Maltby Academy

Maltby Academy

Address: Braithwell Road, Maltby, Rotherham, South Yorkshire, S66 8AB Unique reference number (URN): 136042

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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

Inclusion runs through every aspect of school life. Leaders identify and understand each pupil's individual needs. Specifically, the ‘vulnerable learners network’ is a weekly opportunity for staff to consider what support is in place for individuals and to check if this needs to be altered so that it is even more effective. As a result, vulnerable pupils’ attendance is improving, rates of suspensions are decreasing and attainment is increasing.

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Inclusion Strong standard

Morning routines and the enrichment programme help pupils with different needs to focus and engage fully in school life. Pupils access activities such as boxing and special effects make-up, which they might not otherwise have had the opportunity to experience.

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Inclusion Strong standard

Leaders engage well with external agencies, including the local authority's virtual school. Alternative provision is very well targeted and its use is reviewed regularly. The school's ‘Exceed’ and ‘Succeed’ provision to support pupils with special educational needs and/or disabilities (SEND) is highly effective. Teaching in classrooms is well tailored to the needs of pupils with SEND.

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Inclusion Strong standard

Disadvantaged pupils learn well from their starting points. Several also have SEND or are known to social services. Additional funding grants for disadvantaged pupils have been used particularly effectively to improve attendance.

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Personal development and wellbeing Strong standard

Pupils access a well-sequenced personal development programme that revisits key topics such as mental health, wellbeing and online safety. Pupils develop a deep understanding of healthy relationships. The ‘life skills’ curriculum is both ‘static and adaptive’. This means that leaders have planned what needs to be covered, but they alter this should national or local themes or events require a change. The programme is equally as effective for students in the sixth form. The majority of pupils develop a deep understanding of the issues covered.

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Personal development and wellbeing Strong standard

The wider offer builds on this and is impressive. Morning routines help pupils feel welcomed into school. Planner checks, raffle tickets to reward positive behaviours and discussion topics all form part of this programme. Songs play, chosen by student leaders, that link to the positive traits that leaders want to develop among pupils, such as resilience. These link to the discussion topics. As pupils arrive, staff spot those who need any additional pastoral support and intervene effectively.

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Personal development and wellbeing Strong standard

Wednesday afternoon enrichment takes place within the school day and all pupils have access to this. Trampolining, ultimate frisbee and gardening are just a few examples. These opportunities spark the imagination of pupils and widen their horizons. All pupils participate.

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Personal development and wellbeing Strong standard

The ‘student leadership team’ is active. Together with staff, they help to develop leadership opportunities for other pupils. Reading mentors, house leaders and anti-bullying ambassadors are all in place. Pupils help to run house competitions in disciplines such as art, photography and chess.

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Expected standard

Pupils have a deep respect for difference and understand what it is to be a citizen in modern Britain. Careers education is comprehensive. Pupils receive support and guidance to help them with their next steps. They appreciate this. The wider personal development programme helps to bring a true sense of belonging within the academy.

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Attendance and behaviour Expected standard

As a direct result of the positive culture at school and the systems that leaders have put into place, attendance has increased. It is now at or above national averages. Fewer and fewer pupils are persistently absent. Rates of attendance continue to increase. Leaders work effectively with families where there are barriers to pupils’ attendance. The number of pupils who miss a high proportion of school has decreased significantly.

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Attendance and behaviour Expected standard

For several years now, leaders have focused on creating a positive culture in school. They have been highly successful in doing so. Pupils are respectful, courteous, considerate and kind. They are calm when moving around the building and motivated in lessons. Parents, carers, staff and pupils agree. Leaders leave nothing to chance. They have thought deeply about how to ensure that pupils belong to and enjoy school. The rich enrichment offer and focused morning routines support this. Suspensions are decreasing, bullying and discriminatory language are rare and swift support is given for behaviour where needed. Leaders listen carefully to the perspectives of pupils. There are excellent relationships between adults and pupils. Those pupils who attend the ‘Exceed’ provision receive the support that they need in relation to any social, emotional or mental health problems they may encounter.

