Leeds East Academy

What Ofsted said

From the inspection on 8 October 2024

This is a welcoming and inclusive school. There are high ambitions for all pupils. The school nurtures pupils so they have the self-belief and resilience to succeed, whatever their background. Pupils appreciate the support staff give them in lessons and around school. Warm and respectful relationships exist within the school community. Sometimes, pupils' behaviour outside of lessons does not meet the school's high expectations. When this happens, the school skilfully guides pupils towards the right choices. The atmosphere in classrooms is calm and focused. Rewards are used to praise pupils' achievements. The school's curriculum and the way in which it is taught is now a strength of the school. This has not been the case over time. Some pupils also attend less well than they should. Gaps in pupils' knowledge and understanding have developed. Pupils have performed significantly less well than their peers nationally in external tests and assessments. The school provides a wide range of opportunities that inspire pupils for their futures. These include academic lectures given by staff and pupils, trips to universities, work experience and the 'Empower Programme' which introduces pupils to new ideas and experiences. Each day begins with a tutor period known as 'Guardian Time' in which pupils follow a deliberately planned curriculum. Pupils learn about important topics such as money management, careers choices and staying safe in their community.

What the school should improve

• The school's work to improve the quality of education that pupils, including the most disadvantaged, receive has not led to consistent improvements in how well pupils achieve in national tests and assessments. This is because the curriculum has not been well adapted to address gaps in pupils' knowledge and skills over time. Pupils are not as well prepared for their next stage in education, employment or training as they might be. The school should ensure the curriculum continues to improve and meet the needs of pupils precisely and that the impact of any adaptations are closely monitored to ensure pupils' achievement improves at pace.
• Across a range of subjects, the way that staff check what pupils know and remember is inconsistent. This hinders pupils from learning as much of the curriculum as they need to. The school should ensure that the way staff check what pupils know and remember precisely identifies the gaps pupils have in their knowledge and skills. The school should regularly review the impact of this work to ensure it has the desired impact on pupils' knowledge and understanding of the curriculum.
• Some pupils miss out on too much of their learning. For some, this is because they do not attend school often enough. For others, this is because their behaviour around the school building impacts negatively on their education. This leads to gaps in their knowledge and understanding of the curriculum. The school should ensure that approaches to improving the attendance and behaviour of some pupils are embedded to bring about sustained improvement.

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