The Hereford Church of England Academy

The Hereford Church of England Academy

Address: Marlbrook Road, Redhill, Hereford, Herefordshire, HR2 7NG Unique reference number (URN): 135662

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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 analyse attendance and behaviour data thoroughly. Careful review of trends helps them to ensure that they act quickly on concerns. For instance, leaders work closely with families to ensure that all pupils, particularly those with additional needs, who miss school frequently are supported effectively. However, although attendance for some pupils is improving, there remains a minority of pupils who do not attend as often as they could. Leaders continue to work with families and other agencies to raise the attendance further for all pupils.

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Attendance and behaviour Expected standard

Pupils’ behaviour is typically orderly and purposeful. Leaders' high expectations are understood well by pupils and staff. In lessons, most pupils have a positive attitude towards learning and engage well. Pupils arrive punctually to lessons. Typically, staff are fair and consistent when dealing with any behaviour issues. Where pupils find it more difficult to meet expectations, leaders provide well-considered, targeted support. They adapt the behaviour approach, as needed, for pupils with special educational needs and/or disabilities. The recent reduction in suspensions and school consequences reflects the improvements in pupils’ behaviour. Bullying incidents are rare, and the school takes effective action to respond to any reported incidents. Pupils feel safe and staff take a caring approach, when pupils have any concerns.

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Curriculum and teaching Expected standard

Leaders have developed a broad and ambitious curriculum. They have a firm understanding of the strengths of the curriculum as well as the areas for development. Pupils can choose options that go beyond the national curriculum, such as the opportunity to study classics. Leaders have ensured that all pupils are able to study the full range of subjects. Leaders also make sure that teachers have the information they need to adapt lessons, so that pupils gain and apply knowledge across subjects. For example, in some lessons, pupils are given additional overlays to enable them to produce high-quality work that shows their understanding.

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Curriculum and teaching Expected standard

Teaching is generally effective. Teachers provide pupils with clear explanations and with opportunities to practise and develop their skills. Teaching places emphasis on pupils learning the appropriate subject-related vocabulary. For example, in science, pupils are encouraged to use technical language in their experiments. Pupils know and understand this language well. Typically, this approach is effective in developing pupils' understanding. However, in other aspects of teaching, some pupils do not always have the opportunity to deepen their learning with more challenging activities. This limits the depth of some pupils' knowledge.

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Inclusion Expected standard

Inclusion is central to the school’s ethos and vision. Leaders generally engage well with parents and carers, especially parents of children with vulnerabilities. The school has a very high proportion of pupils who are disadvantaged and the school's approach to identifying pupils' individual needs is effective. Leaders review pupils' progress through the curriculum regularly and they generally make appropriate adaptations to the support pupils receive. Leaders are proactive in seeking help from external professionals, when needed, and are diligent in ensuring their support for pupils is informed by specialist advice.

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Inclusion Expected standard

Staff know the pupils very well. They consider how different groups of pupils might need specific support. For example, they provide a quiet space at social times for pupils who need it. Leaders rigorously monitor the strategies used to support these pupils. These quality checks help leaders to systematically refine practice when needed.

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Inclusion Expected standard

Leaders have ensured that the pupil premium grant they receive is used appropriately. This has contributed to some improvements seen in pupils' attendance and behaviour. The school takes appropriate action to reduce barriers to pupils’ learning and wellbeing through careful adjustments and enhanced support. For instance, they use alternative provision appropriately to support pupils to re-engage with their learning.

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Leadership and governance Expected standard

Leaders, including those responsible for governance, are focused on further improving the school. They have high standards and want the very best for all pupils. Leaders understand the school’s context and make decisions in the best interests of pupils. The trust, and local governors, have clear oversight of the school's work and hold leaders to account effectively. They, along with the school leaders, are deeply committed to ensuring pupils overcome the barriers that many of them face. Often, this involves going the extra mile to support vulnerable families. Leaders have taken appropriate action to improve the school by developing an inclusive culture and promoting pupils' personal development successfully.

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Leadership and governance Expected standard

Leaders have accurately identified the areas of the school that need additional attention and their actions are well focused on these. For example, extra training is in place to support staff to adapt the curriculum to meet the needs of all pupils. Leaders' focus is on ensuring that pupils acquire deeper knowledge, achieve their potential and are better prepared for their next steps.

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Leadership and governance Expected standard

School leaders make decisions that are in pupils’ best interests. For example, the use of a weekly ‘elective curriculum’ period, within the school day, is designed to promote more regular opportunities for pupils' personal development and enrichment. Staff, including early careers teachers, are very positive about working at the school and feel supported. Leaders are considerate of their workload and wellbeing. There is a wide professional learning offer, with high uptake from staff. There is wide recognition from staff, pupils and some parents of the significant improvements that are beginning to be seen at pace in the school.

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Personal development and wellbeing Expected standard

The school has a carefully planned programme for pupils' personal development. The personal, social and health education curriculum teaches pupils important elements, such as healthy relationships and online safety in an age-appropriate way. Pupils also have regular opportunities to discuss topical issues in both personal development and across the wider curriculum. The personal development programme helps pupils to develop their understanding of fundamental British values. For example, pupils are taught how to

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Needs attention

demonstrate respect for others and they take part in democratic processes, such as when they choose pupils to be representatives from each form class on the school council. Pupils recognise the importance of learning about different cultures and faiths and can discuss their knowledge well.

