Archbishop Holgate's School, A Church of England Academy

England Academy

Address: Hull Road, York, North Yorkshire, YO10 5ZA Unique reference number (URN): 136617

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Pupils achieve highly across all areas of the curriculum and at both key stage 4 and post-16. Pupils with special educational needs and/or disabilities and those who are disadvantaged achieve particularly well. This is reflected in the consistently above-national examination outcomes that pupils and students achieve. Pupils produce high-quality work. They demonstrate a thorough understanding of current and prior learning. Students in the sixth form articulate complex knowledge with clarity and precision.

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Achievement Strong standard

Pupils are very well prepared for their next steps. Within the sixth form, there is a culture of achievement and high aspiration. A large number of students, including those who are disadvantaged, move on to highly selective universities. Pupils are extremely ambitious for their future.

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Curriculum and teaching Strong standard

Leaders have expertly crafted a highly ambitious curriculum across all key stages and subjects. The curriculum is equal in its ambition for pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged. Staff receive a highly effective package of support to ensure they have both the subject knowledge and the skills needed to deliver the curriculum. As a result, teachers have secure subject knowledge. They select effective methods to deliver the curriculum. This ensures that lessons are enjoyable and challenging for pupils. Teachers use assessment well. This allows them to address any misconceptions or gaps in knowledge during lessons. Leaders have an accurate understanding of the curriculum and act quickly to make improvements if necessary.

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Curriculum and teaching Strong standard

Leaders identify any gaps in pupils' foundational knowledge. There is a well-planned intervention programme for these pupils. As a result, pupils quickly catch up with their peers. Leaders and staff know each pupil individually. This allows them to adapt the curriculum effectively to meet pupils' needs. As a result, all pupils, including those with SEND and those who are disadvantaged, can access this ambitious curriculum.

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Inclusion Strong standard

There is a robust process in place to identify the needs of pupils with special educational needs and/or disabilities and those who are disadvantaged. Staff receive a high-quality package of support and training. This ensures that they have the knowledge and skills needed to support these pupils to thrive. Within the classroom, staff apply a range of effective methods to reduce pupils' barriers to learning. Any pupils who require additional support are quickly identified. A tiered range of support is available to pupils. Pupils who require a more personalised curriculum access a bespoke provision. This tailored support helps pupils develop their emotional resilience, prepares them for adulthood and supports their academic progress. Pupils within this provision are flourishing.

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Inclusion Strong standard

Leaders carefully monitor the impact of their inclusive practices. They use all the information available to them to adapt this support if needed to ensure that it has the maximum impact. Parents and carers are partners in the decisions made around pupil support. Leaders carefully plan their use of pupil premium funding and closely monitor the impact it has, adapting provision accordingly.

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Leadership and governance Strong standard

Leaders, including those responsible for governance, have a clear understanding of the school's strengths and areas for improvement. Those responsible for governance support and challenge school leaders effectively. The decisions that leaders make are in the best interests of pupils. Leaders are role models to staff and pupils. They have high expectations, which ensures a positive experience for pupils. Leaders have an inclusive ethos. They have made recent changes to successfully strengthen support for the most vulnerable pupils, including those with special educational needs and/or disabilities (SEND) and those who are disadvantaged. These changes include the development of bespoke provisions within the school.

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Leadership and governance Strong standard

The school is a regional teaching hub. As a result of this, staff have access to high-quality professional development opportunities. For example, teachers have recently received training to help them adapt learning to support all pupils to access the curriculum. As a result, the support for pupils with SEND and those who are disadvantaged is consistently robust. Teachers in the early years of their careers are well supported.

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Leadership and governance Strong standard

Staff enjoy working at the school. They feel well supported by school leaders. Leaders are mindful of staff workload and wellbeing. Leaders and staff at all levels are passionate about improving the life chances for pupils at the school.

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Personal development and wellbeing Strong standard

Leaders have devised a comprehensive personal development programme. The opportunities on offer are carefully mapped through the 'AHS Journey' from Year 6 to Year 13. At the heart of this offer are the school's values of ‘justice, compassion, forgiveness and trust’. Through assemblies, pupils develop their knowledge and understanding of right and wrong and engage thoughtfully with ethical issues. Pupils develop a deep understanding of fundamental British values and how they link to the school's values. They understand tolerance, diversity and respect. This helps pupils to be fully prepared for life outside of school. Pupils learn to be active citizens by volunteering and contributing to local charities.

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Personal development and wellbeing Strong standard

Pupils access a broad range of extra-curricular activities to extend their talents and interests. These activities include sports, chess and debating clubs. Many pupils take up pupil leadership roles, including sports leaders, house leaders and anti-bullying ambassadors. These roles develop characteristics such as confidence and teamwork. In addition to this, the school offers a diverse range of residential opportunities, including to Uganda, France and an annual ski trip.

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Personal development and wellbeing Strong standard

The school offers an extensive careers education programme. Pupils in Year 10 and students in Year 13 can access work experience. The school has links with local employers and tailors much of its support to highlight gaps in the local labour market. This ensures that pupils are very well prepared for their next steps. The overwhelming majority move on to high-quality destinations.

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Expected standard

Leaders adapt the personal development programme for pupils with special educational needs and/or disabilities and for some pupils who are disadvantaged. This allows all pupils to access the content at a level that is appropriate for them.

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Post 16 provision Strong standard

Post-16 provision is a strength of the school. Leaders have carefully constructed a study programme that can be tailored to an individual student's interests and needs. Students can choose from a large range of subjects and can combine academic and vocational qualifications. As a result, students are highly motivated learners. The curriculum has been meticulously planned. Students benefit from high-quality teaching in all areas. As a result, students achieve excellent outcomes, including pupils with special educational needs and/or disabilities and those who are disadvantaged. The standard of work students produce and their knowledge of the curriculum are impressive and highly detailed.

