The Canterbury Academy, located in Canterbury, Kent, underwent an inspection from February 21 to 22, 2023, and received an overall effectiveness rating of Requires Improvement. The quality of education, behavior and attitudes, and leadership and management were also rated as Requires Improvement, while personal development and sixth-form provision were rated as Good. The school has a diverse curriculum designed to engage all pupils, with a focus on inclusivity and a broad range of extracurricular activities. Leaders aim to support pupils in achieving their best and provide various opportunities for personal growth, including charity work and overseas visits.
Despite the positive aspects, there are areas that need improvement. While most relationships between staff and pupils are respectful, there are instances where behavior does not meet the high expectations set by leaders. Some lessons and social times see a decline in behavior management, which is not consistent across the school. Although pupils feel safe and confident that bullying concerns are addressed, the quality of record-keeping for safeguarding issues is noted as insufficiently detailed.
The school prides itself on being inclusive and providing a curriculum that caters to all talents. In subjects like art and food technology, clear explanations and models are provided to aid understanding. However, in some areas, the ambitions of leaders are not fully realized, leading to inconsistencies in the curriculum's implementation across different year groups. Particularly in Key Stage 3, some pupils are learning different content, which can hinder their overall educational experience.
Leaders are actively working to improve reading engagement among pupils, but those struggling with reading do not yet benefit from a structured approach to enhance their confidence and fluency. Attendance remains a concern, especially among sixth-form students and those from disadvantaged backgrounds. Although efforts are being made to address attendance issues, significant improvements have yet to be seen.
Pupils generally display politeness and a desire to succeed, but there are concerns regarding behavior management, particularly with low-level disruptions that are not consistently addressed. In contrast, student conduct in the sixth form is notably stronger, especially when students are engaged and understand the tasks set for them.
The school provides essential context-specific knowledge about safety and informed decision-making through core lessons and tutor time. Pupils demonstrate a solid understanding of topics such as internet safety and healthy relationships. They also receive clear career guidance to help them make informed choices about their futures.
Staff members express pride in working at the school, appreciating the support provided, especially for early career teachers. However, the governing body lacks a comprehensive understanding of the areas needing prioritization, which has led to some weaknesses, particularly in attendance and safeguarding record-keeping.
The safeguarding arrangements are generally effective, with pupils feeling safe and knowing how to report concerns. However, there are minor weaknesses in the detail of safeguarding records, which leaders are working to improve. To enhance the school's effectiveness, leaders must focus on improving attendance, ensuring consistent behavior management, and providing systematic support for pupils struggling with reading. Additionally, governors need to strengthen their oversight to hold leaders accountable for the school's performance and areas requiring improvement.
