Aston Academy

Aston Academy

Address: Aughton Road, Swallownest, Sheffield, South Yorkshire, S26 4SF Unique reference number (URN): 136718

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Safeguarding standards met

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

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How we evaluate safeguarding

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

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How we evaluate safeguarding

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

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Achievement Expected standard

Pupils build their knowledge and skills over time. Leaders accurately identify pupils who have gaps in their knowledge of basic skills in reading, writing and mathematics. They address these gaps effectively. For example, pupils who need help to improve their reading receive effective support. Pupils with special educational needs and/or disabilities also generally make suitable progress from their starting points.

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Achievement Expected standard

Despite the variability in teaching, pupils achieve in line with their peers nationally across all phases of the school. Pupils typically achieve well at the end of key stage 4. Achievement has improved steadily over the past 3 years. Pupils’ attainment in national assessments at the end of key stage 4 is now in line with national averages. This includes the achievement of disadvantaged pupils. The gap in achievement between disadvantaged and non- disadvantaged pupils is closing. Pupils in the sixth form generally achieve in line with national averages in both academic and vocational subjects.

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Achievement Expected standard

The school works closely with pupils to make sure that they are well prepared for their next steps after school. The wide range of destinations that pupils successfully move on to reflects this. As a result, pupils are well prepared for their next steps.

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Attendance and behaviour Expected standard

Leaders have put into place a range of strategies to improve attendance. They carefully analyse patterns and trends to identify the reasons why pupils do not attend school as often as they should. The school uses a range of approaches to help pupils improve their attendance, including working with external agencies where necessary. This means that attendance for all groups of pupils, including disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND), has steadily improved. Overall school attendance is now similar to the national average. Pupils who are on personalised timetables are carefully monitored to make sure that they are making progress from their starting points.

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Attendance and behaviour Expected standard

Leaders take a similarly rigorous approach to behaviour, using information to inform the decisions they make. They have high expectations for pupils' behaviour. Leaders communicate these expectations clearly to staff, pupils and parents and carers. Staff are well supported to manage behaviour effectively. As a result, pupils generally behave well, particularly in lessons. More serious poor behaviour, such as bullying, is rare and dealt with effectively. Leaders have recently introduced an additional provision to support pupils who struggle with their behaviour. This has started to have an impact. For example, the number of suspensions for all pupils, including those with SEND, has reduced over time.

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Leadership and governance Expected standard

Leaders know the context of their school well. They have taken a series of effective decisions to bring about rapid improvement in several key aspects of the school's work. While leaders could sometimes more thoroughly track the impact of their actions, there has been substantial improvement since the last inspection. For example, pupils now attend school more often than they used to.

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Leadership and governance Expected standard

Effective governance systems run by the trust provide leaders with the support they need. There are clear systems in place to make sure that governors and trustees have the correct information to give them clear and accurate oversight of the school. The trust ensures that the local governing body meets its statutory duties. Both trustees and the local governing body provide effective challenge to leaders. This means that the strategic direction of the school is clearly focused on improving outcomes for its pupils.

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Leadership and governance Expected standard

There are high-quality professional learning and training programmes for staff at all levels, including governors. Leaders are thoughtful about staff workload and wellbeing. Where possible, the school draws on further resource and joint planning from the trust and external sources.

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Leadership and governance Expected standard

Leaders at the trust and school have worked hard to build more effective relationships with their local community. They use a range of strategies to make parents and carers feel involved in the life of the school. Leaders regularly work with parents to get their views and feedback on a range of issues.

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Personal development and wellbeing Expected standard

Leaders have recently put in place a thoughtful personal development programme. It is carefully sequenced and allows pupils to build their knowledge over time. The programme supports pupils to steadily develop their knowledge and understanding of both the characteristics that make everyone unique and those that are protected by law, such as race and fundamental British values. The programme reflects the school's local context and is delivered in an age-appropriate manner. It covers all statutory requirements, such as healthy relationships and online safety. For example, pupils learn to keep themselves safe around open water. When needed, pupils are taught about emerging risks in their local community.