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Needs attention

The school offers pupils high-quality pastoral care. This is tailored to meet pupils’ individual needs. For example, appropriately trained staff provide pupils with targeted support to help them manage their anxiety, wellbeing and emotions. Pupils are confident that staff will deal with any concerns they have. The school offers pupils a range of inclusive opportunities for pupils to develop their interests and talents, including within music and the performing arts.

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Needs attention

Pupils build their confidence and teamwork skills in the established Combined Cadet Force (CCF), which provides many successful opportunities for pupils to represent the school in the local community and in national events. Pupils also take part in the Duke of Edinburgh's award and a number of sports. Leaders work diligently so that pupils maximise the benefits of the school's enrichment offer, including the weekly ‘elective curriculum’ that all pupils take part in.

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Needs attention

The school has an established careers programme. Over their time at the school, pupils learn about a wide range of careers and post-16 options available to them. This supports pupils' ambitions for their future.

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Achievement Needs attention

Pupils’ attainment and progress in national assessments have remained below national averages over time. However, since the last inspection, leaders’ actions to enhance teaching strategies are beginning to improve achievement for vulnerable pupils. This is helping them to overcome barriers to learning.

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Achievement Needs attention

Pupils do not benefit from consistent high-quality teaching across all subjects. Consequently, although in some subjects gaps in disadvantaged pupils’ attainment are closing, gaps in pupils' learning are not closing quickly enough overall. The proportion of pupils sustaining their destinations in education, employment and/or training is below the national average. However, there are signs that this is beginning to improve alongside some better outcomes recently.

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Achievement Needs attention

Some of the work to develop pupils’ communication skills still needs time to be established across the curriculum. As such, some pupils do not develop the foundational skills in oracy that they need to deepen their skills and knowledge across the curriculum as well as they could.

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

Hereford CofE Academy is rapidly improving. Leaders, staff and pupils at this school have changed its culture and ethos since its previous inspections. 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. Positive, warm relationships are seen as soon as you arrive into school. Pupils, including those with special educational needs and/or disabilities (SEND), value how well their teachers know them as individuals. Pupils enjoy the improved experiences of school. However, pupils do not, yet, achieve as consistently well as they could.

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

The school is calm and orderly. Pupils are well mannered and welcoming to visitors. They conduct themselves well and follow established routines from moving to registration and between lessons. Clear systems are in place to promote positive behaviour on the rare occasions that any low-level disruption takes place. Pupils say that bullying is rare. They know there are trusted adults they can approach with any concerns. Pupils are safe in school.

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

The school has a curriculum in place that is ambitious. Pupils learn better, in some subjects, due to a more consistently delivered curriculum. Across the whole school, the needs of pupils with SEND are identified quickly. These pupils' barriers to learning are known and clear plans are in place to support them.

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

Pupils with SEND are fully integrated into school life because the school supports pupils' personal development well. They take part, alongside their peers, in a range of drama and sports extra-curricular activities. Pupils speak enthusiastically about the Combined Cadet Force (CCF), which develops leadership and resilience skills within school and when activities take them into the community. Pupils take on roles within the school council and run events to raise money for charity, such as the recent cake sale.

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Next steps

The school should continue its work with parents and external agencies to secure more regular attendance for all pupils. The school should ensure that all staff adapt their teaching and assessment consistently, to enable more pupils to achieve their potential. The school should increase opportunities to develop pupils’ oracy across the curriculum.

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About this inspection

This school is part of Diocese of Hereford Multi Academy 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), Canon Andrew Teale, and overseen by a board of trustees, chaired by Robert Pizii.

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Lead inspector:

Stuart Clarkson, His Majesty's Inspector

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Team inspectors:

Martin Spoor, Ofsted Inspector Robert Bourdon-Pierre, Ofsted Inspector Helen Reeves, Ofsted Inspector

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Facts and figures used on inspection

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

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Facts and figures used on 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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Facts and figures used on inspection

Inspectors spoke with the executive headteacher, deputy headteacher and other senior leaders; directors and governors of the trust board and local governing body, including the delegated person for the chair of the trust; and the CEO; representatives of the local authority, the Diocese of Hereford and a school improvement partner, 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

This school is registered as having a Church of England religious character. It is in the Diocese of Hereford. The school's last section 48 inspection was in February 2023.

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Facts and figures used on inspection

The school makes use of 2 registered, external, alternative provisions for a small number of pupils.

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Facts and figures used on inspection

Executive Headteacher: Michael Stoppard 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 14 July 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 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.

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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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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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national average

2022/23 (final) 19.6% 25.2% Close to average

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Disadvantaged pupils' Attainment 8

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

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national average

2024/25 (final) 34.0 34.9 Close to average

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national average

2022/23 (final) 31.2 35.0 Close to average

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Disadvantaged pupils' Progress 8

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

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Disadvantaged pupils' performance gap

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

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Disadvantaged pupils' English and maths GCSE grade 5 or above

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

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Disadvantaged pupils' Attainment 8

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

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Disadvantaged pupils' Progress 8

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

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Destinations after 16

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

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Overall absence

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

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national average

2024/25 (3 term) 9.0% 8.4% Close to average

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Persistent absence

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

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national average

2024/25 (3 term) 26.2% 23.4% 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

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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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