Lodge Park Academy

Lodge Park Academy

Address: Shetland Way, Corby, Northamptonshire, NN17 2JH Unique reference number (URN): 139060

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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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Leadership and governance Strong standard

Leaders provide a clear vision for the success of the academy. They have a strong understanding of the school's strengths and priorities to develop. Leaders, with the support of the trust, check the quality of the school's provision closely. Improvement planning is comprehensive. Staff and pupils understand and appreciate the swift changes that leaders have implemented. Pupils recognise that the recent changes made are in their best interests and enable them to typically learn well.

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Leadership and governance Strong standard

Staff, including those early in their careers, speak highly of the professional learning and support that leaders provide. Leaders tailor the professional development programme to the needs of staff. As a result, curriculum and teaching have vastly improved. Pupils' achievement is also improving due to leaders' careful and deliberate actions. The leadership of inclusion is a distinctive strength.

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Leadership and governance Strong standard

Leaders are highly considerate of staff's workload and wellbeing. They have balanced these considerations well against the many changes that have been necessary to make. Leaders support staff well. Staff feel valued and know that their views are fully considered by leaders. The trust and those responsible for governance have an equally strong understanding of the school. They ensure that statutory duties are met and that they provide leaders with highly effective challenge and support.

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Leadership and governance Strong standard

Leaders have worked astutely to restore and strengthen relationships with parents and carers and the local community. Parents are overwhelmingly appreciative of the transformative improvements that leaders have made to the school.

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Personal development and wellbeing Strong standard

Leaders and staff prioritise, and are passionate about, pupils' personal development. They reflect the rich diversity and individuality of pupils in all that the school does. This helps pupils to feel valued and respected. They develop a firm sense of belonging. Pupils have high levels of respect for, and understanding of, the many differences between themselves and others. They develop impressive knowledge of fundamental British values.

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Personal development and wellbeing Strong standard

Leaders ensure that pupils strengthen their sense of character and wellbeing. They have not left this aspect of the school's work to chance. For example, a range of initiatives help to develop pupils' resilience, social and emotional skills. A tutor-based house structure and 'houseopoly' challenges provide pupils with meaningful ways to enrich their personal aspirations. Pupils particularly relish competitions and sports programmes that are held throughout the year. Staff offer a broad range of extra-curricular activities, including in sports, choir, writing and debating. Pupils appreciate the variety of experiences that they can choose from, which help to develop their talents and interests remarkably well. A high proportion of pupils, especially those from disadvantaged backgrounds, participate in these opportunities.

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Personal development and wellbeing Strong standard

Leaders have crafted a well-implemented programme that incorporates personal, social, health and economic education with citizenship, character development and personal safety.

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Expected standard

Leaders ensure that pupils understand the potential risks in the local area, for example county lines and extremism. Often, pupils learn from visiting speakers, which helps them to deepen their knowledge about these matters. The school's provision for careers education is equally robust. Pupils understand the range of options open to them by the end of Year 11. Staff prioritise pupils with barriers to their learning or wellbeing to ensure that they are able to make informed decisions about their futures. The support that staff provide for pupils' wellbeing is highly effective. As a result, pupils feel listened to and know that their opinions matter. They appreciate that staff keenly take their ideas on board, including to support charitable causes.

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Post 16 provision Strong standard

Students are happy to attend the sixth form. They highly recommend it to pupils in Year 11 and describe it as a special place to study with a distinctive 'family feel'. Staff know students particularly well and provide expert care and guidance. They make sure that students are well informed about the future options that are open to them. This helps pupils to aspire highly for their future lives. All students successfully progress to purposeful next steps in education, training or employment.

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Post 16 provision Strong standard

Leaders have high expectations for students. They ensure that the curriculum is well organised and that staff implement it effectively. Teachers know precisely what to teach and when to check students' understanding. Students appreciate consistently high levels of support from staff. Leaders bolster this support through effective partnership working with families. Students achieve well. They make secure progress in A levels and especially in technical and vocational courses.

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Post 16 provision Strong standard

Leaders take students' personal development seriously. Students receive consistently high- quality experiences about important themes, including healthy and positive relationships, personal finance and the world of work. All students have suitable workplace experiences. These enable students to further build their character, participation and resilience. Students act as positive role models and mentors for younger pupils in the school.

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Attendance and behaviour Expected standard

Leaders have acted successfully to improve pupils' levels of attendance, including for those who are disadvantaged and those with special educational needs and/or disabilities. Leaders have strengthened their oversight of attendance and check this closely. They take swift action to improve attendance where needed, including by working with families and with external agencies. Rates of persistent absence show demonstrable improvement. Despite these marked improvements, some pupils do not attend school as regularly as they should.

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Attendance and behaviour Expected standard

Leaders have improved the culture of the school. This is reflected in pupils' typically positive attitudes to learning and their conduct across the school. Pupils focus well during lessons, following improvements to curriculum and teaching. This helps lessons to be calm, purposeful and free from disruption.

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Attendance and behaviour Expected standard

Leaders have implemented clear policies and procedures that are understood by pupils and followed consistently by staff. Moreover, they have placed a sharp focus on identifying and rewarding pupils' positive behaviour. Staff provide swift and effective support for pupils who require additional help. As a result, the number of pupils receiving suspensions has reduced significantly. Bullying is rare. If any issues do arise, staff deal with these quickly. Social times are lively and have a positive and respectful atmosphere.

