The Parker E-ACT Academy

What Ofsted said

From the inspection on 28 January 2025

Since the previous inspection, the school has experienced instability in leadership. This has contributed to a decline in standards in several aspects of the school's work. The school has not been successful in working with staff and parents to bring about the necessary improvements. This has had a negative impact on pupils' experiences and the quality of education that pupils receive. Pupils with special educational needs and/or disabilities (SEND) do not have their needs met well. Staff do not have high-enough expectations of what pupils can achieve. Expectations are higher in the sixth form and students are beginning to benefit from a well-organised curriculum. However, pupils and students do not achieve as well as they should. Too many pupils truant from lessons. At times, they disrupt the learning of others. In lessons and around school some pupils do not behave well. This has a negative impact on the learning of others. Pupils are safe in school and know they have an adult they can talk to if needed. The school provides an increasing range of opportunities for pupils to develop their interests. Some pupils enjoy attending the choir, drama and art clubs. Others take part in the Duke of Edinburgh's Award scheme.

What the school should improve

• The school, including the trust, has not taken effective action, or acted quickly enough to address the school's weaknesses. As a result, several aspects of the school's work have declined. The school should ensure swift action is taken to address the priority issues that have been identified. This includes ensuring that staff have the right knowledge, expertise and ongoing support to bring about the required improvements.
• Pupils' absence is too high. Too many pupils, particularly those with SEND, are regularly absent from school, which means they miss out on learning. Additionally, some pupils truant from lessons and miss out on learning. The school should ensure that it has effective systems in place to deal with internal truancy and high absence rates.
• Staff do not consistently check pupils' understanding well. As a result, they are unaware of and do not address gaps in learning or misconceptions. This means pupils do not learn as well as they should. The school should ensure that staff check pupils' understanding so that misconceptions and gaps in learning can be addressed.
• Staff do not have high-enough expectations of the work pupils produce. Too many pupils do not complete work or only give limited responses. As a result, pupils do not deepen their understanding sufficiently well. The school should ensure that staff have high expectations of what pupils can do and learn.
• In too many subjects, staff do not make appropriate adaptations for pupils with SEND to access the curriculum. This means that these pupils do not learn as well as they should. The school should ensure that staff adapt their teaching so pupils with SEND can access the curriculum and achieve well.

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