Thrybergh Academy

What Ofsted said

From the inspection on 12 September 2023

Pupils follow an ambitious curriculum. In most subjects, the curriculum is well planned. The school has implemented improvements recently to ensure pupils acquire sufficient understanding and knowledge in each subject. However, in some subjects, the curriculum is delivered inconsistently. Pupils that have special educational needs and disabilities (SEND) are identified and in most cases, lessons are adapted to meet their needs. Pupils are benefitting from recent improvements to the curriculum. The Trust has been instrumental in supporting the school to make these improvements. The school cares about its pupils. Pupils feel safe and the majority are happy. Bullying is rare. Pupils are encouraged to develop their life skills and citizenship. The school ensures that all pupils have opportunities to experience a variety of different trips, clubs and cultural events. The school has clear strategies to improve both attendance and attitudes to learning. For example, the school has introduced new approaches such as the 'Thrybergh Way' and 'Thrybergh Pledges' to build the character and values of pupils so that attitudes to learning improve. Despite this, some pupils do not attend school regularly enough. Pupil behaviour varies at this school. The majority of pupils behave well. However, some pupils have not developed positive attitudes to learning. Their behaviour sometimes disrupts the learning of others.

What the school should improve

• There is too much variability in the quality of teaching and learning in lessons. As a result, in some subjects, pupils do not develop a thorough understanding of what they are learning. Pupils have misconceptions that staff do not address quickly enough. The school should ensure that they provide the support and training that teachers need to enable them to deliver the planned curriculum effectively.
• Some pupils do not attend school regularly enough. These pupils miss lessons and do not make as much progress through the curriculum as they should. The school should ensure that they continue to build strong relationships with families and that both school and families work together to improve attendance.
• Teachers do not challenge pupils' poor behaviour consistently well. The number of suspensions for behavioural incidents is high. Low-level disruption impacts the progress that pupils make through the curriculum. The school should ensure that high expectations of pupils' behaviour are reinforced consistently in all lessons.
• Some pupils do not show the resilience, character and self-regulated behaviour that is appropriate for their age. This hinders the progress that they make in school. Leaders should ensure that all staff implement the new personal development curriculum consistently well to enable all pupils to develop the personal attributes and values that will help them to succeed.

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