Swindon Academy

Swindon Academy

Address: Beech Avenue, Swindon, Wiltshire, SN2 1JR Unique reference number (URN): 135364

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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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Early years Strong standard

Children get off to a great start in the early years. From the moment they join the Nursery Year, they benefit from warm and caring relationships with staff. Care practices, including for the youngest children, are carefully considered. Children thrive in this language-rich environment. Leaders rightly prioritise early language, communication and reading throughout the school day. Songs, rhymes and effective teaching of phonics help children to build secure foundations. Where necessary, leaders adapt the curriculum to support children with special educational needs and/or disabilities and those with other barriers, enabling them to access learning alongside their peers.

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Early years Strong standard

Leaders are very knowledgeable. They make decisions to ensure they meet children’s needs well. Nothing is left to chance. Every moment is a learning opportunity. Staff ensure that children engage in high quality interactions. This helps them to develop their communication, thinking skills and build knowledge across all areas of learning. Staff understand each child’s next step. They skilfully weave this into the wide range of purposeful activities. The design of the learning environment has a clear intent to enhance children’s independent and decision-making skills. As a result, children achieve well from their starting points and are ready for the next stage in their education.

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Leadership and governance Strong standard

Leaders have a precise understanding of the school's strengths and areas for development. With support and challenge from the trust, leaders drive improvements in the school, alongside building on existing strengths. For example, leaders at all levels know what needs to be done to improve published outcomes at key stage 2. They are rightly proud of the published outcomes at key stage 4 and particularly the outcomes of pupils who have spent their whole school careers at Swindon Academy. They make decisions in the best interests of pupils. For example, there is a moral imperative driving the decision to offer a sports course to students at risk of becoming unemployed or not in education or training after Year 11. The school's deep commitment to pupils' wider development is also testament to leaders' ambitious and relentless work to improve the life chances of all pupils.

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Leadership and governance Strong standard

Governors and trustees fulfil their statutory duties. They know the school well and hold leaders to account when needed. Staff consistently report high levels of support for their workload and wellbeing. The professional learning offer, including for trainees and teachers at the early stages of their career, is a notable strength of the school. Staff consistently benefit from opportunities to develop their subject, pedagogical and leadership expertise.

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Leadership and governance Strong standard

Leaders work proactively to engage parents and their local community through events and activities. They openly share effective practices with other schools within and beyond the United Learning Trust.

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Personal development and wellbeing Strong standard

With support from the trust, the school has developed an ambitious personal development programme. It develops pupils' characters and their understanding of the fundamental British values. This prepares them well for life in modern Britain. Leaders ensure that this impressive wider offer is an entitlement for all pupils. This includes those who are financially disadvantaged and those with special educational needs and/or disabilities. Staff prioritise pastoral care. Leaders have strengthened this in recent times, ensuring that pupils have trusted adults and access to additional support when needed.

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Personal development and wellbeing Strong standard

Starting in the early years, children learn how to keep themselves safe and healthy. They learn to be increasingly independent. Pupils in both primary and secondary phases are able to talk with age-appropriate confidence about all aspects of the personal, social, health and economic curriculum. They discuss topics such as relationships, online safety, consent, peer pressure and the risks associated with substance abuse. Pupils understand the importance of equality and why some characteristics are protected by law.

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Personal development and wellbeing Strong standard

In the primary phase, pupils appreciate the breadth of enrichment opportunities, including outdoor learning, 'mini police', community projects, and charity events. The school uses pupil leadership meaningfully to improve aspects such as the library and pupils' wellbeing. In the secondary phase, pupils consistently benefit from 'Champion Time', part of which enables them to reflect on what makes them a good citizen. Pupils enjoy spending their behaviour rewards to buy gifts for their families and 'acts of kindness' cards for their friends. Leaders actively promote participation in extra-curricular activities, including the 'Inspire' programme where all pupils are expected to take part in sports. Pupils learn about other cultures during the school's annual 'Culture Day' which is organised by students in the post- 16 provision. All pupils can take part in trips each year, including residentials.

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Personal development and wellbeing Strong standard

Pupils, including those in the primary phase, benefit from a comprehensive careers programme. Pupils, and those in the post-16 provision, undertake work experience, engage with a wide variety of employers and visit universities.

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Achievement Expected standard

Pupils in the secondary phase, including those who are disadvantaged and those with special educational needs and/or disabilities, achieve impressive outcomes at the end of Year 11. In almost all areas, these are above or well-above national averages. Most of the time, this is also reflected in the quality of their work and in the way they talk about their learning. However, gaps in pupils' writing knowledge remain. Students in the sixth form progress well from their starting points. Older pupils are well-prepared for the next steps in education, employment or training.

