Morley Place Academy

Morley Place Academy

Address: Old Road, Conisbrough, Doncaster, South Yorkshire, DN12 3LZ Unique reference number (URN): 142464

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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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Inclusion Strong standard

A significant proportion of pupils who attend the school face additional barriers to their learning and/or wellbeing. Leaders’ high expectations mean that these barriers are removed quickly to allow pupils to achieve well. Staff know pupils' starting points very well. This means that they identify pupils' needs quickly and provide the appropriate support. Leaders regularly check the effectiveness of strategies, including any targeted interventions. This supports them to make the appropriate changes quickly when needed.

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Inclusion Strong standard

Disadvantaged pupils are given many additional opportunities through leaders' effective use of the school's pupil premium strategy. This includes access to regular high-quality teaching and support. As a result, these pupils thrive and achieve well.

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Inclusion Strong standard

The school works with a number of different agencies to ensure that pupils’ emotional and social needs are well met. A wider therapeutic offer by trained counsellors allows pupils to receive bespoke support to enable them to speak to adults about any challenges that they face. An established and consistent approach ensures that highly trained staff implement a wide range of well-considered strategies. Pupils with special educational needs and/or disabilities receive highly effective support in aspects such as developing self-regulation.

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Inclusion Strong standard

Leaders make use of a small number of alternative provisions. They consider their decisions carefully and ensure that the placement matches each individual pupil’s needs. Pupils who attend these provisions are regularly visited by their teachers to ensure they continue to be part of the life of the school.

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Leadership and governance Strong standard

Leaders have implemented many rapid and effective improvements over recent years that mean that pupils at Morley Place are increasingly well prepared for their next steps. Improvements in behaviour, personal development, teaching and pupils' achievement mean that pupils are equipped with the skills they need for secondary school.

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Leadership and governance Strong standard

Leaders at all levels are role models of high expectations. Leaders are enabled to thrive in their roles. They want the best for pupils, particularly those who are disadvantaged. Decisions are made with this in mind. A collaborative approach between the school and the trust enables any strategies to be implemented with precision.

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Leadership and governance Strong standard

Governors and trustees are given well-considered information about the school, including safeguarding. This enables them to be responsive to any emerging trends and hold leaders in school to account effectively. Trustees ensure that statutory duties are met. The unwavering commitment and highly responsive improvements from leaders are something to be very proud of.

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Leadership and governance Strong standard

The majority of staff members at school appreciate and benefit from these positive changes. They value the professional learning opportunities that they are given both within school and more widely. These opportunities are carefully matched to leaders' school improvement

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Expected standard

priorities. Most staff say that workload is well considered. They enjoy making a difference to pupils and are proud to work at the school.

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Personal development and wellbeing Strong standard

The school’s personal development offer is very well considered. The ‘Delta Stars’ programme allows many pupils to become school leaders and develop their ambitions about their future careers, as well as learning about mental health and wellbeing. This excellent offer ensures that pupils develop their character, confidence and personal responsibility.

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Personal development and wellbeing Strong standard

The personal, social and health education curriculum clearly identifies the knowledge that pupils need to know to be safe in their local community. They learn about the risks of peer pressure and online chat rooms, and about using medicines safely. Deliberate teaching for older pupils in how to manage their money prepares them to make sensible choices later on in their lives. The trust’s careers fair is enjoyed by pupils and their families. Pupils learn about the range of career routes they could take, which leads them to develop high ambitions for their futures.

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Personal development and wellbeing Strong standard

Pupils are given skilfully crafted opportunities to learn about life in modern Britain, including the fundamental British values. The school's motto for this is: 'I Really Do Matter'. Pupils learn how to show respect to those who are different to themselves. They gain a lot from exploring what freedoms they have to be able to make their own choices. Pupils then apply this learning into discussions about topical issues, which helps them to express views respectfully and have their voices heard.

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Personal development and wellbeing Strong standard

Leadership opportunities are extensive. Pupils on the school council speak positively about the differences they have made in school. Their visit to the Houses of Parliament developed their knowledge of how laws are made. The council has used this knowledge to run meetings with their teachers. Other leadership groups, such as ‘playground pals’, support pupils at breaktime to join in with the games that they play. Pupil voice is a pivotal driver for change within the school. Pupils feel empowered as a result.

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Achievement Expected standard

Leaders are rightly proud of improvements in the achievement of pupils over the last 2 years. More recently, increasing numbers of pupils have attained close to national averages. In some cases, pupils' attainment is above national averages by the end of key stage 2. Disadvantaged pupils are also achieving increasingly well. This means that pupils leave Morley Place ready for secondary school.

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Achievement Expected standard

Most pupils speak with confidence about their learning across the wider subjects. Workbooks show that pupils experience and learn a wide range of skills and knowledge across the curriculum. For example, pupils speak with confidence about the strategies and skills that they used to make a model of Mount Vesuvius. Others talk about their learning in history and apply this to knowledge that they have about war and conflict. Pupils' written work shows that they typically learn and remember important ideas. Pupils with special educational needs and/or disabilities generally make suitable progress through the curriculum from their starting points.