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Curriculum and teaching Expected standard

Leaders have transformed the curriculum. The impact of this on pupils’ achievement is increasing, including in mathematics. The curriculum for each subject is ambitious and coherent. The essential knowledge that pupils learn has been identified. The school's '39- week plans' are pivotal in this regard. They ensure that new content builds on what pupils already know step by step. This includes subjects taught in the sixth form.

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Curriculum and teaching Expected standard

Typically, teaching is effective and purposeful. Teachers consistently apply the school's teaching approaches effectively. These include opportunities for revisiting prior learning and pinpointing what pupils already know. Learning activities support pupils to understand what is required of them and help them to focus on the task in hand. Teachers offer additional support if needed, and all this supports pupils well to make progress. There is also a focus on reading aloud across school. Pupils rise to meet teachers’ expectations. The culture in lessons is highly positive.

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Curriculum and teaching Expected standard

Pupils who need extra help, including those with special educational needs and/or disabilities, receive this. Leaders have an accurate view of the curriculum and teaching. Leaders continue to strengthen how well all teachers check pupils’ progress in lessons to ensure that this is consistently effective in closing knowledge gaps and addressing any misconceptions.

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Leadership and governance Expected standard

Leaders are transforming the school. The job is not finished, but it is well underway. The culture that leaders have built at school is impressive. Pupils are respectful and courteous. The school is a calm and focused place to learn. Attendance is improving. The curriculum has been overhauled. Historic weaknesses in mathematics are being addressed robustly. Leaders know their school well.

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Leadership and governance Expected standard

A striking feature of the school is the way in which systems are designed to ensure that pupils feel as if they belong. Morning entry routines are well established and help to set the scene for the day. The enrichment programme on Wednesday afternoon allows all pupils to get involved in interesting and sometimes unusual activities. All pupils have these opportunities.

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Leadership and governance Expected standard

Governors and trustees work intelligently to provide leaders with the support and challenge needed to drive the school forward. They are passionate about the school. Governors and trustees share the school’s commitment to inclusion. They know the barriers that some pupils face. They support leaders in helping these pupils to belong and thrive.

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Leadership and governance Expected standard

‘Driver groups’ across the trust work together to develop aspects of the schools’ work, for example, in subject curriculums. The school provides teachers with a well-considered programme of research-informed professional learning. Staff value this learning. Staff feel well supported. They say that leaders are mindful of staff workload. Leaders work effectively with parents and carers. They also engage with other schools to investigate what works best and to implement it at Maltby.

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Post 16 provision Expected standard

Leaders have a secure understanding of the quality of post-16 provision at school. Their vision is to support pupils from all backgrounds and abilities to have a successful education in sixth form. This inclusive approach is helping students who may not have continued their studies to do so. Generally, students progress well from their starting points, but sometimes they do not always attain in national examinations as well as they could.

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Post 16 provision Expected standard

Students are well prepared for their next steps after Maltby. The advice and guidance they receive is effective. Some students leave to go to university, while others go into the world of work. Very few leave without firm plans for the future.

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Post 16 provision Expected standard

The curriculum is well planned and ambitious. Teaching is effective. Delivery of lessons is purposeful and questioning is incisive. Teachers have secure subject knowledge. Teachers help individuals if they struggle to understand a specific concept.

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Post 16 provision Expected standard

Students with special educational needs and/or disabilities achieve well. Sometimes, students access personalised transition programmes to help them when they leave Maltby. The tutor programme supports pupils of all aptitudes and abilities effectively. Enrichment, life

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Needs attention

skills lessons and the many student leadership opportunities help to further enhance students’ time in sixth form.

