City of Derby Academy

City of Derby Academy

Address: Farmhouse Road, Sinfin, Derby, Derbyshire, DE24 3AR Unique reference number (URN): 145132

p.1

Safeguarding standards not met

Leaders have not ensured that there is an open and positive culture around safeguarding that adequately protects children from harm.

p.2

Safeguarding standards not met

Until very recently there has been too little strategic oversight of all aspects of safeguarding. Leaders and staff care deeply about children. However, while key staff know pupils well there have been no effective processes or systems for ensuring that critical information is shared in a timely manner. This has led to gaps in safeguarding practice and insufficient oversight of some pupils who are extremely vulnerable, including pupils who are not on the school site.

p.2

Safeguarding standards not met

The quality of record-keeping is mixed. In some cases, leaders have responded with due urgency to safeguarding concerns and kept accurate and appropriate records of their actions and decisions. However, leaders have not consistently met their duties to keep detailed, timely, accurate records of decision-making, information sharing and risk assessment. The lack of strategic oversight has also meant that leaders have not monitored or analysed in sufficient detail this information and therefore use it to provide preventative safeguarding measures.

p.2

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.2

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.

p.2

This school requires significant improvement

His Majesty’s Chief Inspector is of the opinion that this school requires significant improvement because it is performing significantly less well than it might in all the circumstances reasonably be expected to perform.

p.2

Attendance and behaviour Needs attention

Leaders’ recent and effective actions have led to significant improvements in pupils’ attendance and behaviour. They are strongly committed to building pupils’ sense of belonging to the school. Parents and the local community have supported this work, and a stronger sense of shared responsibility is emerging. The impact of this work can be seen in the marked reduction in the number of pupils who are late to school. Leaders now analyse attendance information more closely and have a clearer, more accurate understanding of attendance patterns. Overall attendance has improved, including for disadvantaged pupils and those with other vulnerabilities. The number of pupils who are persistently or severely absent has also reduced. Leaders recognise, however, that further work is needed, particularly with partners such as the local authority, to sustain and build on these improvements over time.

p.2

Attendance and behaviour Needs attention

The number of pupils suspended from school has reduced sharply, although recent permanent exclusions are high. Staff apply the behaviour policy more consistently and they have received training to help them de ‑ escalate the behaviour of pupils with complex needs, including those with special educational needs and/or disabilities. Pupils appreciate that the school is generally a calm place to learn. They do not fear harassment or discrimination, although they say that bullying can still occur. Pupils have many trusted adults they can turn to if they are worried, but some do not feel confident that issues will be resolved as effectively as they should be.

p.3

Curriculum and teaching Needs attention

Leaders recognise the weaknesses in the curriculum and in the quality of teaching. They have recently taken determined strategic action to improve this important aspect of the school’s work. For example, the quality of mathematics provision is now improving and lessons now start more consistently through the use of ‘do now’ activities. However, much more work is needed. The quality of teaching within and across subjects remains too inconsistent.

p.3

Curriculum and teaching Needs attention

Too often, teachers do not use precise checks to ensure that pupils learn the intended curriculum securely. Errors in spelling, grammar and punctuation frequently go uncorrected and persist over time. Teachers also miss opportunities to help pupils apply and secure key learning.

p.3

Curriculum and teaching Needs attention

In stronger lessons, teachers have secure subject knowledge. They adapt learning skilfully so that all pupils, including those with special educational needs and/or disabilities, can access the same curriculum as their peers. This effective practice, however, is not consistent across all curriculum subjects and lessons.

p.3

Curriculum and teaching Needs attention

Leaders have planned a curriculum that matches the ambition of the national curriculum and meets statutory requirements. They have clearly identified and sequenced the key knowledge and vocabulary that they want pupils to learn. Leaders have also shaped the curriculum to reflect the school’s context and to address the specific barriers that pupils face. This includes ensuring that pupils, particularly those who speak English as an additional language, gain the wider contextual knowledge needed for their studies.

p.3

Inclusion Needs attention

Leaders have placed inclusion at the heart of their improvement work. Rapid and intensive leadership action, including internal trust support, has led to an improved strategic approach to this aspect of the school's work. There is a genuine commitment to ensure that all pupils, particularly pupils with special educational needs and/or disabilities (SEND), disadvantaged pupils and those known to social care remain part of the school community and access the full curriculum wherever possible. Leaders have established the foundations of a more inclusive culture. These improvements have not resulted in consistently improved outcomes. Communication with some external agencies is not as robust as is needed.

p.3

Inclusion Needs attention

There are increasingly effective processes for identifying and assessing pupils’ individual needs. This information is being used to reduce barriers to learning, including to ensure that pupils, including disadvantaged pupils and pupils with SEND, get off to a good start in their secondary education through a 'soft start'. The quality of adaptation and support that pupils receive is inconsistent across curriculum subjects and classes. This contributes to some pupils with SEND and other vulnerable pupils not making the secure progress through the curriculum that they should.