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Achievement Expected standard

Historically, pupils in the primary phase have not achieved as well as they could. Key stage 2 published outcomes have been below national averages for some time, including for disadvantaged pupils. Leaders have been relentless in their drive to improve these results. Typically, pupils talk with confidence about their learning. However, some gaps remain, including in reading, writing and mathematical fluency. Even so, pupils in Year 4 typically achieve scores in line with the national average in the multiplication tables check.

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Achievement Expected standard

Children in the early years progress very well from their starting points. Over time, the number of pupils who pass the phonics screening test has increased significantly.

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Attendance and behaviour Expected standard

Leaders have a detailed understanding of pupils' attendance across the school. Pupils of all ages typically attend well and this is steadily improving. Leaders identify any barriers that pupils and families may face. They have worked positively to improve the attendance of pupils, including for some who have previously struggled to attend school at all. However, while the number of pupils who are persistently absent has decreased, this is still high for disadvantaged pupils and those with special educational needs and/or disabilities (SEND). Students in the post-16 provision attend well.

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Attendance and behaviour Expected standard

Pupils learn in a disruption-free environment across both phases of the school. Typically, they are polite and respectful, demonstrating positive attitudes towards their learning and upholding the school's values of hard work, kindness and responsibility. In both phases of the school, the number of pupils being removed from lessons and receiving suspensions has reduced. Nevertheless, there is still a minority of pupils who repeatedly do not meet leaders' high expectations of them. When this happens, they miss out on learning. While there are processes in place to support these pupils, including making reasonable adjustments for pupils with SEND, these are not yet consistently effective. Leaders do not tolerate bullying or any form of discrimination and have oversight of incidents on the rare occasions when they do occur. They support pupils appropriately.

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Curriculum and teaching Expected standard

The school provides a broad and ambitious curriculum for all pupils, from nursery through to Year 13. The trust's evidence-informed curriculums are used in many subject areas. Leaders have a clear and detailed understanding of the quality of teaching in the school. In the secondary phase, teaching is particularly effective. Teachers understand and use the school's agreed approach. They provide opportunities for pupils to revisit prior learning, building their knowledge over time. Teachers provide clear explanations and model learning effectively. Pupils are able to discuss their learning and work independently, and teachers check pupils' understanding regularly. The quality of teaching in the primary phase is typically secure, including in the early years. Staff have the relevant expertise to teach phonics and do this well. Reading is prioritised for pupils of all ages. Those who have fallen behind receive additional help to catch up.

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Curriculum and teaching Expected standard

Leaders have taken appropriate action to ensure that pupils gain essential knowledge in writing and mathematics. However, some of this work is not fully embedded. Pupils across the school often lack consistent support in addressing gaps in their writing knowledge. This includes transcription skills for younger pupils. Efforts to improve technical accuracy and text composition are in the early stages for secondary and post-16 pupils.

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Inclusion Expected standard

Leaders accurately identify the needs of pupils with special educational needs and/or disabilities. In the primary phase, information about pupils is typically used by teachers to adapt the curriculum and provide additional pastoral support when needed. However, occasionally, adaptations are not precisely matched to pupils' needs. Secondary phase pupils are generally well-supported to learn alongside their peers. Nevertheless, leaders acknowledge that the systems in place to review pupils' academic progress need to be strengthened.

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Inclusion Expected standard

In each phase of the school, leaders have taken effective action to support pupils with social, emotional and mental health needs. For example, they provide safe spaces for pupils who are struggling to regulate their behaviour. Leaders also make effective and carefully considered use of alternative provision. The ensure that pupils continue to access suitable education and support.

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Inclusion Expected standard

Leaders use additional funding appropriately to enhance the experiences of disadvantaged pupils. They provide laptops and uniform when needed. Leaders also subsidise trips to ensure these pupils have equitable access to the school's impressive wider enrichment programme.

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Inclusion Expected standard

Leaders know their pupils well. Pupils, including those looked after by the local authority and those known to social care, benefit from effective pastoral support. Staff work positively with families and external organisations to support pupils who are experiencing challenges. Leaders are highly attuned to their local context and the risks that some vulnerable pupils face.

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Post 16 provision Expected standard

Leaders have carefully considered the needs of students in the local area when developing the post-16 curriculum. The range of qualifications offered enables students to study courses that match their future aspirations. For example, students can follow a medicine pathway or a bespoke sports course delivered in partnership with Cheltenham Town Football Club.

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Post 16 provision Expected standard

Teachers know individual students well. They typically adapt teaching activities to help students learn and remember the demanding content. Most students achieve well in their chosen qualifications, making progress from their individual starting points. High-quality careers advice encourages students to be aspirational about their futures. Consequently, they move successfully onto higher education, apprenticeships and employment.

