Thrybergh Academy

Thrybergh Academy

Address: Park Lane, Thrybergh, Rotherham, S65 4BP Unique reference number (URN): 148547

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.1

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

Inclusion Expected standard

New leaders have established clear systems to identify pupils who need extra support when they join the school. They ensure that teachers have the right information about pupils' needs and how best to support pupils in the classroom. Leaders have also trained teachers in how to make learning accessible for all pupils. However, this is not always done effectively.

p.2

Inclusion Expected standard

The school's additional resourced provision for pupils who need specialist support with social, emotional or mental health needs is effective at meeting the needs of these pupils.

p.2

Inclusion Expected standard

Leaders are thoughtful about how they spend the additional funding the school receives for disadvantaged pupils. They use the funding to increase these pupils' aspirations and to remove the barriers to learning that they face. Leaders ensure that pupils known to social care get the help they need.

p.2

Inclusion Expected standard

Leaders are committed to equity and inclusion. They make sure that all pupils can access the wider opportunities the school offers. When pupils attend alternative provision, either at an external provider or at another school operated by the trust, leaders check that this arrangement serves these pupils' best interests.

p.2

Personal development and wellbeing Expected standard

The personal development programme is well thought out and comprehensive. It reflects the needs of the pupils and the local community. Pupils receive effective and age-appropriate relationships and sex education. They are taught how to keep themselves safe, both online and in the local area. Pupils develop an appreciation of various cultures and perspectives as they progress through the school. They also learn about key modern British values such as democracy, tolerance and respect. The school’s student council gives pupils the chance to represent their peers. They work together to make decisions about how to improve the school community for all pupils.

p.2

Personal development and wellbeing Expected standard

There is a range of after-school activities, including sports clubs, science club and a philosophy club. Some pupils have taken part in trips and visits, for example to the theatre or to Madrid. Leaders make sure that all pupils can access these wider opportunities, including those with special educational needs and/or disabilities (SEND) and disadvantaged pupils. Leaders have identified that some pupils face significant challenges in accessing after-school activities. They have thoughtfully increased the number of opportunities to engage with activities during the school day or on site. For example, they

p.2

Needs attention

arranged for a local band to perform a concert at the school that all pupils were able to attend. A recent school pantomime saw over 150 pupils participating, both on and off stage.

p.3

Needs attention

Pastoral support is effective. Leaders monitor pupils closely and respond swiftly to implement support when it is needed. Pupils know that there are staff available to help them with any problems they may face, either in school or beyond.

p.3

Needs attention

The careers education programme is effective. It is designed to increase pupils' aspirations. Pupils get clear information and support to help them plan their next steps after leaving school. Pupils with SEND and vulnerable pupils receive extra support when making these important decisions.

p.3

Curriculum and teaching Needs attention

Leaders have started to improve the curriculum and teaching, but these changes are still at an early stage. They have increased the range of subjects that pupils study at key stage 3. The curriculum is appropriately sequenced and generally well matched to the needs of pupils. This includes for pupils with special educational needs and/or disabilities (SEND). However, leaders do not always ensure that pupils access qualifications that are appropriate for their next steps.

p.3

Curriculum and teaching Needs attention

Teaching is becoming more effective. Where practice is better, teachers use various strategies to help pupils remember what they have learned before. Teachers then model ways to build on this understanding. When done effectively, pupils steadily increase their knowledge and skills. However, pupils often have gaps in their subject knowledge that are not resolved. In those instances, pupils do not make the progress that they should.

p.3

Curriculum and teaching Needs attention

Leaders have trained teachers to adapt their approaches for pupils with SEND. Teachers generally consider the needs of pupils when teaching the curriculum. However, they do not always use the most effective strategies to support these pupils.

p.3

Curriculum and teaching Needs attention

Pupils who need it get suitable help to improve their reading and mathematics. However, many pupils do not get the support they need to improve their handwriting.

p.3

Leadership and governance Needs attention

The school has seen declining outcomes in key areas for pupils, including attendance and achievement, over the past 3 academic years. New leaders have identified the key challenges that they face accurately and started to improve some aspects of the school. There are new systems in place to manage attendance and inclusion, and to monitor the quality of teaching and learning. However, leaders sometimes lack precision when using these systems to assess the impact of their actions. This has led to leaders having an overly optimistic view of some aspects of the school’s progress. However, there are appropriate plans in place to tackle the significant challenges that the school continues to face.

p.3

Urgent improvement

Governance has been refined in recent years. Local governors now hold leaders to account with increasing confidence and effectiveness. The trust recognises the need for rapid improvement of this school. It has put more support in place to increase the speed at which essential improvements take place. Those responsible for governance fulfil their statutory duties.

p.4

Urgent improvement

Staff are generally positive about the school. A comprehensive professional development programme has been put in place that, alongside coaching, has provided staff with more support than was previously the case. Staff have noticed an increase in workload, but they appreciate the clarity and stability that the new leadership team has brought to the school. They typically feel that leaders are considerate of their wellbeing.

p.4

Urgent improvement

Leaders understand the need to work in partnership with parents and carers. Parents appreciate the increased number of opportunities for them to get involved with the school. They feel that leaders are accessible and will respond to any concerns they have.

