Discovery Academy, located in Bentilee, Stoke-on-Trent, underwent an inspection on April 16 and 17, 2024. The overall effectiveness of the school was rated as requiring improvement, with the quality of education also marked as requiring improvement. However, the areas of behavior and attitudes, personal development, and leadership and management were rated as good. The principal, Jayne Schofield, leads the school, which is part of the Alpha Academies Trust, overseen by CEO Simon French and chaired by Kate Townshend.
Pupils at Discovery Academy express enjoyment in attending the school, feeling safe and supported by staff. They report that expectations for behavior and academic achievement have increased significantly over the past year, and most students strive to meet these expectations, appreciating the rewards for their efforts. Relationships between staff and students are characterized by warmth and respect, fostering a considerate environment where students are eager to help one another. Many students take on leadership roles, such as mentoring and being reading buddies.
The school has implemented an ambitious curriculum across all subjects, although the delivery varies in effectiveness. This inconsistency can lead to diminished student interest and performance in certain areas. Nevertheless, pupils are developing higher aspirations, supported by a range of cultural and social experiences, including trips and clubs that enhance their learning and ambitions.
The new principal has initiated a rigorous improvement program focused on pupil well-being and achievement. The curriculum is well-organized, and staff training is designed to support its delivery. However, some training aspects are taking time to translate into effective classroom practice. While assessment is well-planned, it is not consistently used to provide accurate feedback, hindering some pupils, particularly those with special educational needs and disabilities, from making the progress they could.
In certain subjects, teachers lack confidence in employing diverse strategies that encourage student independence, leading to reliance on direct instruction. This reliance can hinder pupils' ability to apply their learning in various contexts, including examinations. Pupils with education, health, and care plans receive strong support, but further training is needed to ensure that strategies and resources are effectively matched to their needs.
The school has established a well-designed reading program that encourages all pupils to read for enjoyment and equips them with the skills to read for learning. Those needing additional help are quickly identified and supported, resulting in rapid progress for these students. Attendance is a priority, with leaders implementing a comprehensive policy to improve attendance rates year on year. They actively support pupils struggling with attendance through various incentives and interventions.
The school has seen a significant improvement in behavior, with a notable decline in suspensions and permanent exclusions due to the higher expectations set over the past year. Personal development is prioritized, with a refined program that adapts to address current events. The trust has introduced a universal character development program that ensures all pupils participate in enriching experiences.
Careers education is well-structured, starting in Year 7 with university visits, and pupils value the information provided about qualifications and career pathways. The leadership approach fosters collaboration, addressing historical issues effectively. Engagement with pupils and the community has been central to improvement efforts, leading to a nurturing environment where pupils feel valued. Staff report feeling well-supported, and governors and trustees are actively involved in the school's progress.
The safeguarding arrangements are effective, ensuring a safe environment for all pupils. However, the school must improve the use of assessment information to provide helpful feedback and support pupil progress. Additionally, teachers need to develop confidence in employing strategies that promote pupil independence in learning.
