Consett Academy

What Ofsted said

From the inspection on 10 May 2023

Leaders and staff at Consett Academy share high expectations for pupils' achievement and conduct. Pupils are proud of their large, welcoming school. Behaviour throughout the academy is positive. Staff regularly praise pupils for their efforts inside and outside of the classroom. Pupils value the support and care shown by staff. Pupils know that if they have a concern, staff will act quickly to address it. Bullying is rare. Pupils are confident to report it when it does occur. Leaders promote a strong sense of community through the 'Consett Way'. This set of values helps pupils understand what it means to be an active and responsible citizen. 'Student Ambassadors' work alongside school leaders to improve the school environment. Their responsibilities include collecting litter, helping other pupils at lunchtime and seeking out ways to improve the school further through pupil voice. Leaders have a good understanding of the strengths and areas for improvement at the school. They have acted quickly to address previous weaknesses in curriculum design, attendance monitoring and quality assurance processes. More remains to be done to ensure that specific groups of pupils get the best education possible. This includes some pupils with special educational needs and/or disabilities (SEND) and those attending alternative provision.

What the school should improve

• Adaptations to the curriculum and approaches to teaching are not well adapted to meet the needs of all pupils with SEND. This is particularly the case for those with cognition and learning needs. The impact of the curriculum for pupils with SEND is limited by these weaknesses in curriculum planning and implementation. As a result, pupils with SEND do not learn as well as they might. Leaders should review the appropriateness of the curriculum for pupils with SEND. Leaders must also ensure that ongoing training and quality assurance take place to ensure that teaching meets the needs of all pupils, especially those with cognition and learning needs.
• Opportunities for debate are limited in some lessons. Pupils are not always encouraged to engage in discussion about topics that are important to their personal development. This is particularly the case during lessons which form part of the 'Aspire' curriculum. As a result, pupils' understanding of British values, the protected characteristics and other topics that prepare them for life in modern Britain is not as strong as it could be. Leaders should ensure that all staff have the skills and knowledge to support pupils' discussions about important aspects of the curriculum. This includes allowing pupils to debate, discuss and engage in topics which are important to their development as responsible and active citizens.
• Leaders' oversight of alternative provision that pupils from the school attend is not as strong as it should be. As a result, leaders do not have a strong understanding of the suitability of these placements for the pupils who attend them. Leaders must ensure that systems and processes for selecting, monitoring and evaluating alternative provision placements are more robust. This includes satisfying themselves that all safeguarding, curriculum and well-being requirements are met at all settings that pupils attend. Information should be regularly shared with those responsible for governance so that appropriate support and challenge are provided to senior leaders responsible for this aspect of the school's work.

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