p.4

Achievement Urgent improvement

Pupils do not achieve as well as they should, and their achievement has declined over time. This includes pupils with special educational needs and/or disabilities, as well as disadvantaged pupils. Pupils, especially those who are disadvantaged, have achieved consistently below national averages in national tests and examinations for several years and across many subjects. Too many pupils have left school without the knowledge, skills or qualifications that they need for their next educational step. Leaders have started to take steps to improve pupils' underachievement. However, these actions are yet to have a significant impact.

p.4

Achievement Urgent improvement

Strategies to resolve gaps in pupils' foundational knowledge in reading and mathematics are having a positive impact. However, effective systems are not in place to help pupils who miss school catch up with their peers. This means that they fall further behind and do not achieve as well as they should.

p.4

Attendance and behaviour Urgent improvement

Pupils' attendance has decreased significantly over time. Too many pupils miss school too often. In particular, the absence of pupils with special educational needs and/or disabilities is too high. Leaders have begun work to remove the barriers that prevent some pupils, especially the most vulnerable, from attending. They are beginning to track and monitor pupils' attendance more closely. However, while these strategies have started to have some limited impact, leaders' actions have not led to a rapid or sustained improvement in attendance.

p.4

Attendance and behaviour Urgent improvement

Leaders' high expectations for behaviour have led to improved pupil conduct. There is a clear system of rules and rewards in place that pupils understand and value. Suspensions and other sanctions have seen a steady reduction over time. Pupils who need additional support get the help they need to improve their behaviour. These pupils usually know that staff are there to help them make the most of their time at school. Leaders take bullying and discrimination seriously. They address these issues quickly and effectively. This means that the school generally has a calm and purposeful atmosphere. Most pupils show positive attitudes to learning.

p.4

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

Pupils at Thrybergh Academy do not achieve as well as they should. In recent years, too many pupils have left Year 11 lacking the knowledge, skills or qualifications they need for their next steps in education. Too many pupils do not attend school often enough. This means that they miss out on valuable learning. Pupils do not get enough help to close gaps in their knowledge. As a result, they fall behind their peers and, in many cases, do not catch up.

p.5

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

The biggest barrier to pupils' achievement is their attendance. Leaders are beginning to address this, and it is starting to have some positive impact for some pupils. However, too many pupils, especially those with special educational needs and/or disabilities (SEND) and disadvantaged pupils, still have very low school attendance.

p.5

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

Pupils benefit from more effective teaching than they used to. They follow a curriculum that is suitable and well organised. This means that, over time, pupils increase their knowledge and skills when they attend class. Pupils who need help with their basic reading and mathematics skills usually get it. However, many pupils still need help to improve their handwriting skills. Teachers do not always adapt their lessons well enough for pupils with SEND. This means that these pupils do not always make the progress that they should.

p.5

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

Pupils typically treat staff and each other with respect. They understand the school rules and generally think that they are fair. Pupils are generally calm and focused in their lessons. Any low-level disruption is resolved quickly. Any pupils who need help to improve their behaviour usually receive it. Pupils know that staff will respond to incidents of bullying or unkind behaviour quickly and effectively. They are confident that staff will give them help and support if needed.

p.5

Next steps

Leaders must ensure that their actions to improve attendance for all pupils are effective, especially for pupils with special educational needs and/or disabilities and disadvantaged pupils. Leaders must ensure that they take highly effective action to improve achievement so that pupils leave school with the knowledge, skills and qualifications that they need for their next steps in education or training. Leaders should further refine the curriculum so that it is sufficiently ambitious and meets the needs of all pupils. Leaders should ensure that teachers identify gaps in pupils' knowledge quickly and resolve them promptly so that pupils make appropriate progress. Leaders should make sure that they have an accurate understanding of the effectiveness of their actions to improve the school so that they know what is working well and what strategies need to change if they are to have the desired impact.

p.5

About this inspection

This school is part of the Wickersley Partnership 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), Helen O’Brien, and overseen by a board of trustees, chaired by Steve Calvert.

p.6

About this inspection

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

p.6

About this inspection

This inspection took place from on 7 July and 8 July 2026.

p.6

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.6

About this inspection

Inspectors spoke with the headteacher, school leaders, trust leaders, teachers and other staff, pupils, the CEO and other trust board members, during the inspection.

p.6

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.

p.6

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.6

About this inspection

Inspectors confirmed the following information about the school:

p.6

About this inspection

The school has an additional resource provision that caters for up to 20 pupils with social, emotional and mental health needs.

p.6

About this inspection

The school uses one unregistered alternative provision.

p.6

Team inspectors:

Richard Wakefield, His Majesty's Inspector Jayne Gaunt, Ofsted Inspector Ed Hall, Ofsted Inspector

p.7

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.7

Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 7 July 2026

p.7

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.7

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.7

What does this mean?

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

p.8

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.8

What does this mean?

The proportion of pupils with reported special educational needs support at the school.

p.8

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.8

What does this mean?

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

p.9

English and maths GCSE

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

p.9

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.9

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.9

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.10

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.10

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.10

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.10

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.11

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.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

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.12

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.12

Persistent absence

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

p.13

Exceptional

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

p.13

Strong standard

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

p.13

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.13

Needs attention

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

p.13

Urgent improvement

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

p.13

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.13

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.13

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.13

Urgent improvement

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

p.14

Urgent improvement

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

p.14