Farringdon Community Academy

Farringdon Community Academy

Address: Allendale Road, Sunderland, SR3 3EL Unique reference number (URN): 150268

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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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Curriculum and teaching Strong standard

Leaders have made significant, well-considered changes to the curriculum taught at the school. The curriculum now consistently builds the important knowledge and skills pupils need for future success. Changes and additions to this curriculum are carefully made so that they benefit all pupils. Teachers routinely make careful decisions about how to implement the curriculum. They consider pupils' different starting points and any gaps in knowledge they might have. Highly effective classroom practice is embedded across the school. Staff develop a clear insight into what pupils do, and do not, understand. This knowledge is used to shape future learning and adapt teaching to precisely meet each pupil's needs. Disadvantaged pupils, and those who face barriers to their learning, are central to the teaching choices staff make.

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Curriculum and teaching Strong standard

Staff have secure subject knowledge. Leaders ensure that teaching strategies are familiar to pupils, but also flexible, so that each subject is taught as effectively as possible. The sequence of learning for each topic is carefully considered to achieve expected outcomes. Some pupils lack the foundational knowledge and skills they need to access this ambitious curriculum. Leaders ensure pupils get the help they need to rapidly close these gaps. This includes reading and writing interventions. Teachers emphasise important vocabulary in every lesson and encourage pupils to speak with confidence and clarity.

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Inclusion Strong standard

Leaders have a very clear understanding of the context of their school and the pupils it serves. The educational experience of disadvantaged pupils is constantly reviewed and enhanced. Before pupils join the school, leaders' thoughtful work ensures a smooth transition is achieved. Pupils' needs are quickly and accurately identified. Highly effective support is in place for pupils from the moment they start school. Barriers to learning are identified and addressed on an individual basis.

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Inclusion Strong standard

Detailed and helpful plans that support pupils' learning are available to all staff. These are regularly reviewed so that they closely reflect changing needs and consistently support pupils. Adaptations in classrooms for pupils with special educational needs and/or disabilities are precise and impactful. Pupils in the school’s resourced provision access mainstream lessons and engage seamlessly in the wider life of school. Pupils' sense of belonging helps them to attend well and enjoy their learning.

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Inclusion Strong standard

Disadvantaged pupils are a priority throughout the school. Their achievement and wellbeing are closely monitored. Where it is needed, alternative provision is used appropriately. Leaders thoughtfully consider the use of additional funding for disadvantaged pupils. A clear understanding of the barriers to learning means that appropriate strategies are in place for pupils. This has had a very positive impact on pupils' education and wider experiences.

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Achievement Expected standard

Pupils' achievement is typically very positive. Pupils develop an effective understanding of a wide range of topics. Pupils progress well, and sometimes rapidly, through the curriculum. Pupils typically produce work of a high quality in line with leaders' high expectations. Pupils are beginning to develop a deep, rich understanding of what they study across a range of subjects. Pupils' achievement has significantly improved in several subjects. Pupils are now prepared much more fully for their next steps in education, employment or training, including pupils with special educational needs and/or disabilities.

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Achievement Expected standard

Pupils, including those who are disadvantaged, often achieve above average outcomes in national tests and examinations. These outcomes have been particularly impressive in English and modern foreign languages, for example. While there have been improvements to pupils' achievement in other subjects, sometimes significant ones, this is not consistently the case. Leaders know precisely where more work is required to ensure that all groups of pupils make rapid and sustained progress across the curriculum.

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Attendance and behaviour Expected standard

Pupils' attendance has improved over time. This includes the vulnerable groups of pupils where leaders have particularly focused their efforts. Persistent absence has reduced significantly. However, leaders recognise that there is more to do. Rates of absence are higher than national averages. This negatively impact pupils' education because some miss important learning. Pupils who already have gaps in their knowledge struggle to catch up to their peers. Leaders' work connected to attendance is carefully planned, thoroughly analysed and relentless. All staff are committed to helping improve attendance at the school. Rewards for good attendance, as with behaviour, have a positive impact on pupils' attitudes to their education.

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Attendance and behaviour Expected standard

Pupils behave well in lessons. This is supported by consistent use of the school's behaviour policy. Pupils are focused on their learning. Pupils move about the school maturely and generally meet leaders' high expectations. Disruption to learning and suspensions have reduced over time. Incidents of bullying, especially of a discriminatory nature, are rare. Pupils state these would be addressed swiftly if they did occur. Leaders use consequences sparingly and instead focus on praising pupils' achievements. Increasingly, pupils engage enthusiastically in their learning and contribute with confidence in lessons. Leaders ensure that high standards are consistently maintained.

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Leadership and governance Expected standard

Leaders are dedicated to improving pupils' educational opportunities. They understand their school very well and have made thoughtful decisions about how to achieve rapid and sustained improvement. Much has already been achieved. Leaders have rightly focused on creating a high-quality curriculum, consistent teaching and inclusive practice. The impact of leaders' vision on pupils’ behaviour, academic outcomes, attendance and engagement is evident. Leaders know where there is more to do and have a strategic plan to achieve it. Governors meet their statutory duties. They have a clear understanding of the school’s progress and priorities. Governors ask leaders meaningful and challenging questions. Support from the Trust is very effective and is taking the school in the right direction, swiftly.

