Mascalls Academy, located in Paddock Wood, Kent, has been recognized as a good school following its inspection on November 16 and 17, 2021. The school is characterized by a vibrant learning environment where pupils appreciate the opportunities provided to them. The leadership team, including teachers, is committed to continuous improvement, as reflected in positive feedback from parents. The curriculum is rich and diverse, offering a wide range of subjects, including remote learning options. High standards are maintained across most subjects, and pupils generally learn well. Although the COVID-19 pandemic disrupted after-school clubs, many have now resumed, and the school is well-regarded for its excellence in the arts.
Pupils exhibit good behavior both in lessons and throughout the school, feeling safe and well-supported. Disruptions to learning are minimal, and staff are proactive in addressing any issues that arise. The school has established a robust system of rewards and consequences that pupils respect, fostering strong relationships between students and staff. This trust contributes to pupils' confidence and enhances their learning experience.
The school leadership is dynamic and energetic, with a clear passion for improvement. Governors and trustees are well-informed about the school and provide valuable support and challenge. Leaders have meticulously planned the curriculum, outlining a comprehensive seven-year educational journey from Year 7 through to the sixth form. Detailed planners guide both teachers and pupils, ensuring clarity in learning objectives and progression.
Teachers benefit from mentorship, which helps them develop their expertise. They utilize strong subject knowledge to engage pupils, often incorporating real-world examples. This approach fosters a passion for learning among students, who effectively use planners to track their progress, leading to better retention of knowledge over time. However, while the school offers a broad selection of subjects at key stage four, the number of pupils, particularly disadvantaged ones, taking the full set of English Baccalaureate subjects remains low, primarily due to a lack of language study. Leaders are aware of this issue and have taken steps to address it, but further improvement is needed to meet government expectations.
Pupils' learning experiences extend beyond the classroom, with a well-structured advisory program that includes activities like work experience. Many students choose to continue their education in the school's sixth form, valuing the subject choices, teacher expertise, and pastoral care. Sixth-form teaching promotes high-quality academic discussions and mastery of subjects.
While leaders ensure adherence to curriculum plans, there have been challenges in the science department due to staffing changes and the pandemic, resulting in gaps in pupils' knowledge. Teachers generally assess pupils' understanding effectively, laying a solid foundation for future learning. Subject planners outline essential vocabulary, and leaders monitor reading abilities, providing additional support to those who need it. This initiative has been particularly beneficial for disadvantaged pupils.
The school has effective safeguarding arrangements, with a well-led team that maintains strong community relationships. Staff are well-trained and vigilant, fostering a culture of safety. Pupils are educated on safety, including online safety, and feel confident seeking help when needed.
To enhance its performance, the school must ensure that the quality of the curriculum is consistently strong across all subjects, particularly in science, where development is still underway. Additionally, it should encourage more disadvantaged pupils to pursue a robust academic curriculum that aligns with their abilities, thereby improving their future prospects.