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Attendance and behaviour Expected standard

Pupils attend school regularly. Leaders use precise and carefully considered strategies to regularly check how often pupils come to school. Attendance is promoted throughout the school. Many incentives further raise the profile of the importance of regular attendance. Historically, pupils with special educational needs and/or disabilities have not attended as regularly as they should. This is now not the case and leaders’ actions have ensured that these pupils attend school to enjoy the many opportunities given to them.

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Attendance and behaviour Expected standard

Classrooms are calm and purposeful. Leaders' significant work on removing barriers to pupils' social, emotional and mental health needs has been effective. It enables pupils to develop the skills they need to follow the daily expectations of the school. These expectations are understood by pupils and staff alike. Pupils develop positive attitudes to school life. They acquire the skills that they need to work positively with each other. Pupils are supported to feel safe, make great friendships and seek additional support from adults when they need it. Leaders regularly analyse behaviour trends and patterns. This allows them to provide extra support and guidance to pupils about their behaviour when it is needed. As a result, further instances do not occur. Where any suspensions have been used, they have been used appropriately and as a last resort.

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Curriculum and teaching Expected standard

Over recent years, leaders have focused carefully on improvements to the curriculum. The curriculum in all subjects now clearly identifies the specific knowledge that leaders want pupils to know. Pupils practise this knowledge regularly, to support them to remember it. Assessment opportunities are timely. Leaders use this information to evaluate how well pupils are learning. Additional interventions and support are then added into the provision to ensure that pupils are keeping up.

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Curriculum and teaching Expected standard

Reading is a priority in the school. The school’s ‘reading enhanced curriculum’ allows pupils to practise their fluency across a range of subjects. Any pupils who have not secured the most important foundational skills in reading are given additional phonics interventions. This helps them to be successful.

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Curriculum and teaching Expected standard

Clear structures for teachers ensure that they deliver the curriculum with clarity to pupils. Teachers demonstrate secure subject knowledge. They focus on ensuring that pupils are automatic in their handwriting, number and spelling skills. As a result, pupils are generally catching up with any gaps they have in these areas. Sometimes, learning is less well matched to the starting points of some pupils. This means that they cannot always build on what they already know. This hinders some pupils from becoming as fluent in these basic skills as they could.

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

The school has improved significantly over recent years. Pupils thrive as a result of these improvements. This can be seen in their increasing rates of attendance, and behaviour. Pupils demonstrate the school’s ‘STARS’ values, showing responsibility for their behaviour both within and outside of the classroom. As a result of leaders’ focus on ensuring pupils are ready to learn, classrooms are calm and purposeful. Bullying is rare but is dealt with if it does happen. Pupils have many trusted adults in school. This helps them to feel safe.

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

Pupils’ achievements have improved in recent years as a result of leaders' actions to improve the quality of teaching. Disadvantaged pupils achieve very well at the end of key stage 2. Pupils enjoy their learning. They demonstrate their understanding across most areas of the curriculum. For example, pupils are able to use the correct vocabulary to discuss their learning about the circulatory system, including how blood moves through the body. They do this through the increased confidence that they gain to speak to a range of audiences.

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

The school’s extensive personal development offer, which is outlined through the ‘Delta Stars’ programme, allows pupils to develop a strong moral compass. The school values are lived out by both staff and pupils. This supports pupils to be well prepared for life in modern Britain. They learn important skills, such as how to be resilient and how to demonstrate independence when learning. Pupils who face barriers are well considered within this offer. Therefore, many pupils who are disadvantaged and/or have special educational needs and/or disabilities attend many additional clubs and visits. The school’s reward shop allows pupils to learn leadership and teamwork skills and practise their skills of managing money. This impressive personal development offer ensures that many barriers to learning and achievement are removed for pupils.

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Next steps

Leaders should ensure that teachers consistently use their training to make effective choices in lessons when adapting pupils' learning, ensuring that these adaptations carefully match pupils' identified starting points.

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About this inspection

This school is part of Delta 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, Andy Barnett, and overseen by a board of trustees, chaired by Steve Hodsman.

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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:

Jaimie Holbrook, Ofsted Inspector Steve Kernan, 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.

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300

Close to average Inspectors spoke with the head of academy, the deputy principal and other senior leaders during the inspection. Inspectors also met with members of the trust's central team and spoke with trustees.

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300

The inspectors confirmed the following information about the school:

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300

The school makes use of 2 alternative provisions, including one that is unregistered.

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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.

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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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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2023/24 (final) 68% 61% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2023/24 (final) 72% 74% Close to average

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national average

2022/23 (final) 68% 73% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2023/24 (final) 76% 72% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 74% 73% Close to average

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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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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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average

2022/23 (final) 50% 44% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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average

2023/24 (final) 62% 62% Close to average

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average

2022/23 (final) 70% 60% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2023/24 (final) 65% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 62% 59% Close to average

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average

2022/23 (final) 60% 59% 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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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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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) 5.8% 5.2% Close to average

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national average

2023/24 (3 term) 5.7% 5.5% Close to average

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national average

2022/23 (3 term) 6.5% 5.9% 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

2023/24 (3 term) 17.6% 14.6% 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.

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Urgent improvement

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

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