers benefit from frequent opportunities to hone their subject expertise. Governors and trustees have a clear understanding of the school’s 13 and 14 March 2023

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strengths and leaders’ priorities for further development. Those responsible for governance support and challenge leaders effectively.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders have ensured that safeguarding practices and procedures are thorough and robust. Members of the safeguarding team are particularly knowledgeable about those issues that pupils may face in the local community. Leaders make sure that staff receive regular safeguarding training. This means that staff are alert to the signs that may indicate a pupil is at risk.

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Safeguarding

In recent months, leaders have invested to increase the wealth of safeguarding expertise within the school. Staff work closely with external agencies to ensure that vulnerable pupils and their families receive appropriate help when needed.

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Safeguarding

Pupils learn about how to keep themselves safe. Leaders remain up to date about safeguarding matters and adapt the curriculum to ensure that pupils’ learning about staying safe is timely and relevant.

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(Information for the school and appropriate authority)

 In a small number of subjects, from time to time, some teachers do not use assessment strategies well to rectify pupils’ misunderstandings. This hinders some pupils’ learning in these subjects. Leaders should ensure that teachers use assessment strategies effectively to address pupils’ misconceptions so that they have a strong foundation for subsequent learning.

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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. 13 and 14 March 2023

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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. 13 and 14 March 2023

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School details

Inspection number 10242075 Type of school Secondary Comprehensive

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School details

Number of pupils on the school roll 1,152

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School details

Date of previous inspection 19 and 20 September 2017, under section 5 of the Education Act 2005

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Information about this school

 The school uses seven registered and three unregistered alternative providers for a small number of pupils.  The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 7 to 13 with information and engagement 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. 13 and 14 March 2023

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 Inspectors spoke with the headteacher, other senior leaders, subject leaders and other members of staff. Inspectors spoke with representatives of the board of trustees.  As part of this inspection, inspectors carried out deep dives in mathematics, history, modern foreign languages, art and design, science and design and technology. Inspectors met with subject leaders to discuss curriculums. They visited lessons, reviewed samples of pupils’ work, spoke with teachers and spoke with pupils about their learning in these subjects. Inspectors also reviewed pupils’ work and visited lessons in other subjects.  Inspectors checked on leaders’ safeguarding procedures, including the checks made when new staff are appointed. Inspectors met with those responsible for governance, and they spoke with leaders, staff, pupils and students to evaluate the culture of safeguarding at the school.  Inspectors considered the views of the parents and carers who responded to

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Ofsted’s online questionnaire, Parent View. This included the comments received via Ofsted’s free-text facility. Inspectors also considered the responses to Ofsted’s online surveys for pupils and staff.  Inspectors met with pupils from all year groups. Inspectors also observed pupils’ behaviour at social times and observed pupils as they moved around the school site.

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Inspection team

Phill Walmsley, lead inspector Ofsted Inspector

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Inspection team

Paul Edmondson Ofsted Inspector 13 and 14 March 2023

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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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