Nuneaton Academy

Nuneaton Academy

Address: Radnor Drive, Nuneaton, Warwickshire, CV10 7PD Unique reference number (URN): 150454

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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 at this school have brought about rapid and lasting improvement. Since joining the trust, in December 2023, the school has acted with renewed purpose and high ambition. Leaders understand the school well and have chosen the right priorities. They are highly ambitious for pupils and the positive impact of their actions is evident across the school. Leaders identify appropriate priorities and take swift, effective action to continuously improve aspects of the school's work, this includes improving outcomes for vulnerable pupils. They evaluate the impact of their work carefully and adapt approaches where necessary to sustain improvement over time. Staff speak with pride about the school’s inclusive and aspirational culture. They are proud of the many improvements that have been made.

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Leadership and governance Strong standard

Those responsible for governance hold leaders fully to account for the impact of their actions. Trust and external support are used wisely to ensure resources are used effectively and decisions are always made in pupils’ best interests, particularly for disadvantaged pupils and those with special educational needs and/or disabilities. As a result, the school consistently meets the needs of its most vulnerable pupils and those who face additional barriers. Safeguarding oversight is systematic and secure.

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Leadership and governance Strong standard

Staff, overwhelmingly, value their development and the support they receive from leaders to improve their practice. Improvements to the curriculum, attendance and behaviour of pupils, for instance, can be attributed to leaders’ actions and staff coming together as a team to make positive differences to pupils. Leaders know where areas are not yet strong and work is already underway to rapidly improve these areas. Leaders have strengthened methods of communication and are continuing to build trust with parents and carers.

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Achievement Expected standard

Over a short space of time and since the new school opened, pupils, including those with special educational needs and/or disabilities, increasingly achieve well. They are well prepared for their next steps. Currently, many pupils achieve in line with national averages at GCSE. The staff support pupils well to make rapid progress within lessons and their daily work in the classroom. Similarly, disadvantaged pupils progress steadily through the curriculum and close knowledge gaps. They achieve well.

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Achievement Expected standard

Pupils routinely recall what they have learned most recently and, in many subjects, can recall more historic learning. Pupils become adept at using this knowledge to help them to learn new content. As a result of this, pupils’ knowledge builds progressively. Over time, pupils use subject-specific language with increasing accuracy. Leaders continue to promote and develop pupils’ oracy across the curriculum. Consequently, pupils' verbal responses become rich and deep. Similarly, the quality of pupils’ written work, including spelling and punctuation, is more accurate.

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Attendance and behaviour Expected standard

Leaders' work on increasing pupils’ attendance and improving pupils’ behaviour, has been highly effective. This has been due to leaders’ thorough analysis of attendance and behaviour data. A deliberate and comprehensive review of trends helps leaders to ensure that they act quickly on concerns. Although attendance rates remain below national averages for some pupils, these same rates have significantly increased and persistent absence has declined over time. However, leaders know that some pupils do not attend as often as they could. Leaders continue to strengthen their partnership with families and other agencies, to further increase attendance for those pupils.

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Attendance and behaviour Expected standard

Historic inconsistency in applying behaviour expectations led to increased disruptive behaviour across school. In turn, this led to a high number of suspensions. However, with the trust’s support, the school has refined its behaviour management strategy. This has helped to significantly reduce the number of suspensions and improve behaviour for all pupils, including those who face barriers to their learning.

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Attendance and behaviour Expected standard

Pupils’ behaviour is orderly and purposeful. Pupils follow the behaviour routines positively and staff reinforce these expectations so that routines are embedded in daily practice. This contributes to a calm environment. Leaders have created a culture where staff typically know, support and care for pupils well. For a small number of pupils, leaders continue to offer individualised support where they may not consistently show dedication to their learning.

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Curriculum and teaching Expected standard

Leaders have reviewed and developed the curriculum rapidly. They also routinely monitor the curriculum effectively and use this information to develop what to teach and to decide how best to teach it. The curriculum is increasingly broad and balanced with leaders offering pupils subjects across the performing arts, sports and technology. Pupils learn key knowledge across this wide range of subjects well. The curriculum sets out, in detail, what pupils need to know to achieve leaders’ ambitious goals. Subject leaders have ordered learning logically to effectively build pupils' understanding over time.

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Curriculum and teaching Expected standard

Teachers, uniformly, have a deep knowledge of their subjects. Also, leaders ensure teachers have the expertise of how to teach well. These combine to ensure teaching is precise and effective. Teachers explain new knowledge clearly. They then build on this, drawing on what pupils already know, to help pupils understand complex topics. Teaching develops pupils' verbal use of subject-specific language. Checks are routinely made on what pupils have understood. As a result, teaching swiftly addresses any misconceptions and further questions help pupils deepen their understanding. Adaptations are carefully constructed for pupils with special educational needs and/or disabilities. Reading is a priority across the school and those at the earliest stages of reading are supported effectively to catch up.

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Inclusion Expected standard

The school has a very high proportion of pupils with special educational needs and/or disabilities and pupils who are disadvantaged. Leaders have prioritised their work on inclusion effectively. The school's approach to identifying pupils' individual needs is secure. Leaders review pupils' progress through the curriculum regularly and they make appropriate adaptations to the support pupils receive.

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Inclusion Expected standard

The school's approach to supporting all pupils, including those who face barriers to their learning, is focused on building positive relationships and managing pupils’ emotions. Staff have received appropriate training on this, which is helping to meet these pupils' needs and promote high aspirations. Targeted support in provisions, such as 'restore', help pupils to reflect on their emotions and re-engage with their learning. The school works effectively with a range of professionals to ensure pupils' needs are met.

