The Basildon Upper Academy, located in Pitsea, Essex, underwent an inspection on November 8 and 9, 2023, and received an overall effectiveness rating of good. The quality of education, personal development, leadership, and management, as well as sixth-form provision, were all rated good. However, behavior and attitudes were noted as requiring improvement. This inspection marked a significant improvement from the previous inspection in October 2019, which rated the school as requiring improvement.
Under the leadership of headteacher Rebecca Rees, the school is part of the Basildon Academies Trust, which includes the Basildon Lower Academy. The trust is overseen by CEO Gary Smith and a board of trustees chaired by Nick Luckock. The school emphasizes a supportive environment where pupils feel valued and respected. Students appreciate the guidance provided to help them reach their potential, fostering positive relationships among staff and peers. However, some pupils expressed frustration regarding disruptions to their learning caused by others during lessons.
The school offers a variety of clubs and opportunities for students to engage with the community, such as serving as charity ambassadors, which helps build their self-confidence. Visitors to the school contribute to students' understanding of health and safety, and key stage four pupils receive effective preparation for their future endeavors, including exposure to various career options and vocational courses.
The curriculum is well-structured and developed in collaboration with the Basildon Lower Academy, ensuring that it is coherent and builds on prior knowledge. Regular assessments help track student learning. Despite this, the 2023 outcomes for key stage four pupils were below expectations, primarily due to high levels of persistent absence. Teachers are actively working to address gaps in learning, which is gradually improving students' knowledge.
The school is committed to ensuring all pupils can access the curriculum, with all key stage four students now studying French and a wide range of vocational courses available alongside traditional qualifications. While adaptations for students with special educational needs and disabilities are generally effective, some teachers still need to raise their expectations for what pupils can achieve.
Behavior at the school is improving, with a revised behavior policy in place. Personalized support is provided for students struggling with behavior management, leading to better attitudes towards learning. However, inconsistencies in policy application have resulted in some disruptions during lessons. Attendance remains a challenge, but leaders are implementing strategies to encourage regular attendance, which are showing positive results.
The personal, social, and health education curriculum teaches students the importance of self-respect and respect for others. Students are exposed to various employers and further education representatives, aiding them in making informed decisions about their futures. Sixth-form students enjoy their studies, benefiting from a curriculum that builds their knowledge effectively. However, the condensed timetable limits opportunities for personal development and extracurricular activities.
Governors and trustees actively support and challenge school leaders, working to engage parents in the school's activities. Staff report feeling well-supported and take pride in their work at the academy. The safeguarding arrangements are effective, ensuring a safe environment for all students. To improve further, the school needs to ensure that all teachers maintain high expectations for student learning and consistently apply behavior management strategies. Additionally, the sixth form should enhance opportunities for enrichment activities to better prepare students for their next steps.