The Chalk Hills Academy, located in Luton, Bedfordshire, has been recognized as a good school following its recent inspection on October 31 and November 1, 2023. Under the leadership of Principal Raza Ali, the school is part of The Shared Learning Trust, which provides additional oversight and support. The trust is led by CEO Cathy Barr and a board of trustees chaired by David Sheridan.
Students at The Chalk Hills Academy report feeling safe and happy, with teachers maintaining high expectations for both behavior and academic performance. The school fosters a respectful environment where pupils understand and adhere to clear behavioral expectations. They are well-prepared for life in modern Britain, demonstrating a strong understanding of diverse cultures. The curriculum is ambitious and designed to build on prior knowledge, with teachers employing consistent instructional routines that aid in student comprehension and retention.
The school offers a wide range of academic qualifications, particularly in the sixth form, ensuring that students are well-prepared for future educational or employment opportunities. In addition to academics, pupils benefit from various extracurricular activities that promote personal development, including sports, diversity clubs, and outdoor education experiences. All Year 7 students participate in a visit to Phasels Wood Activity Centre and receive swimming lessons, while those with special educational needs and disabilities (SEND) have access to tailored workshops and activities.
The curriculum is well-structured and ambitious, with teachers effectively identifying the knowledge students need to acquire. The number of pupils entering for the English Baccalaureate is on the rise, and more students are now required to study a modern foreign language in Year 10. Staff development is prioritized, ensuring that teachers have the necessary subject knowledge to deliver the curriculum effectively. However, there are instances where some teachers do not adapt their teaching methods sufficiently to meet the diverse needs of all students, which can hinder the achievement of some pupils.
The school has implemented effective strategies to support pupils with SEND, ensuring their needs are accurately identified and addressed. While most teachers make appropriate adaptations, a minority do not consistently do so, which can limit access to the full curriculum for some students. The school has also recognized the need to improve reading support for pupils in Years 7 and 8, as some students continue to struggle with reading fluency, impacting their overall academic performance.
The school enhances its curriculum with a variety of clubs, trips, and visits, including international opportunities that broaden students' learning experiences. Strong partnerships with local universities, colleges, and employers provide high-quality careers advice and guidance, including work experience for Year 10 and Year 12 students.
Pupil behavior is commendable, with low levels of disruption in lessons and effective implementation of the school’s behavior policy. Attendance is a priority, and the school has made significant strides in improving it, ensuring that fewer students miss critical learning opportunities. The school promotes tolerance and acceptance through a well-designed personal, social, and health education program, which is appreciated by students.
Leaders engage effectively with staff, who value the support provided for their workload and well-being, particularly for those in the early stages of their careers. The safeguarding arrangements are deemed effective, ensuring a safe environment for all pupils.
While the school has many strengths, it must continue to focus on improving the consistency of teaching adaptations for SEND pupils and ensuring that reading support is available for all year groups to maximize student success.
