Hope Academy

What Ofsted said

From the inspection on 12 November 2024

Pupils are proud to be part of Hope Academy. They know the school values of respect, courage, ambition and hope very well. Pupils try hard to follow them in all that they do. Pupils enjoy strong relationships with their teachers and pastoral staff. They feel safe in school and know who to speak to if they feel worried or upset. Increasingly, pupils are benefiting from the recent improvements that the school has made to the quality of education that it provides. However, pupils learn better in some lessons and in some subjects than in others. This is because the delivery of the curriculum is not consistent across all subjects. As a result, pupils do not achieve as well as they could. Pupils are respectful of staff and visitors in lessons and around school. The corridors are busy but ordered when pupils move from lesson to lesson. Once lessons begin, a calm atmosphere descends and learning quickly resumes in the classrooms. Pupils benefit from the school's 'Inspire' programme. This programme helps pupils to understand themselves and to value and respect each other. It teaches pupils ways they can contribute positively to the wider community outside school. Well-thought-out collective worship sessions reinforce the school values.

What the school should improve

• In some subjects, the school does not ensure that all teachers use the most suitable techniques to help pupils understand subject content. As a result, some pupils have gaps in their knowledge and understanding. This hinders how well they progress through the curriculum. The school should ensure that teachers are fully equipped to deliver curriculum content consistently well across all subjects so that pupils know and remember important knowledge.
• Some teachers do not routinely check pupils' understanding well enough. This means that pupils, particularly those with SEND, develop gaps in their knowledge and misconceptions which go unchecked. The school should ensure that in all subjects, teachers identify and address gaps in pupils' knowledge so that pupils can build on what they know already.
• There is variability in teachers' expectations for what pupils with SEND will achieve and how well they implement whole school support strategies. As a result, some pupils with SEND do not achieve as well as they could. The school should ensure that all teachers utilise the information that they have to meet the specific needs of pupils with SEND in the classroom.

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