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Achievement Needs attention

Historically, pupils have underachieved in mathematics. This has had a negative impact on the percentage of pupils who achieve grade 5 or above in the combination of both English and mathematics GCSEs. This includes disadvantaged pupils. Leaders are aware of this. They have improved the curriculum and the quality of teaching in mathematics. Although some pupils still have some gaps in their knowledge, these are closing quickly. This is because leaders are acting decisively in relation to this.

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Achievement Needs attention

In all other subjects, pupils make consistently positive progress through the curriculum. For example, pupils are doing well in history, geography and English. Pupils who need extra help in securing the basics, for example, in handwriting, spelling and reading, typically receive the support they need. Pupils with special educational needs and/or disabilities (SEND) do well here. For example, the specific and time-limited programmes that some pupils with SEND access in the ‘Succeed’ provision are highly effective.

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

Leaders, staff and pupils at this school have transformed its culture and ethos. Pupils behave extremely well and show a deep respect for each other. Pupils are resilient, confident and take responsibility. They have high aspirations and enjoy being part of the Maltby community.

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

Pupils feel as if they belong here. Every day, pupils are warmly welcomed into the building by members of staff. The morning routine that is in place helps pupils to settle and prepares them for learning. Members of the student leadership team check on younger pupils, breakfast is available for all, and daily discussion topics help focus pupils’ minds. Wednesday afternoon is special. A wide variety of enrichment activities is available for pupils within the school day. The range is impressive and includes fishing and sword dancing, for example. All pupils can access these opportunities.

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

Pupils enjoy school. The school is calm and lessons are focused. Bullying is rare, as is derogatory language. If there are ever any issues, pupils say these are dealt with quickly and effectively. Such is the positive atmosphere at school, rates of attendance are improving. Pupils feel safe.

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

Pupils who need additional help in their learning are well supported. For example, pupils with special educational needs and/or disabilities receive effective help in class. Those with greater need who access the school's ‘Exceed’ or ‘Succeed’ provisions are very well supported. Pupils’ achievement is also improving. Recent work to help pupils do even better in mathematics is bearing fruit. Improvements in the curriculum and teaching are helping pupils in all year groups remember more of the content that they study. Pupils leave school with firm plans for the future. This includes students in the sixth form. Students in sixth form develop wider skills that help them as they move on to employment or to university.

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Next steps

Leaders should ensure that the renewed mathematics curriculum is consistently well delivered so that pupils' achievement in national tests, such as GCSEs, improves. Leaders should ensure that checks on pupils’ learning are used to consistent effect to identify gaps in pupils’ understanding and to inform subsequent teaching. Leaders should continue to improve students' academic performance in the sixth form.

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About this inspection

This school is part of Maltby 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), David Sutton, and overseen by a board of trustees, chaired by Glyn Staves.

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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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About this inspection

Inspectors spoke with the principal, members of the senior leadership team, the director of education and the CEO during the inspection. The lead inspector also met those responsible for governance.

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About this inspection

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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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school currently makes use of 4 alternative provisions, all of which are registered.

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Team inspectors:

Harkireet Sohel, Ofsted Inspector Katie North, Ofsted Inspector Jayne Gaunt, Ofsted Inspector Vicky Callaghan, 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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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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English and maths GCSE

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

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national average

2022/23 (final) 36.1% 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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national average

2024/25 (final) 42.0 46.1 Close to average

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national average

2023/24 (final) 44.0 45.9 Close to average

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national average

2022/23 (final) 42.5 46.3 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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national average

2023/24 (final) -0.13 -0.03 Close to average

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national average

2022/23 (final) -0.17 -0.03 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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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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national average

2023/24 (final) 17.3% 25.8% Close to average

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national average

2022/23 (final) 27.5% 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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national average

2023/24 (final) 35.3 34.6 Close to average

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national average

2022/23 (final) 32.8 35.0 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) -0.53 -0.57 Close to average

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national average

2022/23 (final) -0.82 -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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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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Persistent absence

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

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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

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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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