The Excel Academy

The Excel Academy

Address: Milton Road, Sneyd Green, Stoke-on-Trent, Staffordshire, ST1 6LG Unique reference number (URN): 140633

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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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Attendance and behaviour Expected standard

Leaders have revised the school’s approach to attendance. Leaders track and monitor pupils’ attendance to identify trends and patterns. Staff have received training to ensure that barriers to attending school are identified and addressed, including for disadvantaged pupils and those with special educational needs and/or disabilities. There is a collaborative approach between staff and families to support pupils in coming to school. The introduction of tiered interventions is now having an impact on attendance and punctuality. Improvements in attendance, from a low starting point, are evident, and attendance is now closer to national averages. Pupils who were persistently absent from school are now attending more regularly.

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Attendance and behaviour Expected standard

Leaders have ensured that high expectations for behaviour and positive relationships are a key feature of this school. Behaviour systems are understood by both pupils and staff and have led to improvements in punctuality to lessons. Pupils generally behave well in lessons and during social times. Teachers teach lessons where disruptions are rare, and if they do occur are dealt with effectively. Interactions between staff and pupils are typically positive. Suspensions have historically been high but are now decreasing. There are effective provisions in place to support these pupils, including vulnerable pupils, and those who present challenges in terms of behaviour. Pupils assert that bullying is rare, and are confident that staff will deal with it appropriately.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of the curriculum and teaching in the school. There are systems in place that support the effective evaluation of curriculum delivery. Leaders have implemented appropriate professional development to support teachers in improving teaching and strengthening pupils' learning.

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Curriculum and teaching Expected standard

Pupils have access to an appropriate and suitable curriculum. Pupils with special educational needs and/or disabilities and disadvantaged pupils have access to the same curriculum as their peers. Targeted interventions are used by teachers to support those pupils who may need extra help. Teaching is typically effective in helping pupils to learn. Teachers have clear subject knowledge and generally model key ideas effectively. In most lessons, teachers use strategies that allow pupils to recall their knowledge and support learning. The most effective teachers ensure that misconceptions are addressed and that assessment leads to embedded knowledge. However, teaching is not yet fully consistent across the school. At times, teaching does not match pupils' starting points closely enough and does not provide the tailored practice needed to secure new learning.

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Curriculum and teaching Expected standard

Leaders have strengthened literacy, numeracy and reading provision. Pupils who need additional support are identified and interventions are put in place. These interventions allow pupils to develop their basic skills and access the curriculum.

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Inclusion Expected standard

Leaders’ commitment to inclusion is characterised by an ambition for vulnerable pupils to have access to equity in their curriculum and experiences. Leaders have established an effective process for early identification of barriers with transition from primary schools.

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Inclusion Expected standard

Pupils with special educational needs and/or disabilities (SEND) benefit from regular monitoring and reviews of the impact of adaptations to reduce barriers. Individual support plans are developed in partnership with the pupil, parents and carers, and professional advice. Adaptations are shared with staff and tailored to pupils' needs. They ensure pupils with SEND can participate fully in school life through provisions such as lunchtime club that offers a quiet space for pupils, ‘headspace’ provision and alternative reward experiences.

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Inclusion Expected standard

Leaders demonstrate a clear understanding of the barriers faced by those pupils who are disadvantaged. Leaders address these barriers through targeted support and the appropriate use of funding. Strategies focus upon support for pupils in lessons, attendance mentoring and enrichment opportunities. Leaders monitor impact of these strategies and adjust them accordingly. The provision for pupils known to social care are equally as effective and address academic progress and personal development. Leaders' oversight of the use of alternative provision helps pupils follow appropriate pathways and remain in education.

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Leadership and governance Expected standard

Leaders have a clear purpose and high aspirations for every pupil. Leaders know the school well and understand its strengths and priorities. Leaders use a range of data, external review and quality assurance measures to evaluate their work and inform improvement.

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Leadership and governance Expected standard

Leaders’ actions have resulted in a clear sense of community in the school and the inclusive ethos that is also evident. Behaviour has improved and pupils are now attending more due to leaders' renewed focus on this. Leaders are highly aware of the need to ensure that pupils achieve as well as their peers and that this begins in lessons. Leaders are using evidence-informed professional development to ensure that staff are suitably equipped to consistently deliver high-qualify lessons across all subjects.

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Leadership and governance Expected standard

Leaders engage well with staff. Staff value the professional and personal support that leaders give them. Early career teachers highlight an ‘open door’ approach to support and that they are benefiting from this in developing their craft. Staff feel supported with workload and the provision for their wellbeing is creating a culture of ‘team Excel’.

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Leadership and governance Expected standard

The trust and governors bring expertise to the school and share leaders’ evaluation of the quality of the provision for pupils. There is increasing rigour to the support and challenge from governors and trustees to drive improvements in outcomes for pupils.

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Leadership and governance Expected standard

Leaders work effectively with external organisations and foster positive relationships with them. Parents and carers are generally supportive of leaders' actions. Whilst some parents feel there are areas for improvement in the school, parents also highlight the ‘really positive, encouraging experience’ the school provides.

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Personal development and wellbeing Expected standard

Leaders have created a personal development programme that meets the statutory content for personal, social, health and economic education. The programme is sequenced in an age-appropriate way that means knowledge and skills build over time. Leaders have thought carefully about the needs of their pupils, and potential barriers to participation are considered and planned for. Staff use a range of centralised resources that are adapted to meet the needs of the pupils and local community. Leaders support staff in delivering topics on fundamental British values, discrimination, equality, consent and healthy relationships. Pupils are taught how to keep themselves safe, online and offline. However, there is variation in terms of the depth of some pupils' knowledge of the personal development programme. Not all pupils value the provision in supporting them fully to be prepared for life in modern Britain.

