Rushey Mead Academy

Rushey Mead Academy

Address: Melton Road, Leicester, Leicestershire, LE4 7AN Unique reference number (URN): 141916

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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 Exceptional

Pupils, including disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND), achieve extremely well. Across the curriculum, they gain knowledge securely and produce work of a very high quality. Published outcomes from key stage 4 examinations show that pupils, including disadvantaged pupils, achieve significantly better than the national average over time. Pupils’ high achievements pave the way for them to move on successfully to ambitious next steps in education, training or employment.

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Achievement Exceptional

Pupils show a deep understanding of what they learn. Pupils with gaps in basic literacy or numeracy skills are supported particularly well to catch up quickly. This enables them to access the wider curriculum successfully and achieve well. Pupils with SEND make very good progress. They achieve well alongside their peers. A small number of pupils with SEND or other significant barriers to learning, including pupils in the designated specialist provision, follow personalised curriculum pathways. These pupils are very well supported to achieve the qualifications they need to pursue their ambitions when they leave the school.

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Attendance and behaviour Exceptional

Attendance is excellent. Pupils value their time in school. They recognise the importance of attending lessons and taking part in wider school life. Leaders monitor attendance in great detail. When pupils are absent too often, specialist staff act swiftly to provide personalised support that helps pupils overcome any barriers to good attendance.

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Attendance and behaviour Exceptional

Behaviour is exemplary. Pupils quickly learn the ‘Rushey Way’ when they join the school. These routines are straightforward and understood by all. Older pupils are excellent role models for their younger peers, demonstrating kindness and respect. In the morning, pupils gather calmly for 'morning address' to listen to positive messages that set the tone for the day. In classrooms, pupils settle quickly. They try hard and take pride in their work. There are no disruptions. No time is wasted. Around school, pupils get along happily.

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Attendance and behaviour Exceptional

Bullying, bad language or discrimination are extremely rare. Poor behaviour around school is never tolerated. When incidents happen, or when pupils do not meet the high behaviour expectations, staff act quickly and apply sanctions fairly. If pupils repeat poor behaviour, specialist staff provide mentoring and adjust routines sensitively. Leaders’ priority is that all pupils have a positive experience at the school.

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Curriculum and teaching Exceptional

Leaders have constructed a highly ambitious, challenging and interesting curriculum. Expert subject leaders have precisely identified the knowledge and vocabulary that pupils should learn. Wherever possible, links are made to other subjects and to wider themes, such as citizenship and diversity. Leaders and teachers have worked together to develop highly effective teaching strategies in all subjects. They engage with high-quality professional learning to continually improve the curriculum and strengthen their expertise. All across the school, teachers deliver the planned curriculum expertly. They model new knowledge and skills clearly. Teachers check pupils’ work carefully and correct misconceptions quickly. At every step, teachers make sure that pupils are secure in their learning before moving on. Teachers help pupils to strengthen their vocabulary and communication skills through discussion and shared reading. Well-considered questions

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Curriculum and teaching Exceptional

make pupils think deeply and make connections in their learning.

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Curriculum and teaching Exceptional

The curriculum has been designed with precision to support all pupils to make progress, whatever their starting points. Teachers make careful adjustments to support pupils with special educational needs and/or disabilities or other barriers to learning, for example pupils with weak basic literacy and pupils who speak English as an additional language. Expert staff provide further personalised support for these pupils to help them access the curriculum in full.

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Inclusion Exceptional

Leaders and staff are united in their determination to make sure that all pupils benefit fully from the high-quality education and wider experiences that the school offers. Teachers expertly support pupils with special educational needs and/or disabilities (SEND) in the classroom. Pupil premium funding is used thoughtfully to enhance the experiences of disadvantaged pupils. Language experts help pupils at the early stages of learning English to quickly develop fluency so that they can access the curriculum in full. In the designated specialist provision, expert staff meet pupils’ needs with precision. They provide nurture and support that helps pupils gain confidence and independence so that they can be successful alongside their peers. The school makes sure that no pupils miss out.

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Inclusion Exceptional

Staff know pupils well. They monitor pupils’ progress, attendance and behaviour in great detail and keep a careful eye on their wellbeing. This means that staff quickly identify when any pupils might need extra support and make sure that the right support is provided quickly. Experts within the school, or from external partners, work closely with vulnerable pupils, including those known to social care, to help them overcome any barriers they face. A small number of pupils benefit from well-considered alternative provision designed to meet their needs and develop their interests and aspirations.

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Leadership and governance Exceptional

Over a sustained period, leaders have skilfully created a curriculum and culture to make sure all pupils have a truly special, high-quality school experience. Leaders work strategically, with attention to every detail, to make sure that this is the case. They rise to any challenge and constantly search for ways to make further improvements. Leaders and staff are united in their determination. They work together so that all pupils, especially those with barriers to learning or who face challenging circumstances, leave the school with the knowledge and character to be successful and flourish.