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Inclusion Expected standard

Leaders identify the right priorities to help disadvantaged pupils to be successful in their learning. The school's pupil premium strategy flexibly addresses pupils' changing needs. For example, leaders review and refine the support they provide to successfully remove barriers for pupils. Consequently, there is positive impact with most pupils' engagement in learning and their outcomes.

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Inclusion Expected standard

The school uses alternative provision appropriately and only where it is in a pupil's best interests.

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Personal development and wellbeing Expected standard

Leaders have strengthened how the personal, social, emotional and health education programme is delivered. This has helped pupils, particularly in Years 7 and 8, to develop a deeper understanding of topics such as relationships. Pupils learn about risks, such as online dangers. This supports them to develop the knowledge they need to make sensible choices. The programme also helps pupils to develop their understanding of fundamental British values. For example, pupils are taught how to demonstrate respect for others.

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Personal development and wellbeing Expected standard

Pupils benefit from a broad enrichment offer. They take part in cultural, sporting and creative events. Pupils enjoy the theatre trips, STEM and University experiences and a variety of clubs. This helps pupils to develop their skills and interests. Leaders reduce barriers so that disadvantaged pupils and those with additional needs can also take part. For example, the effective House system enables pupils who face barriers to their learning to take part in music and history quizzes and photography competitions. Pupils benefit from a wide range of meaningful leadership roles, including house and sports captains and an active school council. Pupils are proud of these responsibilities. They take their roles seriously and value the chance to make a positive impact on their peers’ school life.

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Personal development and wellbeing Expected standard

As part of the wider personal development curriculum, leaders provide a careers programme that is shaped by research. Pupils receive careful guidance and information that helps them to make informed choices about their future careers. This has helped to increase significantly the number of pupils stay in education, employment and/or training after school. However, leaders are aware that raising pupils’ aspirations continues to be a priority for the school. For example, strengthening the careers programme for all pupils will enhance pupils’ experiences and support them in attending and achieving more consistently for life beyond school.

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

Nuneaton Academy is rapidly improving. The school is increasingly successful in reducing the barriers that pupils face so that they receive an inclusive, high-quality education that improves their life chances. Pupils say they learn more effectively as they understand what teachers are asking them to do. Pupils also attend more regularly because they enjoy the improved experiences of school. Where pupils do not achieve or attend school as consistently well as they should, staff work with families to consider any barriers to learning and provide effective support.

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

Pupils' behaviour, as with attendance, has significantly improved since the school joined a new trust and opened in December 2023. Around the school, and in lessons, pupils are calm and orderly. Lessons are productive and there are well-defined routines that most pupils follow. There is a clear focus on developing positive relationships between pupils and staff. Pupils know and demonstrate the ‘Nuneaton norms’ of being respectful, responsive and resolute, daily. At social times, pupils from different age groups mix well and share activities and spaces effectively. Staff offer calm, considered and consistent support to enable pupils to reflect on their behaviour and meet the high standards leaders' promote. Pupils are safe in school.

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

The school supports pupils' personal development well. Pupils with special educational needs and/or disabilities are fully integrated into school life. They take part, alongside their peers, in a wide range of extra-curricular activities including sports, arts and music. The school provides pupils with cultural experiences, for example, by attending the theatre. Pupils take on leadership roles on the school council and as house and sports captains. Pupil librarians also support the focus on literacy and reading across the school well. These opportunities develop their sense of belonging and responsibility.

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Next steps

Leaders should ensure that the impact of the personal development careers education programme, to further raise pupils’ aspirations, is deep, embedded and consistent. Leaders should secure and maintain high levels of attendance over time, for all pupils, by further strengthening their work with families and external partners.

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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 Jon Coles, and overseen by a board of trustees, chaired by Mr Christian Brodie.

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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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Lead inspector:

Stuart Clarkson, His Majesty's Inspector

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Team inspectors:

Andrew Madden, His Majesty's Inspector Liz Todd, Ofsted Inspector Rob Matthews, His Majesty's Inspector Michael Stoppard, Ofsted Inspector Lois Kelly, 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. Inspection activities:

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Facts and figures used on inspection

Inspectors spoke with the Principal, and other senior leaders; director of secondary academies, as delegate for the chair of trust; the secondary regional director (Midlands and Lancashire) and secondary regional director (South) for the trust; the chair of the local governing body and other governors; staff and pupils.

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Facts and figures used on inspection

Inspectors visited lessons and looked at pupils’ work. They spoke with pupils at different times across the school day and observed behaviour in lessons and around the school site.

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Facts and figures used on inspection

To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.

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Facts and figures used on inspection

Inspectors considered the responses to Ofsted’s staff survey. They considered the responses to the online survey, Ofsted Parent View, including parents’ free-text comments.

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Facts and figures used on 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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Facts and figures used on inspection

The inspectors confirmed the following information about the school:

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Facts and figures used on inspection

The school joined United Learning Trust and opened as a new school in December 2023.

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Facts and figures used on inspection

The school uses two registered and three unregistered alternative provisions for a small number of pupils.

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Facts and figures used on inspection

Principal: Mark Dalton This data is from 23 June 2026

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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

2024/25 (final) 47.7% 45.4% 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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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) 31.3% 25.8% 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) 34.5 34.9 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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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

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Urgent improvement

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Urgent improvement

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