Hope Academy, located in Newton-le-Willows, Merseyside, underwent an inspection on September 28 and 29, 2021. The overall effectiveness of the school was rated as requiring improvement, with the quality of education also marked as requiring improvement. However, the school demonstrated good performance in areas such as behavior and attitudes, personal development, and leadership and management. The previous inspection in November 2015 had rated the school as good.
The school fosters a positive environment where staff maintain high expectations for pupils. The ethos of respect, courage, and ambition is evident in daily interactions, contributing to a warm atmosphere characterized by kindness and courtesy. Pupils feel happy and safe, with positive relationships between staff and students. They report that instances of unkind behavior are infrequent and trust staff to address any issues effectively. Pupils exhibit good conduct in lessons and have a clear understanding of how to keep themselves and others safe.
Despite improvements in the quality of education, inconsistencies remain. Pupils do not uniformly benefit from activities designed to enhance their knowledge retention. The curriculum has been refined to be broad and ambitious, with more pupils following a well-balanced curriculum than before. However, progress through the curriculum is uneven across subjects. Some teachers effectively present organized content, enabling pupils, including those with special educational needs and disabilities, to recall prior learning. In contrast, other teachers struggle to present material effectively, leading to gaps in knowledge for some pupils.
Assessment strategies are not consistently utilized by all teachers, resulting in a lack of clarity regarding what pupils know and can do. This can lead to unnoticed gaps in learning. While staff identify the needs of pupils with special educational needs, their experiences in lessons vary. Some teachers adeptly support these pupils, while others lack the confidence or expertise to adapt the curriculum effectively, resulting in unequal learning outcomes.
Pupils are motivated to behave well, contributing to a calm and respectful learning environment. Leaders manage rare instances of poor behavior effectively, balancing challenge and support. The school provides high-quality experiences that promote pupils' self-worth and understanding of others. The Inspire Programme supports their spiritual, moral, social, and cultural development, while careers education is age-appropriate and meets the requirements of the Baker Clause.
Most pupils are confident readers, which enhances their engagement with learning. Leaders have systems in place to identify those needing additional reading support, including early learners and those for whom English is an additional language. Targeted support is provided to strengthen reading abilities.
Leaders prioritize staff well-being and professional development, receiving positive feedback from staff regarding the support provided. The safeguarding arrangements are effective, with staff ensuring pupils receive well-planned activities to make safe decisions. Staff are knowledgeable about potential risks and work closely with other agencies to provide necessary support.
To improve, the school needs to enhance teachers' skills in presenting knowledge clearly and ensuring activities focus on specific learning objectives. Leaders should provide staff with the necessary subject and pedagogical knowledge to deliver the curriculum consistently. Additionally, there is a need for better assessment strategies to identify gaps in learning and ensure all pupils, particularly those with special educational needs, receive appropriate support.
