Accrington Academy, located in Lancashire, underwent an inspection on May 4 and 5, 2022, and received an overall effectiveness rating of Requires Improvement. The quality of education was also rated as Requires Improvement, while behavior and attitudes, personal development, leadership and management, and sixth-form provision were rated as Good. The school has a total enrollment of 1,098 students, including 124 in the sixth form.
Pupils expressed that the school is a safe environment where they can be themselves, and they enjoy their time at school, particularly socializing with friends. They appreciate the supportive relationships they have with staff, who they believe will listen to their concerns and provide necessary support. The behavior of pupils during lessons and social times is generally good, with sixth-form students serving as positive role models. Most students feel confident that staff will address any instances of bullying or discriminatory language effectively.
The school has made significant changes to its curriculum, ensuring that all pupils study a broad range of subjects in depth at key stage three. However, the delivery of the curriculum in key stages three and four is inconsistent, which affects the achievement of some pupils, particularly those with special educational needs and/or disabilities. Leaders have high expectations for pupil achievement and have worked to ensure that the curriculum reflects these aspirations. The English Baccalaureate suite of subjects is emphasized, and the number of pupils studying these subjects is increasing.
Despite the clear expectations set by leaders, there is variability in how well teachers deliver the curriculum across different subjects. Some subject leaders are further along in training teachers to deliver the curriculum effectively than others. In the sixth form, teachers generally demonstrate expert knowledge of their subjects, leading to effective curriculum delivery and student progress.
Assessment systems are in place, but some teachers do not utilize them effectively to check pupils' understanding before moving on to new content. This is particularly evident at key stage three, where misconceptions can hinder learning. In contrast, assessment practices in the sixth form are more effective, allowing students to build on their prior knowledge securely.
Leaders have improved the identification of additional needs for pupils with special educational needs and disabilities, providing teachers with better information to support these students. However, not all teachers have received adequate training to adapt their teaching for these pupils, resulting in some not receiving the necessary support to access the curriculum fully.
The school promotes reading and has implemented strategies to support pupils who are behind in their reading skills. However, some of these strategies lack focus, preventing rapid progress for some pupils. Overall, behavior in lessons is generally good, although there are instances where inconsistent application of behavior management systems can disrupt learning.
The personal, social, and health education curriculum has been overhauled to better prepare pupils for future challenges. The school prioritizes the delivery of essential topics that were not covered in depth during the COVID-19 pandemic. Governors and trustees provide effective support and challenge to school leaders, and staff report positively on the support they receive regarding workload and well-being.
The safeguarding arrangements at Accrington Academy are effective, with a strong culture of safeguarding in place. Staff receive appropriate training to recognize signs of harm and neglect, and pupils learn about safety through the PSHE curriculum. The school is part of the United Learning multi-academy trust and has undergone significant leadership changes since the previous inspection.
