Ashington Academy

What Ofsted said

From the inspection on 23 March 2022

Leaders and wider staff have worked hard to address weaknesses so that pupils now receive a good quality of education. This includes those students who attend the sixth form. Most pupils would recommend the school to a friend. They recognise the positive changes that have happened over time. Staff enjoy working at this school. They are proud of the changes they now see. Pupils are well supported by teachers who have high expectations of them. Pupils say that teachers are kind and will always help them. They speak highly of the pastoral support staff, including the year group leaders. There are strong systems of support in place for those who need them. Pupils behave well in the majority of lessons, and at other times of the day. Little learning time is lost. Bullying does happen occasionally. Pupils know how to report concerns. Most say that adults would help them with anything that they were worried about. Leaders have placed a strong emphasis on broadening pupils' knowledge and use of vocabulary. This continues in the sixth form, where students are encouraged to read widely. Many pupils make use of the wider curriculum activities to develop their talents and interests. Pupils tell leaders what clubs they would like. As a result, there is now a well-being club for pupils. However, leaders have not ensured that there is a well-planned programme of careers information, education, advice and guidance to support pupils in their next steps.

What the school should improve

• Teachers do not consistently identify where there are gaps in prior knowledge for pupils with SEND. As a result, some pupils with SEND struggle to learn new content. Leaders should ensure that there are clear strategies to check that these pupils learn the important knowledge they need to make progress.
• Leaders have not ensured that there is a strong, strategic approach to developing pupils' knowledge of different careers and other education and training opportunities. This means that many pupils do not receive sufficient information early enough to raise their aspirations and to help them make informed choices about their next steps. Leaders should ensure that there is a considered approach to ensuring that all pupils benefit from a well-planned careers programme.
• Leaders do not check that pupils have learned the important information within the personal, social, health and economic education curriculum. As a result, they have not identified that some pupils cannot recall information about topics such as the protected characteristics. Leaders should ensure that there are clear systems in place to check that pupils have learned the important knowledge that leaders have identified in order to support their personal development.

Read the full Ofsted report (opens in a new tab)