The Holgate Academy

What Ofsted said

From the inspection on 4 June 2024

This school is improving. Pupils benefit from an environment that is calm and suitable for learning. Aspirations for what pupils can achieve are high. Attendance is slowly rising. However, there is more work to do before all pupils attend school well and receive a consistently high quality of education. Relationships between pupils and staff are mainly respectful. Interactions between pupils during social times are usually positive. Pupils' conduct is getting better. They know how they should behave and an increasing number of pupils meet these expectations. However, there are some inconsistencies in how staff manage pupils' behaviour. Many pupils want to do well, although some do not commit fully to their learning and avoid completing work. Lessons are sometimes disrupted by some pupils' poor behaviour. Pupils who struggle to engage with their learning are often given support. This help is starting to make a positive difference. Weekly 'futures' lessons teach pupils how to look after themselves and stay safe. Their understanding of what it means to live in modern Britain is improving. Students in the sixth form get a good deal. They value the expertise of their teachers and enjoy their studies. They appreciate the advice and guidance available when planning their next steps.

What the school should improve

• There are variations in how well the curriculum is implemented. Teachers' pedagogical choices are not always suitably ambitious. They do not always check pupils' knowledge effectively enough to plug gaps or deepen learning. These inconsistencies mean that some pupils do not achieve as well as they should. The school must make sure that the curriculum is delivered consistently well in each subject and across all key stages.
• The provision for pupils with SEND is inconsistent. Staff are not sufficiently well informed about the needs of these pupils. They do not always adapt the curriculum well enough to meet these pupils' needs. Some pupils with SEND struggle to access a curriculum that is suitably ambitious. The school must ensure that all staff have the knowledge and skills they need so that pupils with SEND benefit from the help they need to be successful.
• Pupils' attendance is improving. Despite this, too many pupils, particularly pupils with SEND and disadvantaged pupils, are either absent from school too often or follow part-time programmes. These pupils miss out on important learning and on wider school experiences. The school needs to continue its work so that the attendance of pupils improves.
• Work to improve pupils' behaviour is making a positive difference. However, some pupils struggle to meet the school's behaviour expectations. Too many pupils are suspended from school or access their education away from their peers. The school needs to ensure that staff manage behaviour consistently and that all pupils get the support they need to behave well.
• Recent changes to the school's personal development programme are helping to improve pupils' resilience and independence. However, some pupils lack confidence in their own abilities. They avoid engaging fully with activities during lessons. They wait for teachers to give them the right answers, rather than risk making a mistake. The school needs to help pupils develop the skills they need to commit fully to their studies.
• The school is ambitious for what pupils can achieve. However, this vision has not been communicated effectively to all parents so that it can be realised in full. Some parents do not think their views are listened to or taken into consideration, particularly parents of pupils with SEND. The school needs to ensure that all stakeholders feel listened to and know about the positive work taking place to improve the school.

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