The Hereford Academy, located in Redhill, Hereford, is currently undergoing a period of transition as it strives to improve its educational offerings. The recent inspection, conducted from February 6 to 7, 2024, has resulted in an overall effectiveness rating of Requires Improvement. This reflects ongoing challenges in the quality of education provided, despite notable strengths in behavior, personal development, and leadership.
The headteacher, Michael Stoppard, leads a school that is part of The Diocese of Hereford Multi-Academy Trust. The trust's leadership, including CEO Andrew Teale and chair Will Finn, plays a significant role in the governance and strategic direction of the school. The school community is characterized by a welcoming atmosphere where pupils are encouraged to embody values such as aspiration, care, trust, resilience, and respect. Students express pride in their school and engage positively with visitors.
The curriculum at The Hereford Academy is in the process of being strengthened to better meet the needs of all pupils, including those with special educational needs and disabilities. While there have been positive changes, the full impact of these adjustments is yet to be realized. The school acknowledges that historically, pupils have not achieved to their potential, and efforts are being made to address this issue. The commitment to creating an inclusive environment is evident, with a focus on celebrating diverse cultures and addressing bullying effectively.
Extracurricular activities are a highlight of the school experience, with a variety of clubs available for students to explore their interests. Participation in initiatives such as the Duke of Edinburgh’s Award scheme and various clubs, including sports and the arts, fosters a sense of community and personal growth among pupils.
Despite the positive aspects, the school faces challenges in ensuring that the curriculum is consistently well-planned and effectively implemented across all subjects. Some areas of the curriculum are still in development, leading to variability in pupils' experiences. Teachers are encouraged to adapt their lessons based on students' prior knowledge, but this practice is not yet uniform across the school. Additionally, while some teachers effectively assess pupils' understanding, others do not consistently identify gaps in knowledge, which can hinder student progress.
The school has made strides in promoting reading and literacy, with initiatives in place to support pupils' reading skills. However, there is recognition that further opportunities for reading across the curriculum need to be prioritized to enhance students' confidence and fluency.
Personal development is a strong point for The Hereford Academy, with a well-structured program that equips pupils with essential life skills and knowledge about health and relationships. The school has high expectations for behavior, and most students demonstrate compassion and respect towards one another.
Attendance remains a focus for improvement, as current rates are below the national average, despite recent progress. The leadership team is committed to supporting staff and managing workloads effectively, contributing to a positive working environment.
In summary, The Hereford Academy is on a journey of improvement, with a clear vision for enhancing the quality of education. While there are commendable aspects of the school, particularly in personal development and leadership, ongoing efforts are needed to ensure that all pupils receive a consistently high standard of education that meets their diverse needs. The school community is dedicated to fostering an inclusive and supportive environment, with a focus on achieving better outcomes for all students.
