Lincroft Academy, located in Oakley, Bedfordshire, underwent an inspection on February 23 and 24, 2022. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education and behavior and attitudes also receiving the same rating. However, personal development, as well as leadership and management, were deemed good. The school had previously been rated as good in its last inspection in July 2017.
Many students express enjoyment in their time at Lincroft Academy, highlighting positive relationships with peers and staff. However, some students reported disruptions in their learning due to poor behavior from a minority of their classmates. While students feel safe, they noted that some individuals can act inappropriately, impacting the overall school environment. This concern was echoed by parents, with a significant number indicating they would not recommend the school. Leaders have begun addressing these behavioral issues, although progress has been hindered by the pandemic.
Students acknowledged that leaders are responsive to concerns regarding poor behavior, with discriminatory language being addressed promptly. The school has implemented a rewards scheme called ‘PLEDGES’ to encourage wider development among younger pupils, promoting activities such as reading and community support. The curriculum at Lincroft Academy is broad and ambitious, catering for all pupils, including those in the specialist autism provision, who receive a tailored curriculum. However, there is still work to be done to ensure consistent implementation across all subjects.
Since the last inspection, Lincroft Academy has transitioned from a middle school to a secondary school, which has required significant adjustments in curriculum and behavior management. The new leadership team has made strides in revising the curriculum to suit secondary pupils, with many subjects showing logical progression in knowledge. However, the implementation of these plans is uneven, with some areas more developed than others. Leaders are aware of the necessary improvements and are actively working towards them.
While some subject plans are well-structured, their application in the classroom is inconsistent. Teachers sometimes fail to select activities that effectively support learning or build on prior knowledge. This inconsistency in assessment practices means that gaps in students' understanding are not always identified. Although some subjects demonstrate good progress, these discrepancies hinder the overall effectiveness of the curriculum.
Support for pupils with reading difficulties is in place, with early identification and effective interventions helping them catch up. The school has also made efforts to foster a love of reading among students. Pupils with special educational needs and disabilities receive appropriate support, with teachers utilizing detailed provision maps to adjust lessons accordingly. However, progress for some SEND pupils is affected by broader curriculum issues.
Leaders maintain high expectations for student behavior, but not all pupils meet these standards. Improvements have been made to behavior management systems, yet inconsistent application by staff remains a challenge. While many students exhibit good behavior, a minority disrupt learning for others, indicating a need for further improvement in this area.
The school offers a well-structured careers education program and a comprehensive personal, social, health, and economic education curriculum, which many students appreciate. However, some students do not always engage seriously with these lessons. Recent changes implemented by school leaders, supported by the trust, aim to enhance the school environment, although the pandemic has delayed some of these efforts. Leaders have clear plans for future improvements to benefit the school community. Safeguarding arrangements are effective, with established processes for reporting concerns and ensuring student well-being.
