Excelsior Academy

What Ofsted said

From the inspection on 8 May 2024

This is an inclusive all-through school with a diverse pupil intake. Pupils are polite and friendly. They treat each other with respect and build positive relationships with staff. Pupils support each other's learning and well-being. They take on roles such as well-being ambassadors. Sixth form students read with younger pupils. The school has high expectations for what pupils can achieve. It is developing a curriculum that should help to fulfil those expectations for pupils. However, some pupils, particularly in the secondary phase, have significant gaps in their knowledge. High levels of absence have contributed to this. Pupils behave well. In the early years, children follow established routines. As pupils move through the school, they show a readiness to learn. The school does not tolerate low-level disruption in lessons. When it does happen, the school deals with it effectively. This is a calm and orderly school. The school provides pupils with a wide range of clubs and activities. Some pupils make good use of these. They develop new and existing talents and interests. The school prepares pupils well for life in modern Britain. It also gives them the guidance they need to make their next steps in education, training and employment.

What the school should improve

• In some subjects in the secondary phase, the key stage 3 curriculum does not provide sufficient opportunity for pupils to deepen and secure their knowledge. This means that some pupils do not acquire the foundational knowledge and understanding they need prior to commencing their key stage 4 studies. The school should ensure that it further develops the key stage 3 curriculum in these subjects so that pupils gain the depth of knowledge they need.
• The quality of teaching is inconsistent, particularly at key stage 3 and 4. Sometimes, teachers move on to new learning without systematically checking pupils' understanding. At other times, teaching does not extend and deepen pupils' learning. This results in some pupils not achieving well. The school should ensure that it provides teachers with the professional development they need, in both pedagogy and pedagogical content knowledge, to secure a deep and coherent body of knowledge for all pupils.
• Levels of persistent absence are high. This means that some pupils miss out on too much of their education, have gaps in their knowledge and do not achieve well. The school should continue to focus on reducing levels of persistent absence so that more pupils benefit from the school's recent curriculum changes.

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