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Post 16 provision Strong standard

Students benefit from an enrichment programme that offers a diverse range of opportunities. Students study topics such as finance and budgeting to prepare them for adulthood. The newly formed student parliament helps to develop leadership skills and an understanding of democracy. All students access an enrichment programme, which includes sporting opportunities and community volunteering. The school provides a comprehensive programme of careers information for students, some of which is tailored to the local labour market. Students are very well prepared for their next steps. A high proportion of students move on to their first choice next steps.

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Attendance and behaviour Expected standard

The focus to improve attendance is a priority of the school. There is a clear strategy in place to improve pupils' attendance. Pupils who may be struggling with their attendance are quickly identified. The school provides support and challenge to pupils and families where appropriate. This focus has a high profile with staff and pupils. As a result of this, overall attendance has improved and the level of persistent absence has declined. There is still work to do to improve the attendance of some pupils with special educational needs and/or disabilities and some pupils who are disadvantaged.

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Attendance and behaviour Expected standard

Pupils' behaviour in lessons is highly positive. They enjoy learning and play an active part in lessons. Behaviour systems are clearly understood by staff and consistently applied. A small number of pupils require support with their behaviour. This support is well considered and appropriate. It is having a positive impact on these pupils. The school is calm and orderly. Routines are embedded and understood by pupils and staff. Bullying and discrimination are rare. When they do happen, the school deals with them effectively.

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What it's like to be a pupil at this school

The school values of ‘justice, compassion, forgiveness and trust’ are lived out by staff and pupils on a daily basis. Pupils enjoy coming to school. They feel safe here. Pupils value the positive relationships they have with staff and appreciate their support. This is an inclusive school. Staff know each pupil individually. A small number of pupils benefit from effective bespoke support. This includes support in the 'Horizons' and 'Ascent' provision where pupils access a personalised curriculum to help with their needs. Many of these pupils are flourishing.

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What it's like to be a pupil at this school

Pupils enjoy learning. Pupils and students in the sixth form access an expertly crafted curriculum. They are motivated to achieve and play an active part in their own learning. Students in the sixth form are extremely ambitious. Most students achieve these ambitions by moving on to universities that reflect their aspirations. Pupils and students achieve extremely well at the school. They are fully prepared for their next steps, both post-16 and post-18.

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What it's like to be a pupil at this school

The school provides an array of opportunities for pupils to develop their talents and interests and to develop into active citizens. These opportunities are carefully mapped from Year 6 to Year 13. These opportunities develop traits such as independence and resilience. As a result, pupils and students are well prepared for life beyond school.

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What it's like to be a pupil at this school

Pupils' behaviour in lessons is excellent. A small number of pupils require bespoke support to improve their behaviour. This support is well considered and effective. Pupils' attendance is improving. There is a sharp focus from school leaders to provide support for anyone struggling with their attendance.

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Next steps

Leaders should continue their work to improve attendance for all pupils, particularly some pupils with special educational needs and/or disabilities and those who are disadvantaged, so that they attend school more regularly.

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About this inspection

This school is part of Pathfinder Multi 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 (CEO), Andrew Daley, and overseen by a board of trustees, chaired by John Hattam.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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Team inspectors:

Elizabeth Cresswell, Ofsted Inspector Julian Appleyard, Ofsted Inspector Marc Doyle, Ofsted Inspector Steve Shaw, Ofsted Inspector Harkireet Sohel, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England. Inspectors spoke with the headteacher, the CEO, the chair of the trust, 2 trustees and 5 members of the local governing committee, including the chair, during the inspection.

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What does this mean?

This school is registered as having a Church of England religious character. The school is part of the Diocese of York. The school last received a Statutory Inspection of Anglican and Methodist Schools Report in October 2017.

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What does this mean?

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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What does this mean?

The school makes use of 2 registered and 8 unregistered providers of education.

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What does this mean?

Headteacher: Lucie Pond National average: 1,067

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school. National average: 13.4%

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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English and maths GCSE

Percentage of pupils who achieved grade 5 or above in English and maths GCSE.

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(provisional)

2023/24 (final) 54.2% 45.9% Close to average

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(provisional)

2022/23 (final) 52.4% 45.3% Close to average

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Attainment 8

A measure of pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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(provisional)

2023/24 (final) 50.1 45.9 Close to average

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Progress 8

How much progress pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils achieving grade 5 or above in English and maths GCSE.

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(provisional)

2023/24 (final) 28.6% 25.8% Close to average

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(provisional)

2022/23 (final) 33.3% 25.2% Close to average

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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(provisional)

2023/24 (final) 37.5 34.6 Close to average

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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national average

2023/24 (final) -0.33 -0.57 Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils who achieved grade 5 or above in English and maths GCSE.

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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A-level average point score

The average points that students achieved per A-level entry.

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A-level value added

A score showing students’ progress between the end of key stage 4 and the end of their academic qualification studies.

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national average

2024/25 (revised) 0.1 0.0 Close to average

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2024/25 (2 term) 8.4% 8.1% Close to average

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national average

2023/24 (3 term) 9.8% 8.9% Close to average

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national average

2022/23 (3 term) 8.4% 9.0% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2024/25 (2 term) 20.8% 21.9% Close to average

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national average

2023/24 (3 term) 25.9% 25.6% Close to average

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national average

2022/23 (3 term) 24.3% 26.5% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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