Spalding Academy

Inspection of a school judged good for overall effectiveness before September 2024: Spalding Academy Neville Avenue, Spalding, Lincolnshire PE11 2EJ

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Outcome

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

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Outcome

The head of school is Glenn Martin. There is also a headteacher, Lucy Conley, who is responsible for this school. This school is part of South Lincolnshire Academies Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Lucy Conley, and overseen by a board of trustees, chaired by Will Hawkins.

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What is it like to attend this school?

The school is caring and welcoming. It has high expectations of what pupils can achieve and how they should behave. Everything the school does is underpinned by its values of ‘aspire, challenge and achieve’. Pupils say these values help them to understand what staff expect of them. Most pupils progress very well through the curriculum and achieve highly.

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What is it like to attend this school?

Pupils have excellent attitudes to learning. They engage well with learning activities and show resilience when work is more demanding. There are positive, respectful relationships between staff and pupils. Pupils say that staff support them well. The school has established clear routines that pupils understand and follow. Pupils socialise well with each other during breaks and lunchtimes. They feel safe in school and know that there are many staff they can talk to if they have any worries or concerns.

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What is it like to attend this school?

The school provides many well-thought-out opportunities for pupils’ broader development. Many pupils take part in the ‘aspire’ challenges, which support pupils in trying new activities so that they develop their independence and character. Many pupils also take part in a range of extra-curricular activities. For example, pupils enjoy attending the debate club, the reading group and the games club. 1 and 2 April 2025

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

Since the last inspection, the school has continued to improve the curriculum. Pupils study a broad and ambitious curriculum. In each subject, it is clear what pupils will learn and when. In key stage 4, pupils study a range of academic and vocational qualifications that meet their needs. The school promotes the English Baccalaureate (EBacc) suite of subjects. As a result, although low, the number of pupils studying these subjects is increasing. Pupils, including disadvantaged pupils, achieve exceptionally well in many subjects at key stage 4.

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

The school promotes reading effectively. Any pupil who needs support to improve their reading gets timely and appropriate intervention. This helps them to improve their reading fluency and comprehension. Pupils read during form time and have regular library lessons. This helps pupils to develop a love of reading.

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

Teachers have strong subject knowledge. Most explain new learning clearly. They use a range of effective strategies to check pupils’ understanding and address any gaps in learning and misconceptions. However, on occasion, some teachers do not do this consistently well. When this is the case, some pupils do not learn as well as they could in these subjects.

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

The school accurately identifies any additional needs that pupils may have. Teachers get useful information about strategies to support pupils with special educational needs and/or disabilities (SEND). They use this well to adapt the curriculum so that pupils with SEND can access it successfully and achieve well.

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

The school has ensured that there is a clear system for dealing with any conduct issues. Staff use this effectively. As a result, most pupils’ behaviour is commendable. Lessons are calm and purposeful. The school provides effective support for pupils who struggle to meet its expectations. As a result, the number of pupils who are suspended is reducing. Pastoral staff work well with pupils and their families to promote good attendance. Most pupils have excellent attendance.

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

The school has planned exceptionally well for pupils’ broader development. Pupils learn about healthy relationships, healthy lifestyles and equality. Pupils have many opportunities to contribute meaningfully to school life. They get high-quality pastoral support. A range of external agencies come in to teach pupils about the risks they may face outside of school. Pupils receive high-quality career advice. They are exceptionally well prepared for their next steps.

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

School and trust leaders are committed to ensuring every pupil gets the best education possible. They understand the school’s strengths and what needs improvement precisely. Since the last inspection, they have continued to improve every area of the school. Staff are proud to work here. They are well supported with their well-being and workload. Trustees provide effective challenge and support. 1 and 2 April 2025

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 On occasion, the curriculum is not delivered as well as it could be. For example, some teachers in some subjects do not check pupils’ understanding well enough or explain new learning clearly. This means that some pupils do not learn as well as they could in these subjects. The school should ensure that staff have the knowledge and skills to deliver the curriculum effectively, in particular how well they explain new learning and how checks on pupils’ learning inform future teaching.

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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.

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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.

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Background

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in June 2019.

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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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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 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). 1 and 2 April 2025

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School details

Number of pupils on the school roll 1445

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School details

Dates of previous inspection 4 and 5 June 2019, under section 5 of the Education Act 2005

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Information about this school

 The school is part of South Lincolnshire Academies Trust.  The school uses two registered alternative provisions.  The school does not currently offer post-16 education. There are no sixth-form students on roll.  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.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision. 1 and 2 April 2025

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 This was the first routine inspection the school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors spoke to the headteacher, head of school and trust leaders.  The lead inspector met with the chair of the board of trustees, a trustee and a member of the local advisory board.  Inspectors visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  To evaluate the effectiveness of safeguarding, 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 the responses to Ofsted’s staff and pupil surveys, and Ofsted’s

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Parent View survey, including the free-text responses.  Inspectors spoke to pupils and observed pupils’ behaviour during lessons and at social times.

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Inspection team

Paul Halcro, lead inspector His Majesty’s Inspector

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Inspection team

Ruth Hurcombe Ofsted Inspector 1 and 2 April 2025

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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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