Leeds East Academy, located in Seacroft, Leeds, is a secondary comprehensive school that is part of the White Rose Academies Trust. The school is led by Principal Danny Bullock and Executive Principal Sarah Carrie. The recent inspection conducted on 8 and 9 October 2024 revealed that the quality of education at the school requires improvement, while behaviour and attitudes, personal development, and leadership and management were rated as good. The school has a history of being rated as good in previous inspections.
The school is characterized by a welcoming and inclusive environment, with high ambitions for all pupils. It aims to nurture self-belief and resilience among students, regardless of their backgrounds. Pupils appreciate the support they receive from staff both in lessons and throughout the school. Relationships within the school community are warm and respectful. However, there are instances where pupils' behaviour outside of lessons does not meet the school's high expectations. The school effectively guides students towards making better choices when necessary, and the atmosphere in classrooms is generally calm and focused.
The curriculum at Leeds East Academy has become a strength of the school, although it has not always been the case. Some pupils have not attended school as regularly as they should, leading to gaps in their knowledge and understanding. Consequently, their performance in external tests and assessments has been significantly lower than that of their peers nationally. The school offers a wide range of opportunities to inspire pupils for their futures, including academic lectures, university trips, work experience, and the Empower Programme, which introduces students to new ideas and experiences. Each school day begins with a tutor period known as Guardian Time, where pupils engage in a carefully planned curriculum covering important topics such as money management and career choices.
The school has developed an exciting and relevant curriculum that benefits pupils, particularly in subjects like English and history. Staff are passionate about sharing their knowledge, and opportunities for pupils to demonstrate their learning are increasing. However, there are times when staff do not accurately assess what pupils can remember, leading to gaps in knowledge and understanding. The school provides effective support for pupils with special educational needs and disabilities, identifying specific support requirements and adapting resources accordingly. Despite this, the quality of education has not consistently met the needs of all pupils, resulting in notable gaps in knowledge and skills that hinder academic achievement.
Many pupils enter the school with low literacy levels, but the school quickly identifies the support they need and provides additional literacy lessons and interventions. The impact of this support is strong, and pupils enjoy opportunities to read for pleasure. The school also has a dedicated learning centre that offers regular and effective literacy and numeracy support. However, some pupils miss out on learning due to frequent absences, and while the school has implemented strategies to improve attendance, not all groups have seen significant improvements.
Staff at Leeds East Academy benefit from a range of professional development opportunities, with high-quality training provided on various topics. The school regularly monitors the impact of this training and takes action to address areas for improvement. Governance is strong, with those responsible for oversight supporting and challenging school leaders to ensure the best quality of education for all pupils. The arrangements for safeguarding are effective, ensuring a safe environment for students.
To improve, the school must focus on enhancing the quality of education, particularly for disadvantaged pupils, and ensure that the curriculum addresses gaps in knowledge and skills. Consistent monitoring of the impact of adaptations to the curriculum is essential to improve pupil achievement. Additionally, the school needs to embed strategies to improve attendance and behaviour to support sustained improvement in learning outcomes.
