Consett Academy, located in Consett, County Durham, underwent an inspection on May 10 and 11, 2023, and received an overall effectiveness rating of good. The school has made significant improvements since its previous inspection, which rated it as requiring improvement. The quality of education, behavior and attitudes, personal development, leadership and management, and sixth-form provision were all rated as good.
The school fosters a positive environment where leaders and staff maintain high expectations for student achievement and conduct. Pupils express pride in their school, which is described as large and welcoming. Positive behavior is prevalent throughout the academy, and staff frequently acknowledge students' efforts both in and out of the classroom. Students appreciate the support and care provided by staff, and they feel confident that any concerns, including instances of bullying, will be addressed promptly. The school promotes a strong sense of community through its values, known as the 'Consett Way,' which encourages students to be active and responsible citizens.
Leaders have a clear understanding of the school's strengths and areas needing improvement. They have taken swift action to address previous weaknesses in curriculum design, attendance monitoring, and quality assurance processes. However, there is still work to be done to ensure that specific groups of pupils, particularly those with special educational needs and disabilities, receive the best possible education.
The curriculum is designed to prepare students for their next stages in education, employment, or training, covering a broad range of topics. Leaders have made thoughtful decisions regarding the content and sequence of learning. Opportunities for staff to revisit important content are integrated into the curriculum. However, adaptations for pupils with special educational needs are less well considered, and leaders recognize this issue.
Classroom experiences for pupils are becoming more consistent, with staff receiving appropriate support to enhance their teaching practices. Training focused on high-quality teaching strategies has been provided, leading to improvements in students' classroom experiences. Sixth-form students engage in activities that deepen their knowledge and understanding of their subjects, with outcomes improving over time.
Staff regularly assess pupils' understanding of the curriculum and employ well-considered questions to ensure comprehension. Feedback provided to pupils helps them improve their understanding over time. An inclusive approach for pupils with special educational needs is prioritized, with specific targets set for each pupil. However, the cognitive and learning needs of these pupils are not consistently well met, impacting their learning outcomes.
Leaders have implemented a clear strategy to enhance literacy across the school, focusing on vocabulary and providing daily reading opportunities. Pupils at the early stages of learning to read receive targeted interventions to develop their phonics knowledge. This whole-school approach is beginning to positively impact literacy levels.
Pupils participate in daily 'Aspire' lessons that support their wider development, covering essential topics such as safety, health, and cultural diversity. However, not all staff feel confident leading discussions on these topics, resulting in some pupils having fewer opportunities to engage fully.
The school offers a varied program of extracurricular activities, with leaders monitoring attendance to ensure all pupils can participate. However, sixth-form students do not engage in enrichment activities as widely as younger pupils.
Staff receive strong support from leaders who consider their workload and well-being. Governors possess the necessary skills to hold leaders accountable. Training for all staff is of high quality, and senior leaders maintain strong oversight of most aspects of the school. However, oversight of pupils attending alternative provision needs improvement, as leaders have not consistently monitored the suitability and impact of these placements.
The safeguarding arrangements at the school are effective, with staff understanding the risks pupils may face and knowing how to raise concerns. The well-being of pupils is a high priority, and the curriculum teaches them how to stay safe.
To improve, the school must enhance adaptations to the curriculum for pupils with special educational needs, ensure opportunities for debate and discussion are available in all lessons, and strengthen oversight of alternative provision placements.
