North East Essex Co-operative Academy

Inspection of North East Essex Co- operative Academy Walnut Tree Way, Colchester CO2 9BS

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Insufficient evidence Previous inspection grade Good

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Overall effectiveness Good

The headteacher of this school is Joanne Cookson. This school is part of the Keys Co-operative Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Philomena Cozens, and overseen by a board of trustees, chaired by Roger Abo- Henriksen. The head of the primary setting is Lydia Sherborne. 16 and 17 July 2024

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What is it like to attend this school?

Pupils are positive about their experience and the ‘amazing staff’ at this academy. For many it is another opportunity to learn so they can attain their next steps in education, employment or training. Staff help pupils reflect on and address the barriers that have stood in their way of securing an education previously. Through the caring support of staff, pupils learn strategies to cope and be emotionally resilient. Thus, enabling them to learn and manage their behaviour.

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What is it like to attend this school?

All three settings at this academy are calm and nurturing places to be. Staff know pupils exceptionally well. They judge expertly when to help pupils try opportunities outside of their comfort zones, such as tobogganing and fossil hunting along the coast.

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What is it like to attend this school?

The school tries its best to offer the educational experience of mainstream schools. This is to help pupils reintegrate back into education. Hence, primary pupils enjoy participating in forest school and secondary pupils undertake a range of sporting activities off-site, including the use of the local gym.

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What is it like to attend this school?

Reflection time at the end of the school day is just one of the strategies the school uses to support pupils’ mental health. Many benefits include access to walking therapy and counselling.

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better?

The curriculum is ambitious and appropriate for the length of time pupils will be in the setting. There is a wide curriculum offer, including GCSEs and vocational qualifications. Pupils follow studies linked to the national curriculum. The close liaison with local schools ensures that pupils cover what is the norm, such as particular texts in the English curriculum.

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better?

There is consistency with the quality of teaching across the settings. Teachers have good subject knowledge. In the secondary setting, pupils receive teaching from specialists. Teachers look carefully at what pupils know and can do. This includes checking what pupils remember if they are absent for a period. This information helps teachers set work appropriately for pupils’ starting points. As a result, pupils are confident in their learning when they start attending again. Those who receive remote education have bespoke learning that considers their personal circumstances and medical needs.

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better?

There is a sharp focus on developing pupils’ listening and communication skills. In lessons, staff readily use pupils’ support plans for their special educational needs and/or disabilities (SEND). This includes helping primary pupils sustain concentration when they learn phonics. Teachers effectively deliver the phonics programme. They make sure that books match the sounds that pupils know. In the secondary setting, pupils undertake a new reading programme which helps address the gaps they have in their reading knowledge. While the reading culture in the primary setting is well 16 and 17 July 2024

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established, it is less so at the secondary setting. Some secondary pupils have not yet formed independent reading habits.

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Staff are highly skilled at managing pupils’ behaviour. In the specialist hub, pupils with complex SEND needs are well catered for. The use of strong routines and a supportive approach from staff mean that pupils readily engage with their lessons. Across all the settings, staff spot quickly when pupils become upset. They are adept at helping reduce pupils’ anxiety and rapidly de-escalate tense situations.

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The school’s personal, social, health and economic (PSHE) curriculum is well- considered. It not only teaches pupils the tools they need to manage their emotions but also covers topical issues they face. A recent visit to see the sculpture of the knife angel in Colchester raised important learning points for pupils about knife crime. Frequent online safety workshops help pupils stay safe online. There is a comprehensive offer for careers education. This includes career fairs and visits to higher and further education providers.

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There has been a relentless drive to get pupils to attend school. This is an improving picture, but there is still more work to do. School leaders have creative plans to strengthen pupils’ attendance. The trust and governors appropriately challenge and support the school to do its best for the pupils it serves.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 There is inconsistency with the development of a reading culture across the school’s settings. Some older pupils have not yet formed independent reading habits. This limits their experience and enjoyment of reading for pleasure. The school should raise the profile of independent reading so that pupils have positive reading habits in preparation for adulthood.  Some pupils do not attend school as often as they should. This means they miss out on learning aspects of the curriculum as well as the socialisation and experiences that school brings. The school should continue to implement its plans to remove the barriers to attendance that some pupils have.

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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. 16 and 17 July 2024

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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’ is used to mean pupils with SEND; pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 16 and 17 July 2024

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School details

School category Academy alternative provision converter

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School details

Dates of previous inspection 24 and 25 May 2022, under section 8 of the Education Act 2005

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Information about this school

 The school is based over three sites. The secondary site is based at Walnut Tree Way, Colchester CO2 9BS. The primary site is based at Turner Road, Colchester CO4 5LB. There is also a specialist hub at Jaywick Lane, Clacton CO16 8BE.  The school caters for pupils who have had significant disruption to their education. Pupils are referred by local authorities, typically because they have been excluded from mainstream schools, special schools or pupil referral units.  Pupils typically have complex needs, including autism, social, emotional and mental health needs, and attention deficit hyperactivity disorder.  There are 45 places for pupils with medical needs or who are school refusers due to anxieties. This includes delivering remote education. The school also provides staff at the school room at Colchester Hospital, providing teaching for in-patients on the children’s ward.  The school provides outreach support in other schools for pupils at risk of

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Information about this school

permanent exclusion or who need support to reintegrate back into mainstream schools. 16 and 17 July 2024

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 Although the school is registered to have early years children, no children of that age are on roll. Therefore, due to insufficient evidence, amnesty has been granted for the judgement of early years.  The school uses ten providers of alternative provision, nine of which are unregistered.

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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

Inspections are a point-in-time judgement about the quality of a school’s education provision.

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Information about this inspection

 Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  The lead inspector met with the chair of the trust, the chief executive officer for the trust and representatives from the local governing body.  Inspectors met with the primary and secondary headteachers, senior leaders and staff.  The lead inspector spoke with a sample of leaders of alternative provision.  Inspectors carried out deep dives in these subjects: English, mathematics, science and art. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors also considered the remote education offer and the curriculum in other subjects, such as PSHE.  Inspectors observed pupils’ behaviour in lessons, around school and at social

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Information about this inspection

times. They considered pupils’ views about behaviour in school. They also spoke with staff about pupils’ behaviour and staff’s workload and well-being.  To evaluate the effectiveness of safeguarding, the inspectors reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors considered responses to Ofsted’s staff and pupil surveys. They also considered responses to Ofsted Parent View, including free-text comments and emails from parents.

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Inspection team

Liz Smith, lead inspector His Majesty’s Inspector

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Inspection team

Nicola Shadbolt Ofsted Inspector 16 and 17 July 2024

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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 looked after children, safeguarding and child protection.

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