Ansford Academy, located in Castle Cary, Somerset, recently underwent an inspection on October 31 and November 1, 2023. The overall effectiveness of the school was rated as requiring improvement, a significant decline from its previous inspection grade of good. The quality of education, behavior and attitudes, and leadership and management were all assessed as requiring improvement, while personal development was rated as good.
The headteacher, Rachel Purnell, leads the school, which is part of the Ansford Academy Trust. The trust is overseen by a board of trustees chaired by Jennie White. The school is characterized as a welcoming community where pupils greet visitors with confidence and warmth. Positive relationships between pupils and adults contribute to a sense of safety within the school. However, issues with respect among pupils persist, with instances of bullying reported. While the school takes action to resolve reported incidents, the behavior management systems are inconsistently applied, leading to disruptions in learning.
Pupils at Ansford Academy take pride in their leadership roles, with prefects serving as role models and contributing to the school council. The school offers a variety of extracurricular activities, including sports and creative writing groups, which pupils appreciate. The curriculum has been revised to ensure that pupils in key stage three follow the full breadth of the national curriculum, although not all subjects have clearly defined learning objectives. This inconsistency results in uneven learning experiences across different subjects.
In years ten and eleven, the school has made changes to increase the number of pupils studying the English Baccalaureate suite of subjects, and pupils enjoy a diverse range of courses that prepare them for future education and employment. However, assessment methods do not always effectively gauge pupils' understanding, leading to gaps in knowledge that hinder their ability to grasp new content.
The school is attentive to the needs of pupils with special educational needs and/or disabilities, providing necessary support in lessons. Nonetheless, when the overall curriculum is not effectively learned by all pupils, those with SEND face greater challenges. The importance of reading is recognized, and a weekly reading session has been introduced. However, access to the school library is limited, which restricts pupils' opportunities for independent reading. The school identifies weak readers but does not adequately assess the reasons behind their difficulties, resulting in insufficient support for improvement.
Attendance is closely monitored, and personalized support is provided for pupils with irregular attendance. The school has seen strong attendance rates, which continue to improve. The personal development curriculum is well-planned, equipping pupils with knowledge about healthy relationships and safety, including online safety. Pupils receive impartial careers advice and engage with employers, helping them understand their options for future education and employment.
Despite the school's understanding of the need for improvement, it struggles to effectively implement changes and monitor their impact. This lack of oversight means that some strategies do not achieve the desired outcomes. The safeguarding arrangements in place are effective, ensuring the safety and well-being of pupils.
To improve, the school must clearly outline the curriculum for all subjects to ensure logical progression in learning. Additionally, it needs to better assess the barriers to reading for weaker readers and provide appropriate support. The trust should ensure that improvement strategies are effectively implemented and monitored to enhance the quality of education provided.