p.4

Inclusion Needs attention

There is evidence of some positive impact of the use of the pupil premium funding. This is a reduction in disadvantaged pupils' absence, a reduction in suspensions and improvements in aspects of their learning, including early reading. Leaders recognise that there is more work to do to realise the full impact of how this funding is used.

p.4

Leadership and governance Needs attention

Leaders have stemmed the school's decline. There has been a very recent, but nevertheless significant, acceleration in both the support and challenge to the school due to the recent changes to the school’s leadership. The now high-quality internal support to the school has led to rapid improvements in pupils’ attendance, punctuality, rates of truancy and numbers of suspensions. The school is now a much calmer and a more positive atmosphere in which pupils can learn and teachers can teach. There is, however, much more to be done to address weaknesses in the school's provision, including to ensure that the standards of safeguarding are fully met and that pupils' achievement urgently improves.

p.4

Leadership and governance Needs attention

The recent change to the school's governance has acted to further improve leadership capacity, including at local governing body level. Trustees have expert knowledge and the capacity to provide the rigorous support and challenge needed. The new trust has acted swiftly to carry out its statutory core functions in relation to safeguarding and to improve strategic oversight and record-keeping. This work is happening at pace but much more work is needed to ensure safeguarding standards are fully met.

p.4

Leadership and governance Needs attention

Staff have not felt as well supported as they needed because of a great deal of staff turbulence, including at leadership level, which has been unsettling. However, many staff said that they are now buoyed by the very recent changes and are feeling more optimistic. They particularly value the professional training opportunities that they now receive and feel that their talents and skills are valued. Staff show great commitment to the school and express great pride in the pupils.

p.4

Leadership and governance Needs attention

Leaders have taken decisive action to engage with the local community, including parents and carers and local businesses, to encourage a community responsibility to ensure pupils are safe and in school. There is a growing, and more positive engagement with families with more parents attending events in school. Although improving, some parents share concerns with leaders and governors about the school’s provision.

p.4

Personal development and wellbeing Needs attention

Leaders have designed the personal, social and health education curriculum well, although some elements are still in the early stages of development. They have carefully considered the local context and risks. They adapt the curriculum when local issues demand. Extra- curricular enhancements add value to pupils' social and cultural understanding of the world. However, teaching is too inconsistent, so pupils’ experiences vary. While some gain the knowledge they need to keep themselves safe, including learning about online safety, consent and not discriminating against groups of people, others, including disadvantaged pupils and those with special educational needs and/or disabilities, are not secure in this knowledge. Low engagement in some lessons further limits pupils’ readiness for life beyond school.

p.5

Personal development and wellbeing Needs attention

A structured form ‑ time programme supports the teaching of fundamental British values and this is appropriately resourced. However, pupils often struggle to recall key learning from this programme over time.

p.5

Personal development and wellbeing Needs attention

Leaders have recently strengthened pastoral capacity. Many staff, including achievement leads, are highly valued by pupils for their practical support and care. Leaders have also introduced new systems for identifying and providing pastoral and wellbeing support, including a graduated response for pupils with the greatest need. While there are early signs of positive impact, this work is still at a very early stage.

p.5

Personal development and wellbeing Needs attention

There are varied opportunities for pupils to take part in clubs and activities beyond the school day. Pupils value options such as the book ‑ swap café, mathematics club, music sessions and performances. Many of these wider experiences help raise pupils’ aspirations. For example, pupils in leadership roles spoke enthusiastically about future careers in engineering and design. Student librarians are respected by their peers and play an important role in promoting a love of reading across the school.

p.5

Personal development and wellbeing Needs attention

The careers advice and guidance that pupils receive has improved. The number of pupils not in education, employment or training when they leave school is reducing but is still too high, and above national averages.

p.5

Achievement Urgent improvement

There are significant gaps in pupils’ knowledge. Many pupils have not securely developed the prior knowledge necessary to access new learning. The quality of pupils’ work is typically very poor. Much is incomplete and includes uncorrected errors. Some errors indicate gaps in pupils’ foundations of knowledge, including spelling, punctuation and core mathematical knowledge such as multiplication tables. While there is evidence that teachers are following the planned curriculum, there is inconsistent evidence that pupils are learning it and deepening their understanding of what they learn, over time. Consequently, pupils, including those with special educational needs and/or disabilities and those with other vulnerabilities, fail to make the progress they should across the curriculum. Some pupils achieve the qualifications that they need to access their next steps in education, employment or training, but many do not. There have been improvements in this.

p.5

Achievement Urgent improvement

However, too few pupils are moving into sustained education destinations. Too many pupils do not achieve the basic thresholds in English and mathematics to enable them to access appropriately ambitious pathways, post 16.

p.6

Achievement Urgent improvement

While there have been recent improvements, pupils’ attainment and progress are below average over time. This is also the case for disadvantaged pupils, although some gaps in attainment have closed for these pupils. Many pupils arrive to the school at unusual points in the school year, including arriving to the school In Year 11. Pupils that have received their education in the school since Year 7, and those that attend the school regularly, attain better than others do, but their attainment is still too low.

