Sir Geoffrey Leigh Academy

Inspection of a good school: The Leigh Academy Green Street Green Road, Dartford, Kent DA1 1QE

p.1

Outcome

The Leigh Academy continues to be a good school.

p.1

What is it like to attend this school?

Pupils are proud to be part of The Leigh Academy. They enjoy school and the good friendships they develop. Bullying is rare and always followed up. The working relationships pupils have with staff are strong. Pupils enjoy their lessons and want to do their best. They belong to one of five colleges which operate as ‘small schools’. Each college has its own distinct identity that fosters a sense of community. The high-quality pastoral care pupils receive means that they feel safe and happy. They appreciate the help of the student services managers, as well as other staff in their colleges.

p.1

What is it like to attend this school?

High expectations of pupils’ behaviour and learning are embedded. Leaders and staff strive for disruption-free learning where the aim is ‘opening minds to success’. The rewards system helps to achieve this. Teachers recognise and celebrate pupils’ achievements regularly. This spurs pupils on even more. Pupils are taught how to be resilient and respectful learners who are well prepared to take their place in a global community.

p.1

What is it like to attend this school?

Pupils have exceptional opportunities. The vast array of clubs, trips, and internal and external events is impressive. For example, students in Year 12 attended a university trip during the inspection. Other pupils took part in a national mathematics challenge.

p.1

What does the school do well and what does it need to do better?

Pupils study a range of subjects during their time at The Leigh Academy. Every subject is designed to gradually increase pupils’ knowledge and understanding. The content staff teach is organised in a logical way from Year 7 through to the sixth form. Leaders have sensibly identified meaningful connections across different subjects. For example, pupils study First World War poetry which fosters links between English and history. Staff strive for pupils to become knowledgeable, open minded, reflective, inquiring and caring. They also teach pupils to be risk takers and good communicators. 25 and 26 April 2023

p.1

2

Leaders have invested time and energy into the school’s reading approach. Pupils read carefully selected books and texts. Staff are trained well and are knowledgeable about how to support pupils with reading. Pupils who need extra reading help get it quickly. As a result, pupils are constantly improving their reading skills.

p.2

2

Pupils’ learning is fun and keeps them hooked. Teachers explain new concepts and ideas clearly and break them down so that pupils understand them. Pupils like to discuss what they learn with peers. Teachers ask pupils lots of questions that make them think hard. These questions also help teachers to check what pupils understand, and tweak their lessons accordingly. While many teachers do this effectively, it is not embedded across every classroom. This is something leaders are actively improving. The curriculum prepares pupils well for the future. Regular careers education and advice shine a light on the various options open to them. Pupils gain a range of qualifications. The number of pupils studying the English baccalaureate is rapidly increasing.

p.2

2

Staff understand pupils’ needs. This includes pupils with special educational needs and/or disabilities (SEND). Helpful strategies support pupils in class. The vast majority of staff use them well. However, there is more to do to embed their use in every classroom. The school has two specially resourced provisions for pupils with SEND. The lead inspector spoke to a small group of pupils who spoke eloquently and gave a glowing review of the support they receive. One pupil showed the lead inspector how he is raising awareness about deaf people.

p.2

2

An extremely well-thought-out ‘healthy minds’ programme covers all the important topics. For example, pupils learn about budgeting, the pressures faced by parents, healthy relationships, equality, diversity, different religions, problem-solving, emotions and so many more. Pupils have leadership opportunities here. The cultural diversity society and unity group work hard to promote awareness of different cultures and the LGBTQ+ community. A group of pupils with SEND head up a panel that works to improve the experiences of those with SEND in the school. Pupils not only want to make a difference in the school, but globally. They help a community of 300 people in a South African orphanage through regular fundraising. The lead inspector enjoyed watching many of the videos on Leigh TV that showcase the many events pupils get involved in.

p.2

2

Trust leaders and local academy board members support the school effectively. They know the school and provide a sensible balance of challenge and support. They draw on the expertise from across Leigh Academies Trust to help the school constantly strive for more. Staff like working here, with some describing the school as being like a family. They welcome the help they receive from leaders, particularly around workload.

p.2

Safeguarding

The arrangements for safeguarding are effective.

p.2

Safeguarding

Led by a knowledgeable designated safeguarding lead, the safeguarding team is committed to making sure pupils are safe. Strong recruitment processes and regular training and safeguarding briefings mean that staff know what to look out for and when they need to take action. Well-established systems help staff to report their concerns. 25 and 26 April 2023

p.2

3

Safeguarding leaders swiftly act on these concerns. Pupils also know what to do if they have any issues. Strong partnership working with other professionals means that pupils and their families get the help they need. Staff exploit every opportunity to teach pupils how to keep themselves safe.

p.3

(Information for the school and appropriate authority)

 Not all teachers check pupils’ understanding of what they learn as effectively as they could. Additionally, a minority of teachers do not use the most helpful strategies that have been identified to support pupils’ individual needs as well as they could. Leaders need to further embed the stronger practice seen in the majority of lessons so that it is securely and consistently embedded.

p.3

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good. This is called an ungraded inspection and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

p.3

Background

This is the first ungraded inspection since we judged the school to be good in November 2017.

p.3

How can I feed back my views?

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.3

How can I feed back my views?

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

p.3

Further information

You can search for published performance information about the school.

p.3

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. 25 and 26 April 2023

p.3

School details

Inspection number 10256481 Type of school Secondary

p.4

sixth form

Date of previous inspection 15 and 16 November 2017, under section 5 of the Education Act 2005

p.4

Information about this school

 The Leigh Academy is a school within Leigh Academies Trust.  The school has two specially resourced provisions. These are for deaf pupils and pupils who have speech, language and communication needs.  The school is an International Baccalaureate World School which is registered for the International Baccalaureate Middle Years Programme and the International Baccalaureate Career-related Programme.  At the time of the last inspection, there was a co-principal model in place. Since then, one of the co-principals has become the sole principal of the academy.  The school uses one registered alternative education provider.  The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 7 to 13 with information and 25 and 26 April 2023

p.4

5

engagement about approved technical education qualifications and apprenticeships.

p.5

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 school leaders and have taken that into account in their evaluation.  Inspectors held a wide range of meetings with the principal, other leaders, and teaching and support staff in the school. The lead inspector met with the chair of the local academy board, a trustee and two additional members of the local academy board. He also met with the chief executive officer and academies director from Leigh Academies Trust.  Inspectors carried out deep dives in these subjects: English, science, history, modern foreign languages and physical education. For each deep dive, 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. The lead inspector also heard some pupils read to an adult.

p.5

Information about this inspection

 Inspectors held discussions with pupils to gather their views about the school.  Inspectors considered responses to Ofsted Parent View and the free-text comments received during the inspection. Inspectors also considered the responses to Ofsted’s staff survey.  To inspect safeguarding, inspectors held meetings with safeguarding leaders, trustees and members of the local academy board, teachers and pupils. They scrutinised the single central record and sampled safeguarding records.  The lead inspector held discussions with a leader at one registered alternative education provider.  Inspectors also took account of a range of other information, including the school’s development plans, school policies and local academy board minutes.

p.5

Inspection team

Shaun Jarvis, lead inspector Ofsted Inspector

p.5

Inspection team

Paula Sargent Ofsted Inspector 25 and 26 April 2023

p.5

6

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.6

6

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.6

6

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.6

6

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

p.6

6

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

p.6