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Personal development and wellbeing Expected standard

Pupils’ wellbeing is thoughtfully considered. The pastoral team’s capacity has been increased, and this is having a beneficial impact on pupils. Staff work effectively with external organisations to respond to emerging needs. Counselling, mentoring and the school’s ‘headspace’ room support pupils with mental health and wellbeing.

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Personal development and wellbeing Expected standard

Pupils benefit from a broad range of experiences that extend beyond the taught curriculum. Opportunities in areas such as the arts, music and sport are matched to pupils’ talents and hobbies. A number of these opportunities are in response to pupil voice, for example the dungeons and dragons club. There are a variety of school leadership opportunities for pupils, including on the school council, form time ambassadors and reading buddies. Participation in extracurricular opportunities is tracked and monitored by leaders. Participation by pupils who are disadvantaged and pupils with special educational needs and/or disabilities reflect the school community.

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Personal development and wellbeing Expected standard

The careers provision provides pupils with the knowledge and guidance they need to move towards securing their next education, employment or training programmes. Leaders are enhancing the careers provision through its ‘gateway’ programme to meet national benchmarks.

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Achievement Needs attention

Over time, pupils’ attainment and progress at the end of key stage 4 have been below where they should be. Achievement is typically below national averages for groups of pupils across the curriculum. Outcomes for those pupils who are disadvantaged is better, particularly in mathematics. Leaders are aware of the need to improve outcomes for pupils for them to be fully prepared for their next steps in education, employment and training.

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Achievement Needs attention

Achievement in lessons is improving. In the most effective lessons, pupils develop the core subject knowledge that they need to move on to the next stage of their learning. Teachers are effective in addressing gaps to ensure that pupils do not fall behind, and that they make suitable progress in lessons. However, the work in pupils' books, including those with special educational needs and/or disabilities, does not always reflect the quality that is needed for them to make sustained progress from their starting points. Leaders’ strategy to support pupils with basic skills is having a positive impact, especially in reading and for younger pupils.

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

Pupils enjoy attending Excel Academy and feel safe at this school. They value the support they get from staff and are positive about the school. Staff welcome pupils warmly each day and pupils know that there is an adult they can talk to if they have a concern. Pupils benefit from an inclusive and calm environment. Pupils are treated equally and this creates an atmosphere where everyone gets along. The school is a place pupils feel they can learn in.

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

Pupils talk positively about how the school has improved in terms of behaviour around the school and how they are now coming to school more often. Pupils treat each other with kindness and respect. Pupils have a shared understanding of what is expected of them and respond to prompts such as classical music to ensure they can get to lessons on time. Discriminatory language and bullying are not tolerated in this school, and pupils are confident that staff would act promptly and appropriately if this did occur. Pupils that meet leaders’ high expectations are recognised and rewarded.

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

Many pupils experience positive lessons. Where teaching is strongest, pupils, including those with special educational needs and/or disabilities and disadvantaged pupils, benefit from lessons that are well sequenced and allow them to develop skills and knowledge over time. However, some pupils do not consistently experience sufficient challenge in lessons to maximise their learning.

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

Pupils that require extra support can access a range of bespoke interventions. Pupils value these opportunities because it helps them feel part of the wider school community. Pupils are complimentary about the range of activities and opportunities they have access to. Pupils can participate in a variety of leadership roles that develop their communication skills and confidence. While some pupils are not fully able to recall the impact of the school’s personal development programme, many pupils are positive about the school's careers provision and how it prepares them for the future.

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Next steps

Leaders should ensure that lessons consistently address misconceptions and gaps in learning to support the long-term recall of knowledge. Leaders should embed their current work to further enhance pupils’ learning and raise pupils’ attainment and progress. Leaders should ensure that their strategies to support attendance continue to have a positive impact for all pupils.

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Lead inspector:

Andrew Washbourne, His Majesty's Inspector

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Team inspectors:

Peter Bassett, Ofsted Inspector Neil Warner, Ofsted Inspector Clare Turner, Ofsted Inspector Hayley Clarke, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 30 June 2026

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About this inspection

This school is part of Alpha Academies Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Simon French, and overseen by a board of trustees, chaired by Diane Thompson.

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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 headteacher, leaders from the school and from the trust, governors, members of teaching and non-teaching staff and several groups of pupils during the inspection. An inspector spoke with the chief executive officer of 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

The inspectors confirmed the following information about the school:

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About this inspection

The school makes use of 4 registered alternative provisions.

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About this inspection

The headteacher commenced their post in September 2022.

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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 6 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. National average: 3.09%

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What does this mean?

The proportion of pupils with reported special educational needs support 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

2022/23 (final) 36.9% 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

2022/23 (final) 42.2 46.3 Close to average

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Progress 8

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

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Disadvantaged pupils' performance

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

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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) 17.1% 25.8% Close to average

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national average

2023/24 (final) 17.9% 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

2023/24 (final) 31.2 34.6 Close to average

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national average

2022/23 (final) 30.5 35.0 Close to average

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Disadvantaged pupils' Progress 8

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

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national average

2022/23 (final) -0.80 -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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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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national average

2022/23 (3 term) 9.3% 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

2022/23 (3 term) 28.6% 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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