Shrewsbury Academy

What Ofsted said

From the inspection on 23 January 2024

Staff know the pupils at Shrewsbury Academy well, and there are high levels of care. Staff work hard to ensure the school realises the trust's mission of 'achievement through caring'. Pupils benefit from opportunities the school provides. There remains much to be done, however, to ensure that provision at Shrewsbury Academy realises the school's vision in full. Recent improvements in how the school manages behaviour means that pupils benefit from better routines and a calmer learning environment. This is not yet consistent, however. Pupils do, however, report they feel safe in school. Many pupils speak positively about the school and the place it holds in the local community, but this view is not shared by all. The school is aware that some pupils are unhappy that the rate of improvement has not been more rapid in their school. The school has overhauled the curriculum to ensure it is ambitious for all pupils. This is in response to outcomes which the school recognises were too low for too many pupils in the past. There remain inconsistencies in the quality of education, and while some have a more positive learning experience, this is not yet the case for all pupils.

What the school should improve

• The school's work to improve pupils' behaviour is not always understood or followed by staff. This means there is not a consistent approach to managing behaviour, and sometimes poor behaviour is not addressed appropriately. The school should ensure that all staff apply the school's approach to behaviour management consistently, so that it leads to further improvements in pupils' behaviour.
• The school's actions to support weaker readers has been too slow. This means that too many pupils cannot read well enough for their age, limiting their access to the curriculum. The school should accelerate their reading programme, so all weaker readers have access to appropriate phonics support or reading practice, so that they can fully access the curriculum.
• The school has not ensured that all teachers check systematically what pupils know and remember. As a result, teachers do not consistently identify and address gaps in pupils' knowledge and understanding. The school should ensure that all teachers routinely assess how well pupils are doing in lessons and respond effectively to, so that all pupils learn well.
• Learning activities in lessons sometimes do not match the ambition of the curriculum or reflect pupils' previous knowledge. This means that pupils do not always build securely on their existing knowledge and skills. The school should ensure that learning activities match the ambition of the intended curriculum, and these are coherently delivered to build pupils' knowledge over time.
• The school has not ensured that all pupils with SEND receive effective support to achieve well. When planned adaptations for these pupils are not used as intended, they struggle to learn the intended curriculum. The school should ensure that staff use the information provided to adapt the curriculum appropriately, so these pupils learn the intended curriculum effectively.
• The school's monitoring has not had the impact that leaders intend. As a result, some development areas or recent improvements remain inconsistent. The school should ensure that the impact of improvement work at all levels is evaluated consistently to judge its effectiveness, and actions follow to ensure increased consistency.

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