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Curriculum and teaching Expected standard

Leaders have established a curriculum that meets the needs and aspirations of pupils. They review the curriculum and teaching regularly to assure themselves of the quality of the school's education. Leaders have worked successfully to improve a legacy of weaker teaching practice in the past.

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Curriculum and teaching Expected standard

Teachers have secure subject knowledge. Recently, enhanced training opportunities have strengthened their delivery of the curriculum. For example, teachers choose appropriate learning activities and typically present new information clearly. They generally use questioning techniques effectively to check how well pupils learn new knowledge. As a result, pupils know and remember more over time. However, at times, staff do not adapt their teaching well enough to meet pupils' specific learning needs. This hinders some pupils in progressing through the curriculum as well as they could. These pupils, on occasion, do not complete their learning activities successfully during lessons.

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Curriculum and teaching Expected standard

Pupils have many opportunities to develop their reading fluency and accuracy. Dedicated reading time takes place every day. Pupils typically engage well in these activities. Pupils who have not secured the reading, writing or mathematics skills that they need to be successful receive timely and helpful support. However, pupils do not routinely apply their learning from these sessions across different subjects.

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Inclusion Expected standard

This is a welcoming school that serves a diverse community. Leaders are highly ambitious for all learners, including for those who are disadvantaged, those with special educational needs and/or disabilities and those who speak English as an additional language. Leaders have established highly effective systems to identify and quickly support pupils' needs, following a step-by-step approach. They share appropriate information with staff and families, ensuring that they overcome any language barriers while doing so. Effective partnership working with parents, carers and specialist services underpins leaders' work to support vulnerable pupils, with routine opportunities to review and reshape the support they receive.

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Inclusion Expected standard

Leaders have created calm and nurturing spaces to help individuals and small groups of pupils as needed. They ensure that staff have the knowledge that they need to support pupils broadly well. This reduces barriers to pupils' learning and wellbeing effectively. However, some adaptations that staff make in lessons do not consistently meet the needs of pupils.

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Needs attention

Leaders ensure that additional funding for disadvantaged pupils is used effectively. Their approach is well considered and aligned with whole-school priorities. Leaders regularly check that their actions have the intended impact to improve pupils' experiences in school, including in their attendance and achievement.

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Needs attention

A small number of pupils access alternative provision. Leaders make decisions about these placements in the best interests of pupils and closely monitor how effective they are in supporting pupils.

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Achievement Needs attention

Pupils do not achieve as well as they should. Published outcomes in 2025 show that pupils attain below national levels across a range of subjects. Leaders have acted swiftly to address a legacy of pupils' underachievement. More pupils now enjoy learning and experience increasing success, including pupils who are disadvantaged and those with special educational needs and/or disabilities. This means that pupils in key stage 4 are better prepared for their examinations. More pupils are ready for their next steps in education, training or employment. While there is determination in this work, it is too soon to determine the full impact of leaders' actions.

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Achievement Needs attention

The quality of some pupils' work, including in key stage 3, is variable. Although pupils are supported well to secure important knowledge and skills in reading, writing and mathematics, they do not consistently apply these across different subjects.

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

Pupils enjoy being part of this welcoming school. They appreciate how much the school has improved recently under new leadership. Pupils feel well cared for and safe. Staff know pupils well. They quickly identify and address any barriers to learning or wellbeing that pupils may have.

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

There is a strong sense of community at Lodge Park. Pupils successfully build their character and community spirit. They build positive relationships with their peers and with staff as members of the school's 4 'houses'. Pupils enjoy contributing to innovative 'houseopoly' incentives in tutor groups. They gain positive recognition when they show improved attitudes towards their learning and attendance. Pupils follow the school's values, including respect, resilience and gratitude, which lie at the heart of all that the school does. They engage in exciting challenges and competitions that help them to aspire towards their goals.

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

Pupils typically behave well. Leaders' expectations of their conduct are high. Pupils benefit from calm lessons that are purposeful and typically disruption free. They understand the school's behaviour policy and respond well to staff's instructions, right from the start of the school day. Pupils are confident to talk to adults about any worries they have. Staff deal with rare instances of bullying swiftly and effectively.

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

The curriculum is broad and reflects pupils' interests. This helps pupils to enjoy their learning. Students in the sixth form receive a high-quality curriculum that enables them to achieve well and move on to purposeful next steps in education, training or employment. Other pupils are beginning to achieve well over time, particularly in subjects such as hospitality, performing arts and sports. Nevertheless, pupils' attainment is below national levels. Some pupils do not produce work of a high quality.

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Next steps

Leaders should ensure that pupils' progress and attainment in national tests continue to improve so that they achieve as well as they should across the curriculum. Leaders should ensure that staff adapt teaching consistently well to meet pupils' specific learning needs so that pupils learn as well as they could across all subjects in key stages 3 and 4. Leaders should ensure that they build on their attendance strategy to further improve pupils' levels of attendance across all year groups.

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About this inspection

The school is part of the David Ross Education Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Simon Rose, and overseen by a board of trustees, chaired by David Ross.

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About this inspection

Inspectors carried out this 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, executive principal and other school leaders. They also spoke with representatives of the trust.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The executive principal of this school is Sue Jones.

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About this inspection

The school has undergone significant changes since the last inspection. Several new leaders have been appointed, including the principal and executive principal.

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About this inspection

The school make use of 2 registered alternative provisions.

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Team inspectors:

Mandy Wilding, Ofsted Inspector Keval Thakrar, Ofsted Inspector Ruth Hurcombe, Ofsted Inspector Deborah Mosley, His Majesty's 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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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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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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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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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 (final) -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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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

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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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