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Personal development and wellbeing Expected standard

There is a range of trips and clubs on offer, encompassing everything from cheerleading to a well-established Duke of Edinburgh's Award programme. Not all pupils participate in the extra-curricular activities offered, but leaders take steps to make sure that disadvantaged pupils and those with special educational needs and/or disabilities (SEND) are able to participate.

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Personal development and wellbeing Expected standard

Carefully planned careers education matches the needs of pupils. The school works effectively with parents and carers, local colleges and the wider community to give pupils clear information about their future aspirations. Pupils get impartial one-to-one careers advice. Pupils in Years 10 and 12 have the opportunity for work experience. Leaders are proactive in making sure that disadvantaged pupils and pupils with SEND get specific support to address any additional barriers they might face. The school is making steady progress towards national benchmarks for effective careers education.

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Personal development and wellbeing Expected standard

Pastoral support is a strength of the school. The pastoral team is keenly aware of a range of support available to pupils, both within the school and externally. There are clear processes

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Needs attention

for pupils to self-refer for help when needed. Pastoral staff check on the progress that pupils make and are quick to act when they find that pupils need further help and support.

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Post 16 provision Expected standard

Leaders have ensured that the programme of study that sixth-form students follow is appropriate. It reflects the needs and aspirations of the school and its community. Students on both academic and vocational courses achieve broadly in line with their peers nationally. Leaders make sure that students enrol onto courses that match their aspirations and their abilities.

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Post 16 provision Expected standard

Students benefit from a curriculum that is well sequenced and that builds knowledge progressively. The curriculum is generally well taught. Students are well prepared for their next steps with advice relevant to their career goals. They enjoy a range of visiting speakers, for example alumni of the school as well as apprenticeship providers. Students are well prepared for university applications through one-to-one guidance. They also have the opportunity to visit local universities.

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Post 16 provision Expected standard

Leaders prioritise students' wellbeing, which in turn helps them to feel safe. The personal, social and health education (PSHE) curriculum allows students to discuss ways to keep themselves healthy, both physically and mentally. While the numbers of students in the sixth form with additional needs are small, adaptations are made when needed. This means that students with additional needs are able to achieve well because of appropriate teaching and support adjustments.

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Curriculum and teaching Needs attention

The curriculum is ambitious. It is carefully planned so that pupils can build their knowledge over time. Leaders have started to improve the way the curriculum is taught in lessons. However, at the moment, teachers do not always use the most effective methods to help pupils to learn. Sometimes, teachers miss opportunities to explore how well pupils understand a topic. This means that pupils do not always access the curriculum as well as they could. Leaders understand that there is more to do to improve classroom teaching.

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Curriculum and teaching Needs attention

Leaders understand the strengths and weaknesses of the curriculum across the school. They have adapted the curriculum in subjects that needed improvement. However, teachers do not always adapt their teaching for pupils with special educational needs and/or disabilities or other barriers to learning. This means that some pupils do not get the support they need to access the curriculum and do not achieve as well as they could.

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Curriculum and teaching Needs attention

The school has a clear focus on improving pupils' reading skills across the curriculum. There is effective support in place for pupils who need further help to improve their reading skills, including the use of a phonics programme when needed. There is a similar programme for pupils who have gaps in their mathematics skills.

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Inclusion Needs attention

Too often, teachers do not adapt their teaching for pupils who have special educational needs and/or disabilities or other barriers to learning. Teachers do not always get clear advice about the most effective ways to help pupils in lessons. This means that pupils with additional needs do not get the support they need in class to access the curriculum.

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Inclusion Needs attention

Leaders accurately identify pupils who have additional needs. They take a thoughtful approach to pupils who need the highest levels of support. For example, there is a new alternative provision pathway for pupils who find going to mainstream classes difficult. There is also a class that provides extra nurture for Year 7 pupils who need additional help when moving on into secondary education. These provisions provide effective support for the pupils who access them.

