Archbishop Sentamu Academy, located in Hull, has undergone significant changes since its last inspection, which resulted in an inadequate rating. The recent inspection in April 2024 has revealed that the school now requires improvement in several key areas, including overall effectiveness, quality of education, behavior and attitudes, personal development, and leadership and management. However, the sixth-form provision has been rated as good, indicating some positive developments in that area.
The principal, Chris Reynolds, leads the school, which is part of the Hope Sentamu Learning Trust. The trust's leadership, including CEO Helen Winn and chair of trustees Jane Lewis, plays a crucial role in the school's governance. The atmosphere in classrooms is generally calm, with positive relationships between pupils and staff. However, challenges remain during break and lunch times, where many pupils do not adhere to staff instructions or arrive punctually to lessons. Attendance rates are a concern, particularly among a significant number of pupils, including those in the sixth form.
Pupils have noted improvements in behavior, with derogatory language becoming less frequent. The school has established a strong vision centered on living the best life possible, closely tied to its Christian ethos. Leaders are focused on providing consistent experiences in lessons, which is helping to enhance the curriculum. Pupils demonstrate a good understanding of protected characteristics, although further work is needed to prepare them for their next steps after leaving the academy.
The curriculum has seen rapid and successful changes, with leaders having a clear understanding of educational goals. Training for teachers has fostered consistency across lessons, and there is a strong emphasis on supporting pupils with special educational needs and disabilities. However, pupils in Years 7 to 11 struggle with independent work, impacting the quality of their outcomes. In contrast, sixth-form students exhibit greater confidence in discussing their learning.
The school has implemented effective strategies for early readers, addressing the needs of pupils who require reading support upon entry. Leaders have made strides in creating a calm and orderly atmosphere in lessons, with new behavior systems being well understood. However, behavior during unstructured times still requires improvement, as many pupils do not follow school policies.
Attendance remains low, but there have been consistent improvements over the past year. Leaders are actively working to engage parents and identify pupils needing support. The personal development curriculum has strengthened, with a focus on giving a voice to diverse groups within the school community. However, aspects such as understanding fundamental British values and career support need further development.
The sense of community among staff is evident, although not all staff feel equally supported. Leaders are aware of the need to enhance communication with parents to improve perceptions of the school. Safeguarding arrangements are effective, ensuring the safety and well-being of pupils.
To improve, the school must focus on developing pupils' ability to work independently and assimilate their learning. This will enhance overall outcomes. Additionally, the provision for personal development, particularly in careers and British values, needs to be broadened. Addressing behavior during unstructured times and improving attendance and punctuality will also be essential for the school's continued progress. Overall, while Archbishop Sentamu Academy has made strides since its last inspection, there remains work to be done to achieve the desired standards of excellence.
