Sirius Academy West, located in Hull, underwent an inspection on May 24 and 25, 2022, and received an overall effectiveness rating of good. The quality of education, personal development, leadership, and management were also rated as good, while behavior and attitudes were noted as requiring improvement. The school has made significant strides since its previous inspection, where it was rated as requiring improvement. Leaders at the academy are ambitious and focused on preparing students for life beyond school, regardless of their starting points.
Pupils express enjoyment in their lessons, and the school has introduced a more challenging curriculum that has raised expectations for student achievement. Positive relationships between pupils and staff contribute to a strong culture of safeguarding, ensuring that students feel safe. Although bullying is reported to occur occasionally, it is not tolerated, and pupils are confident that staff will address any issues. The school offers a variety of extracurricular activities, including sports, robotics, and the combined cadet force, to enhance students' well-being, especially following the disruptions caused by the pandemic.
Despite improvements in behavior, there are still too many pupils who do not consistently meet the behavior expectations set by leaders. The school has prioritized curriculum development, with ambitious teaching plans that focus on essential knowledge for pupils. Teachers demonstrate strong subject knowledge and effectively assess pupils' understanding. However, inconsistencies exist in the delivery and assessment of subjects like English and mathematics.
The school encourages a broad curriculum, including subjects that contribute to the English Baccalaureate qualification. However, the uptake of modern foreign languages at the GCSE level is lower than desired, and leaders are actively working to address this issue. Pupils with special educational needs and disabilities receive adequate support, although some parents feel that more could be done in this area.
Leaders recognize the need to improve support for weaker readers, and while strategies are in place, they are still in the early stages of implementation. The personal development curriculum has been strengthened, providing pupils with opportunities beyond academics, including sports and clubs. Most pupils gain knowledge about the wider world, but leaders acknowledge that further work is needed to enhance this aspect of the curriculum.
In the sixth form, leaders maintain high expectations, and students report enjoying their experience. They receive effective guidance for university and employment applications, and the support provided is valued. The behavior system is clear and consistently applied, although some pupils have struggled with behavior since returning from the pandemic. The number of suspensions and internal exclusions remains high, prompting leaders to take urgent action to improve behavior and attendance.
Governance is effective, with the secondary school improvement board holding leaders accountable. Staff report positive experiences regarding their well-being and professional development. However, there is a need for leaders to capture a broader range of stakeholder views, particularly from parents who may have concerns about the school.
The safeguarding arrangements are effective, with staff demonstrating vigilance and a strong culture of safeguarding. Leaders have detailed knowledge of local safeguarding issues, and pupils feel safe and are taught how to stay safe. The school works closely with external agencies to support at-risk pupils, ensuring that staff are well-trained to identify those in need of assistance.
To improve, the school must address the behavior of some pupils who do not meet expectations, reduce the number of suspensions and internal exclusions, and enhance support for weaker readers. Additionally, leaders should strengthen the personal development curriculum to ensure all pupils appreciate diverse perspectives and values. Engaging with the wider community and building relationships with dissatisfied parents is also essential for ongoing improvement.