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Inclusion Needs attention

The school uses additional funding for disadvantaged pupils based on a clear strategy designed to remove the barriers they face. This has been effective in improving outcomes for this group of pupils. Leaders work closely with social care to make sure that looked-after pupils are well supported. The school uses alternative provision in the best interests of pupils. Leaders carefully track the progress of pupils who attend alternative provision to make sure it is effectively meeting pupils' needs.

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

Pupils at Aston Academy feel that the school is increasingly a better place to be. They feel safe and report that bullying is rare. When bullying does occur it is well dealt with. Pupils have a trusted adult they can turn to if they need further guidance or support. The new systems leaders have put into place have improved behaviour so that pupils can learn better in lessons. Pupils who need help to improve their behaviour receive it.

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

The school also has effective systems to check if pupils attend school regularly. Pupils who have barriers to attending school get the help they need. This means that pupils attend school more often than they used to.

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

Pupils generally enjoy their learning. However, sometimes they do not get the support they need in class, especially those with special educational needs and/or disabilities (SEND) or other barriers to learning. Pupils with higher levels of SEND who need more support receive this through new provisions, including the Year 7 nurture class and the use of alternative provision. These pupils receive effective support, which helps them progress well from their starting points.

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

Typically, pupils at Aston Academy achieve at a similar level to pupils nationally. They work hard in their lessons. In particular, they are becoming more confident in producing longer pieces of written work. Teachers help pupils to read widely and confidently in lessons.

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

Pupils get plenty of helpful information and guidance to help them plan their next steps after leaving school. Pupils in Years 10 and 12 get the opportunity for work experience and work shadowing. As a result, they typically move on to places that meet their abilities and aspirations. Pupils have a range of opportunities outside of the classroom to explore their interests and abilities. There is a wide range of clubs, trips and visits available to them. Pupils value these opportunities, which are well matched to their interests and aspirations.

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Next steps

Leaders should ensure that teachers consistently use the most appropriate approaches in lessons to secure pupils' learning. Leaders must ensure that teachers make effective adaptations to learning in lessons for pupils who have special educational needs and/or disabilities and other barriers to enable them to access the curriculum and achieve as well as they should. Leaders must closely monitor the impact of their actions to ensure that they lead to the intended improvements.

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About this inspection

This school is part of Aston Community 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 (CEO), Rebecca Scutt, and overseen by a board of trustees, chaired by John Barton.

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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, deputy CEO and CEO during the inspection. The lead inspector also met those responsible for governance and other staff from the trust.

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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

Inspectors confirmed the following information about the school:

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About this inspection

The school currently makes use of 2 alternative provisions, including 2 that are unregistered.

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Team inspectors:

Tudor Griffiths, Ofsted Inspector Marc Doyle, Ofsted Inspector Joe Barton, Ofsted Inspector Chris Sergeant, His Majesty's Inspector Julian Appleyard, 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. National average: 1,154

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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

2024/25 (final) 44.9% 45.4% Close to average

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national average

2023/24 (final) 49.7% 45.9% Close to average

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national average

2022/23 (final) 46.0% 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) 44.2 46.1 Close to average

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national average

2023/24 (final) 44.1 45.9 Close to average

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national average

2022/23 (final) 43.9 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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national average

2023/24 (final) -0.29 -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

2024/25 (final) 24.6% 25.8% Close to average

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national average

2023/24 (final) 21.1% 25.8% Close to average

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national average

2022/23 (final) 20.8% 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

2024/25 (final) 34.4 34.9 Close to average

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national average

2023/24 (final) 30.6 34.6 Close to average

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national average

2022/23 (final) 32.6 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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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

2023/24 (final) 32.03 34.38 Close to average

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national average

2022/23 (final) 32.66 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) 0.0 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) 9.0% 8.4% Close to average

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national average

2023/24 (3 term) 10.2% 8.9% Close to average

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national average

2022/23 (3 term) 9.7% 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) 26.0% 23.4% Close to average

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national average

2023/24 (3 term) 28.9% 25.6% Close to average

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national average

2022/23 (3 term) 28.4% 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

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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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