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Leadership and governance Exceptional

The multi-academy trust is a vital component in the school’s success. Leaders from the trust make sure that school leaders benefit from the best available evidence and expertise to support their vision and priorities. All leaders and staff engage wholeheartedly with high- quality impactful professional learning. Staff, including those at the early stages of their career, securely develop the skills they need to implement leaders’ plans. Staff wellbeing is a high priority. Leaders make sure that staff have the time they need to perform their roles well and provide support when needed.

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Leadership and governance Exceptional

The board of trustees and the academy council have the experience and skills to provide robust challenge to school leaders. They know the school well and make every effort to engage positively with parents and the wider community. Parents wholeheartedly support the school. They value the exceptionally positive impact it has on their children’s lives.

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Personal development and wellbeing Exceptional

The ‘Rushey Passport’ underpins the excellent personal development programme. To earn this, pupils complete a range of activities to develop themselves, to support others and to serve the community. Pupils strive to earn points. In school they attend extra-curricular activities, organise events, help other pupils or staff, or take on one of many leadership roles. Outside school, litter picking and conservation are among the vast array of projects that pupils get involved with. The school organises trips to universities and poetry competitions to provide cultural experiences. These activities are carefully designed to help pupils gain confidence and character. Leaders monitor participation. They listen to pupils’ interests to make sure there is something for everyone. Almost all pupils take part, including disadvantaged pupils and those with special educational needs and/or disabilities (SEND). Many go above and beyond to ‘graduate with Rushey honours’. Pupils are universally

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Personal development and wellbeing Exceptional

positive about these experiences. They recognise that they are developing skills and attributes that will serve them well in the future, while competing with their peers and enjoying memorable experiences.

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Personal development and wellbeing Exceptional

The school makes sure that pupils are well prepared for adulthood. Sex and relationships education is age-appropriate and delivered expertly. Pupils learn how to keep healthy and avoid risky behaviours. They know how to keep themselves safe online and in the community. Citizenship themes are carefully woven through the curriculum so that pupils gain a detailed understanding of equalities law and fundamental British values. Diversity is celebrated through shared religious festivals and an annual culture day. The careers programme is personalised to guide pupils towards ambitious next steps.

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Personal development and wellbeing Exceptional

Pupils’ wellbeing is a priority for all staff. They keep a watchful eye over all pupils, particularly those who are vulnerable. Counsellors and expert pastoral staff help pupils to overcome challenges. Pupils know that there is always someone they can turn to when things are not going well.

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

Pupils thrive at this inclusive and inspirational school. They are motivated to succeed by a culture of ambition and the highest expectations of all. The school provides a rich, high- quality education for all pupils, regardless of the barriers they face. Pupils enjoy learning and achieve very well.

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

Beyond the academic, pupils strive to graduate with their 'Rushey Passport'. They take on responsibilities in school and commit to supporting the wider community. Pupils develop strength of character and learn how to be active citizens. They are extremely well prepared to succeed in their next stages in education and their lives in modern Britain.

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

All pupils feel a sense of belonging at this school. They are kind and respectful to each other. Relationships are positive between pupils and staff. Bullying is never tolerated. Pupils feel safe, knowing that caring staff will help them to overcome any challenges they face. Pupils with special educational needs and/or disabilities, or who face other barriers to learning, as well those who are disadvantaged or vulnerable, flourish. They are given every opportunity to be successful and participate fully in school life.

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

Pupils are proud to be part of the 'Rushey Family'. Attendance is excellent. Many pupils arrive early in the morning. They are eager to take part in sporting activities, or to eat breakfast with friends, before the school day begins. Many more stay after school to be involved in the vast array of extra-curricular clubs the school offers. There is something for everyone. Sports, dance, music and drama clubs are popular with pupils of all ages. Other clubs offering chess, 'Warhammer' and board games promote friendship and strengthen social skills. In the library, pupils enjoy reading for pleasure or writing short stories for publication in the school's annual anthology.

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About this inspection

This school is part of The Mead Educational Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Sarah Ridley, and overseen by a board of trustees, chaired by Anthony Glover.

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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, the vice principal, other school leaders, leaders from the multi-academy trust, staff, pupils and parents during the inspection. The lead inspector also spoke to trustees and representatives of the academy council, including the chair of the trust board.

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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 inspectors confirmed the following information about the school:

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About this inspection

The school includes provision for communication and interaction needs in a special educational needs unit for 20 pupils.

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About this inspection

The school currently makes use of 7 alternative provisions, including 5 that are unregistered.

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Team inspectors:

Javier Sanchez-Garcia, Ofsted Inspector Julie Sheppard, Ofsted Inspector Kathryn Hobbs, Ofsted Inspector Emma Mason, Ofsted Inspector Nik Patel, 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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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) 51.9% 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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Progress 8

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

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

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

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Disadvantaged pupils' Attainment 8

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

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Disadvantaged pupils' Progress 8

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

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Disadvantaged pupils' performance gap

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

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Disadvantaged pupils' English and maths GCSE grade 5 or above

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

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Disadvantaged pupils' Attainment 8

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

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Disadvantaged pupils' Progress 8

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

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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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

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Urgent improvement

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Urgent improvement

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

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