p.6

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

Most pupils feel safe in school. Staff greet them warmly each morning. Pupils' attendance has recently improved and they now attend school far more regularly and arrive punctually to both school and lessons. Many pupils trust staff to respond to their concerns, but the systems in place to ensure pupils' safety and wellbeing are not robust enough. Pupils report that bullying can occur, but they know there are many adults they can approach if they feel worried. However, some pupils still lack confidence that the school will act quickly enough when issues arise.

p.6

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

Pupils have mixed experiences of learning because the quality of teaching varies too much. Pupils thrive in the lessons where teachers hold high expectations and meet their learning needs well. However, in some lessons, weaker teaching does not remove the barriers that many pupils face, including pupils with special educational needs and/or disabilities. Staff do not reduce gaps in learning in a consistent way. Many pupils are not as well prepared for their next steps in education, employment or training as they should be.

p.6

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

Pupils recognise that behaviour in lessons and around the school has improved. The school appears to be calm. Pupils understand the rules and routines that they follow. They appreciate that they can now learn more often without disruption. They also value the more consistent approach that teachers take to managing behaviour. However, pupils’ attitudes to learning vary considerably. Some pupils focus well, begin tasks promptly and show a clear desire to learn. Too many others remain passive and reluctant to take part. These pupils choose to opt out of learning.

p.6

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

Pupils are beginning to gain a sense of belonging to the school and to the community. They particularly value the extra-curricular activities available to them and are proud of their 'Green Power' achievements and their membership of the Combined Cadet Force. The academy council ensures that pupils' voice is heard and is used to support the school's continued improvement.

p.6

Next steps

Leaders and those responsible for governance need to make sure that safeguarding systems and processes are strategically managed and rigorous, and are applied routinely so that their actions to keep pupils safe and promote their welfare are suitable, timely and tracked closely. Leaders need to ensure that the all pupils have the opportunity to attain well across the curriculum, so that they are prepared well to progress to suitable next steps in education, training or employment. Leaders need to ensure that the quality of teaching and learning is consistent across all curriculum subjects, including personal, social and health education, and key stages so that all pupils, including those with special educational needs and/or disabilities or with other vulnerabilities, secure the knowledge and skills that they need. Leaders should continue their work to improve pupils' attendance and behaviour so that

p.7

Next steps

pupils attend school often, behave well and are ready to learn. School and trust leaders need to ensure that they continue to identify the right priorities to improve the quality of the provision so that all pupils benefit from a positive educational experience.

p.7

About this inspection

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

p.7

About this inspection

In accordance with section 44(2) of the Education Act 2005, His Majesty’s Chief Inspector is of the opinion that this school requires significant improvement, because it is performing significantly less well than it might in all the circumstances reasonably be expected to perform.

p.7

About this inspection

This school is part of Tapestry Learning Partnership, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Mark Mallender, and overseen by a board of trustees, chaired by Tim Slade.

p.7

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.

p.7

About this inspection

Inspectors met with the headteacher, senior leaders and trust representatives, including a director of education that acted as nominee during the inspection. The lead inspector met with the CEO of the trust, the chair of trustees, the chair of the local governing body, trustees and governors.

p.7

About this inspection

The inspectors confirmed the following information about the school:

p.7

About this inspection

The school has undergone significant change since the last inspection. The school became part of Tapestry learning Partnership in January 2026. This partnership was established through the merger of Djanogly Learning Trust and Queen Elizabeth’s Grammar School Multi ‑ Academy Trust (QEGSMAT). Previous to the merger, the school was part of

p.7

Team inspectors:

Sally Wicken, Ofsted Inspector Deirdre Duignan, Ofsted Inspector Damian Painton, Ofsted Inspector Halina Angus, Ofsted Inspector

p.8

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.

p.8

Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 9 June 2026

p.8

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.

p.8

What does this mean?

National average: 1,067 QEGSMAT. The headteacher joined the school in June 2025 as deputy headteacher, she became head of school in March 2026 and took up the substantive headteacher post in May 2026, 3 weeks before this inspection. The senior leadership team has been restructured and new leaders have been appointed. They will join the school in September 2026.

p.8

What does this mean?

The school makes use of 3 alternative provisions, including one that is unregistered.

p.8

What does this mean?

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.

p.8

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.

p.9

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

p.9

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.

p.9

What does this mean?

The proportion of pupils with reported special educational needs support at the school. National average: 13.4%

p.9

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.

p.10

What does this mean?

Whether school has Resourced provision or SEND unit (if applicable).

p.10

English and maths GCSE

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

p.10

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.

p.10

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.

p.11

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.

p.11

Disadvantaged pupils' English and maths GCSE grade 5 or above

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

p.11

national average

2024/25 (final) 16.7% 25.8% Close to average

p.11

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.

p.11

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.

p.12

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.

p.12

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.

p.12

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.

p.13

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.

p.13

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).

p.13

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.

p.14

Persistent absence

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

p.14

Exceptional

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

p.14

Strong standard

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

p.14

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.

p.14

Needs attention

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

p.15

Urgent improvement

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

p.15

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.

p.15

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.15

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 .

p.15

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.15

Urgent improvement

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

p.15