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Leadership and governance Expected standard

The professional learning of staff is closely connected to school improvement priorities. The Trust’s shared approach to the curriculum and teaching is consistently used in the classroom. Teaching is now of a high quality and pupils make substantial progress. Leaders take effective action to support staff workload and wellbeing. Staff state that they are well supported and that their views are heard. This includes teachers at the beginning of their career. Staff are overwhelmingly positive about improvements to the school under current leaders. They say that these have had a very positive effect on the school and pupils' educational experience.

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Leadership and governance Expected standard

Leaders have developed constructive relationships with parents. Most parents appreciate the positive changes that have taken place at the school over time. They feel their children are supported to behave well and achieve very positive outcomes.

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Personal development and wellbeing Expected standard

The school's personal development programme is very well considered. It takes account of the school's context and helps pupils to lead healthy, happy lives. It encourages respect for those who have different views and life experiences. Pupils have regular opportunities to reflect on important topics, including contextual events and matters of personal safety. Pupils are taught how to stay healthy, both mentally and physically. The school's excellent facilities encourage positive participation in sport. A selection of enrichment opportunities are available to meet pupils' varied interests. Leaders take deliberate action to ensure that disadvantaged pupils have access to these, and any barriers to engagement are removed effectively. The range of opportunities available to pupils beyond the curriculum is still developing. Pupils' participation in extra-curricular clubs is relatively limited.

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Personal development and wellbeing Expected standard

Leaders have created a broad and ambitious 'Life' curriculum, which covers statutory aspects, including relationships and sex education. This curriculum is intended to prepare pupils to be active citizens and contribute positively to their communities. Lessons in the 'Life' curriculum actively promote debate and discussion. Pupils maturely engage in conversations about important, age-appropriated topics. For pupils with special educational needs and/or disabilities, this curriculum is carefully adapted to take account of their individual needs. Despite the ambition of this curriculum, its content is not well understood by pupils. Pupils do not have a deep, secure understanding of important topics like fundamental British values and how other faiths and cultures function.

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Personal development and wellbeing Expected standard

Careers advice is available to pupils at a suitable stage of their education. This helps them make informed choices about their futures. For disadvantaged pupils, or those with specific vulnerabilities, this advice and guidance is carefully tailored and frequent. Leaders are committed to enhancing pupils' understanding of different career paths. Trips to different workplaces are increasingly varied and visiting speakers help to bring different careers to life for pupils.

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

Pupils' experience of school has considerably improved over time. Behaviour is now calm and purposeful. Positive relationships permeate the school. Teaching ensures that pupils learn the intended curriculum well and make positive progress throughout their education. Many pupils are proud of what they achieve from day to day. The school's ‘iAspire’ and 'PROUD' initiatives promote individual success and celebration, while ‘Applause Moments’ encourage each pupil to strive for their best. Leaders and staff have high expectations of what pupils can achieve. Lesson routines have become rapidly embedded so that pupils understand precisely what is expected of them. Pupils are becoming increasingly confident and keen to contribute.

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

Pupils experience an increasingly broad and ambitious curriculum. The new school building provides excellent facilities to support a wide range of subjects. Pupils treat their environment, staff and one another with respect. Bullying is rare. Pupils say that staff would deal with issues effectively if they did occur. Pupils’ achievement has improved steadily over time in many subjects. In some subjects, this improvement has been more rapid. Staff understand the support different pupils need to succeed. Barriers to learning are quickly and effectively removed. Many pupils thrive because they have the help they need to achieve their potential.

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

Parents are typically very positive about changes to the school of late. Pupils and parents appreciate the high-quality pastoral support on offer. Pupils are very well cared for. They feel safe and are confident to report any concerns they might have to an adult. The school is a caring, inclusive place where individual pupils are well understood by staff. Pupils now attend school much more regularly than they once did. However, poor attendance amongst some pupil groups remains a challenge that leaders are working to overcome.

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Next steps

Leaders should ensure that pupils consistently achieve highly across all curriculum subjects and that this is reflected in above-average outcomes in national tests and examinations over time. Leaders should ensure that attendance improves rapidly so that it is in line with national averages or above them, including for identified groups, and that persistent absence continues to fall. Leaders should ensure that pupils develop a secure and detailed knowledge across the personal, social, health and economic curriculum, including about their future employment and education opportunities, so that they are very well prepared for life beyond school.

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About this inspection

This school is part of Northern 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, Jane

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Team inspectors:

Bernard Clark, Ofsted Inspector Tristan Keates, Ofsted Inspector Karen Blackburn, 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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675

Below average Wilson, and overseen by a board of trustees, chaired by Mark Sanders.

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675

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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675

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMI.

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675

Inspectors spoke with the principal and other senior leaders at the school, the designated safeguarding leader and those responsible for governance during the inspection. One inspector met with the headteacher of the virtual school and another spoke with staff at alternative education providers that the school uses.

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675

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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675

The school includes provision for 35 pupils with autism spectrum diagnosis.

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675

The school currently makes use of 4 registered alternative provisions. It does not use an alternative provision that is unregistered.

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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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What does this mean?

The type of Special Educational Needs provision provided at the school (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) 50.0% 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) 44.6 46.1 Close to average

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national average

2023/24 (final) 45.9 45.9 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) -0.04 -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) 35.1% 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) 36.6 34.9 Close to average

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national average

2023/24 (final) 35.8 34.6 Close to average

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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national average

2023/24 (final) -0.72 -0.57 Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

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

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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