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Post 16 provision Expected standard

Students enjoy attending the sixth form. They speak highly of the caring staff who they can turn to for help. Students new to the school are warmly welcomed and quickly get to know their peers. Students have a wide range of opportunities to develop their individual characters and employability skills. For example, they learn to give formal presentations and conduct debates. Students proudly act as role models for younger pupils. They are instrumental in organising the school’s 'Culture Day' and are currently writing a cookbook to celebrate the diverse community within the school. The school's wider offer is a notable strength of the post-16 provision.

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

When children start in the Nursery Year, they get off to a flying start. As they move through the early years, children thrive. They often make excellent progress from their starting points. They quickly learn to read and interact well with peers and staff. In the primary phase, pupils benefit from an extensive extra-curricular offer. They have the opportunity to take on positions of responsibility such as wellbeing and digital ambassadors, as well as librarians. In these roles they work with staff to support other pupils and improve the school. While pupils' achievement at the end of key stage 2 is below the national average, leaders are taking appropriate action to ensure that pupils achieve more highly.

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

Whether pupils join the secondary phase from one of Swindon Academy's two primary schools, or other schools, they quickly build a sense of belonging. For example, all pupils in Year 7 have the opportunity to climb a mountain to help build their resilience and aspirations. Pupils enjoy a rich diet of trips and extra-curricular activities. These include sports, the school show and the Duke of Edinburgh's Award. Many take on leadership roles such as prefects and eco ambassadors; others promote equality and diversity. Pupils, including those who are disadvantaged, achieve very well at key stage 4. Pupils enjoy their learning.

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

Students in the post-16 provision are excellent role models for younger pupils. Leaders prioritise their wider development, giving them opportunities to listen to guest speakers. This improves their employability skills. They are well-prepared for life beyond school, typically making expected progress from their starting points and being well-guided into employment, apprenticeships and higher education. Students enjoy studying a range of A Level and vocational subjects and are proud ambassadors for their school.

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

Attendance is improving, with more pupils attending regularly and valuing their time in school. Typically, pupils across the school behave well and meet leaders' high expectations. Bullying is rare and pupils have confidence that staff will resolve issues when they arise.

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Next steps

Leaders should strengthen ongoing work to address gaps in writing knowledge across all phases, monitoring this closely to ensure it has the intended impact. Leaders should strengthen their oversight of the academic provision for pupils with special educational needs and/or disabilities. They should support staff to adapt the curriculum to meet pupils needs and ensure that progress is carefully monitored and reviewed.

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Lead inspector:

Victoria Griffin, His Majesty's Inspector

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Team inspectors:

Claire Mirams, Ofsted Inspector Tim Redding, Ofsted Inspector Tonwen Empson, Ofsted Inspector Wendy D'Arcy, His Majesty's Inspector Sara Berry, His Majesty's Inspector Craig Follett, Ofsted Inspector

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About this inspection

This school is part of United 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), Sir John Coles, and overseen by a board of trustees, chaired by Dame Reena Keeble.

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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 leaders and groups of staff. The lead inspector met executive leaders and those responsible for governance, including the chair of board of trustees and the chair of the local governing board.

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About this inspection

Inspectors considered responses to the online survey for parents, Ofsted Parent View, including free-text comments. Inspectors also considered responses to Ofsted's surveys for staff and pupils.

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About this inspection

Inspectors visited both primary school sites: Beech Avenue and Alton Close.

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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 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 school uses two unregistered alternative provisions and one registered alternative provision.

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About this inspection

Since the previous inspection, a new principal has been appointed.

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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. National average: 28.9%

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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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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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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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national average

2022/23 (final) 67% 71% 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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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) 50.8% 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) 50.2 46.1 Close to average

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national average

2023/24 (final) 48.7 45.9 Close to average

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national average

2022/23 (final) 46.9 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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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

2023/24 (final) 45% 46% Close to average

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average

2022/23 (final) 36% 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) 53% 62% 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) 51% 58% Close to average

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average

2022/23 (final) 59% 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) 53% 59% Close to average

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national average

2022/23 (final) 55% 59% Close to average

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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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national average

2022/23 (final) 39.5 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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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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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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national average

2022/23 (final) 31.53 34.16 Close to average

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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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national average

2024/25 (3 term) 8.2% 8.4% Close to average

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national average

2023/24 (3 term) 9.1% 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 (3 term) 22.8% 23.4% Close to average

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national average

2023/24 (3 term) 23.1% 25.6% Close to average

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national average

2022/23 (3 term) 22.4% 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.

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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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