The CE Academy

Inspection of The CE Academy Poole Street, Northampton NN1 3EX

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The quality of education Good Behaviour and attitudes

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Good

Previous inspection grade Not previously inspected under section 5 of the Education Act 2005

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Good

The headteacher of this school is James Thomas. This school is part of The Tove Learning Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Jamie Clarke, and overseen by a board of trustees, chaired by Christopher Watt. There is also an executive headteacher, Darren Gelder, who is responsible for this school and one other. 9 and 10 July 2025

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What is it like to attend this school?

Many pupils arrive at the school having experienced a disrupted education, often following permanent exclusion from their previous setting. Understandably, both pupils and their parents or carers may feel anxious about the future. In response, experienced staff at this school offer immediate reassurance. They invest time in building strong, supportive and trusting relationships with each pupil. The school ensures that every pupil feels heard and understood. Staff guided pupils back into learning, helping them to settle in quickly and confidently.

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What is it like to attend this school?

The school has high expectations for all pupils, aiming to equip them for successful futures. Pupils achieve well from their various starting points and are suitably prepared for their next steps. These might be to move back into a mainstream secondary school or another destination that is right for them.

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What is it like to attend this school?

In lessons, pupils are typically respectful to staff and each other. They know that they are expected to follow the well-established rules and routines. Over time, pupils learn to manage their behaviour effectively. They feel happy, valued and safe.

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What is it like to attend this school?

To support their wider development, pupils enjoy taking part in a varied range of trips and activities, which are woven into the curriculum, for example trips to the theatre, such as to the ballet in London, or to see the Knife Angel sculpture. Pupils cook for each other on a daily basis, sharing food together, such as tacos.

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

The school has an ambitious curriculum to meet pupils’ needs. Learning is typically well thought out to support pupils’ success. Pupils in Key stage 3 study content aligned with the national curriculum. Pupils in Key stage 4 access a broad range of subjects. This includes English, mathematics, and science, as well as options such as catering and hair and beauty. In addition to what pupils learn on site, the school works with a range of other settings, so pupils can study a broader range of subjects that interest them, including motor mechanics and construction. This supports pupils’ future aspirations.

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

Gaps in pupils’ prior knowledge are identified in lessons and addressed promptly. Pupils receive tailored support to engage with learning at the right level. However, there are occasions when staff’s checks on pupils’ learning are not as effective as they could be. As a result, teaching moves some pupils on to new learning before they are ready and gaps in their knowledge persist.

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

The school has effective systems for identifying additional needs, including any special educational needs and/or disabilities (SEND), and puts timely support in place. The school enables staff to share individual pupils’ successes, as well as where further adaptations are needed to help pupils to learn well. Occasionally, staff do not use this information effectively to adjust teaching, which hinders pupils’ achievement. 9 and 10 July 2025

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Staff have a clear understanding of each pupil’s reading skills. Pupils who struggle with reading receive tailored support. The school helps pupils to make meaningful progress in their understanding and fluency in reading.

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Pupils’ behaviour improves over time in this school and typically, pupils behave well. Classrooms are, in the main, calm and purposeful. However, the consistency of staff applying the school’s behaviour expectations varies, sometimes leading to disrupted learning or unaddressed bad language.

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A number of pupils have experienced considerable gaps in their education before joining the school. Staff take the time needed to understand the underlying reasons why some pupils find it difficult to attend regularly. They work with the pupils and their families to develop strategies that support pupils’ re-engagement with learning. As a result, pupils’ attendance increases over time, from what are sometimes very low starting points.

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Pupils’ personal development is well established throughout school life. The personal, social and health education (PSHE) curriculum is closely linked to pupils’ individual needs. This helps pupils to build social understanding, independence and to make sensible choices. Pupils learn about risks such as online abuse, county lines and knife crime. They develop an age-appropriate understanding of healthy relationships.

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The school has a well-considered approach to careers and work experience. Regular careers lessons and opportunities to engage with post-16 education providers ensure that pupils are well-informed about their future pathways.

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Trustees and governors offer strong support to the school. Staff feel valued and well- supported through the care they receive from the school for their well-being and workload. Staff are proud to be part of the school.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Occasionally, adaptations to the delivery of the curriculum are not matched to the needs of the pupils. Some pupils do not progress through the curriculum as well as they should. The school should ensure that staff develop expertise in a range of adaptive teaching strategies to meet pupils’ needs.  There are occasions when staff’s checks on pupils’ learning are not as effective as they should be. As a result, some pupils move on to new learning before they are ready and gaps in their knowledge persist. The school should ensure that teachers have the necessary expertise to identify and address pupils’ misconceptions or knowledge gaps before introducing new learning. 9 and 10 July 2025

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 There is some variation in how well the school’s high expectations and approach to managing pupils’ behaviour are applied. Occasionally, this results in learning being disrupted for some pupils during lessons, or bad language not being addressed effectively. The school should ensure that all staff are supported to implement its approach to managing pupils’ behaviour well.

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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.

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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.

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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). 9 and 10 July 2025

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School details

School category Academy alternative provision converter

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School details

Date of previous inspection Not previously inspected

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Information about this school

 This academy joined Tove Learning Trust in September 2022. When its predecessor school, The CE Academy, was last inspected by Ofsted, it was judged to be inadequate overall.  The academy provides education for pupils aged 11 to 16 that are at risk of exclusion or are permanently excluded from other schools. The academy is located on seven sites across Northamptonshire.  The headteacher and deputy headteacher took up their posts in September 2022.  The academy uses one registered, and 12 unregistered alternative providers to meet the needs of pupils on a part-time basis.  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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The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024, will not be given an overall effectiveness grade.

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 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. The inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  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 carried out deep dives in the following subjects: English, mathematics, art and design, and PSHE. For each deep dive, inspectors met with leaders, visited a sample of lessons, spoke with teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.

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 To further explore the effectiveness of the quality of education, inspectors reviewed the curriculum plans in some other subjects.  During the inspection, inspectors met with a range of leaders, including the headteacher and other members of the senior leadership team.  The lead inspector held meetings with those responsible for governance, including the chair of trustees and the chair governors. The lead inspector also met with the CEO.  Inspectors spoke to a range of staff and considered the responses to Ofsted’s survey.  There were no responses made by parents to Ofsted Parent View. Inspectors considered parent surveys completed by the school.  Inspectors spoke with a range of pupils and considered the results of Ofsted’s pupil survey, and the school’s own pupil surveys. Inspectors spent time with pupils at breaktimes and lunch to observe behaviour and spoke to pupils about their experiences

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of life in school. Inspectors observed the start of the school day routines.  Inspectors reviewed a range of information, including about attendance and behaviour, school improvement and the minutes of governing body meetings.

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Inspection team

Anne Maingay, lead inspector His Majesty's Inspector

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Inspection team

Justine Roberts Ofsted Inspector 9 and 10 July 2025

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Nyree Parker His Majesty's Inspector 9 and 10 July 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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