Torquay Academy

Inspection of a school judged good for overall effectiveness before September 2024: Torquay Academy Cricketfield Road, Torquay, Devon TQ2 7NU

p.1

Outcome

Torquay Academy has taken effective action to maintain the standards identified at the previous inspection.

p.1

Outcome

The principal of this school is Steve Margetts. This school is sponsored by Torquay Boys’ Grammar School Multi-academy Trust, which means other people in the trust have a responsibility for the school. The trust is overseen by a board of trustees, chaired by Christine Weston. The chair of the school’s local governing body is Vince Flower.

p.1

What is it like to attend this school?

There are high expectations of pupils who attend Torquay Academy. The school is ambitious for all pupils and is relentless in its drive to ensure pupils are ready for the next stage of their education. The vast majority of pupils behave very well and many achieve highly. Pupils are proud to attend their school. They value the way that academic rigour is balanced with fun and wider opportunities. This helps them to become confident and resilient.

p.1

What is it like to attend this school?

The school’s curriculum is broad and meticulously planned. Pupils enjoy and achieve well in sports and creative arts subjects, alongside a strong academic core. They are supported to read widely and often, including learning about different cultures and important issues outside of the main curriculum.

p.1

What is it like to attend this school?

The school’s mantra of ‘every second counts’ is understood and lived out by staff and pupils, including students in the sixth form. Alongside their academic studies, the school offers pupils an exceptionally wide range of extra-curricular opportunities. As well as elite ‘academies’ in sports, music, performing arts and academic study, the school offers clubs, such as robotics, yoga and archaeology. Many pupils participate in the Combined Cadet Force and Duke of Edinburgh Award, effectively developing pupils’ talents and interests. 7 and 8 January 2025

p.1

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

Subject experts have designed curriculums that meet the needs of pupils. The school has identified the most important knowledge pupils need to learn. They have ensured that the way in which this is delivered helps pupils remember what they have learned. Pupils, including those with special educational needs and/or disabilities (SEND), are able to learn confidently because they understand how their current learning builds on what they have learned before. Staff explain concepts clearly. They skilfully show pupils how to apply their knowledge. They regularly check that pupils have understood and ensure there is time for them to work independently and embed their knowledge. However, sometimes pupils do not complete work to the high standards expected. At these times, pupils do not demonstrate their learning fully in their written work.

p.2

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

While the number of pupils completing the full suite of subjects in the English Baccalaureate is low, these subjects are available to all pupils. Improvements to the modern foreign languages curriculum has led to an increase in the number of pupils choosing to take a language at GCSE.

p.2

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

The school accurately identifies the needs of pupils with SEND. The vast majority of these pupils learn alongside their peers. When pupils require additional support, they receive this in a timely and appropriate way. This includes support for pupils who have fallen behind with reading. The school accurately identifies precisely what kind of additional help these pupils need in order to become confident, fluent readers.

p.2

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

The school ensures that students in the sixth form work towards aspirational destinations. Subject experts have written curriculum resources, which enable students to develop a deep understanding of their subjects. The published outcomes do not reflect the current quality of provision. Students in the sixth form are excellent role models to younger pupils, leading clubs and house events and volunteering in the local community.

p.2

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

The school has strong systems in place to support positive behaviour. Staff use the behaviour policy consistently and fairly. Pupils feel that, when bullying does happen, staff deal with this effectively. Pupils learn about the protected characteristics and how to treat one another with respect. While a small number of pupils feel more could be done to make sure this is the case, the school is taking positive action to address this. Pupils and staff value regular opportunities to write post cards of thanks to one another, exemplifying the warm and respectful relationships that exist within the school.

p.2

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

Pupils remember important information about how to keep themselves safe and physically and mentally healthy. They learn about consent and healthy relationships. In the sixth form, students learn about budgeting and professional behaviours. Pupils regularly learn about different religions, world views and important issues, such as the environment. Pupils and students in the sixth form receive careers advice and guidance and have the opportunity to attend careers fairs, visit universities and complete work experience. This helps to ensure they are well informed about their next steps. 7 and 8 January 2025

p.2

3

Governors have a strong oversight of the school. They hold leaders to account for the quality of education pupils receive and support leaders to ensure that staff feel valued. As a result, there is an exceptionally strong shared commitment to continuous improvement and a drive to ensure that pupils’ life chances are at the heart of all decisions.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 Staff do not consistently ensure that pupils’ written work is completed as intended. This means that some pupils are not demonstrating their learning with accuracy and care when writing or developing their answers and ideas fully. The school must ensure the quality of pupils’ written work is completed to the high standards expected by staff, so that more pupils complete this as intended: accurately and, when required, at length.

p.3

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024 graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

p.3

Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. 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’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection 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 second ungraded inspection since we judged the school to be good for overall effectiveness in June 2016. 7 and 8 January 2025

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.4

How can I feed back my views?

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

p.4

Further information

You can search for published performance information about the school.

p.4

Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (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). 7 and 8 January 2025

p.4

provision

Number of pupils on the school roll 1464

p.5

form

Accounting Officer of the trust James Hunt

p.5

form

Dates of previous inspection 26 and 27 February 2020, under section 8 of the Education Act 2005

p.5

Information about this school

 Torquay Academy is a sponsor-led academy. The sponsor is Torquay Boys’ Grammar School. The local governing body oversee the school.  The school uses one registered and three unregistered alternative provisions.  The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships. 7 and 8 January 2025

p.5

Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with the principal, other senior leaders from the school and a selection of staff during the inspection. The lead inspector met with the vice chair and one other member of the local governing body. The lead inspector also spoke with the chair of the trust.  Inspectors visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors analysed responses to Ofsted’s online survey, Ofsted Parent View.  Inspectors considered the responses of staff and pupils to Ofsted’s online survey.  An inspector discussed how the school identifies and supports pupils with SEND.

p.6

Information about this inspection

 Inspectors spoke with groups of pupils during lessons and social times. They met with staff who oversee the personal development and behaviour of pupils.  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.

p.6

Inspection team

Victoria Griffin, lead inspector His Majesty’s Inspector

p.6

Inspection team

Andrew Lovett Ofsted Inspector 7 and 8 January 2025

p.6

7

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.7

7

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.7

7

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.7

7

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

p.7

7

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

p.7