Rawlins Academy, located in Quorn, Loughborough, underwent an inspection on June 28 and 29, 2022, and received an overall effectiveness rating of Requires Improvement. The quality of education, behavior and attitudes, personal development, and leadership and management were all rated as requiring improvement, while the sixth-form provision was rated as good. The previous inspection in March 2017 had rated the school as good.
The inspection revealed that pupils at Rawlins Academy have inconsistent experiences, with behavior in lessons not always meeting expectations. The school environment lacks the calmness and order necessary for effective learning. Although most pupils do not express concerns about bullying, some are hesitant to report issues to staff, and instances of disrespectful language were noted.
Leaders at the school are reflective and have developed a well-sequenced curriculum. Many older pupils demonstrate secure knowledge in their subjects. However, some teachers do not effectively check pupils' understanding before progressing with lessons. Additionally, the needs of all pupils with special educational needs and/or disabilities (SEND) are not consistently met.
In the sixth form, students benefit from a well-planned curriculum that aids in their retention of knowledge over time, leading to successful placements in universities or apprenticeships. Leaders prioritize personal, social, health, and economic education, covering important topics such as protected characteristics and British values. However, the behavior of some pupils does not always reflect respect for diversity.
While leaders are ambitious about what pupils should learn, the planning for revisiting and deepening understanding is less deliberate, resulting in some pupils not consistently building their knowledge. Teachers possess secure subject knowledge, but assessment practices vary across the school, with some teachers not consistently identifying and addressing misunderstandings.
Leaders have implemented support for early reading stages, but not all pupils in need are receiving assistance. The support for pupils with SEND is inconsistent, with some teachers not employing effective strategies to help these pupils achieve their potential. In the sixth form, personalized support is more prevalent.
Leaders have prioritized personal development, with PSHE lessons addressing various health and safety issues. However, the curriculum does not fully enable all pupils to understand healthy and respectful relationships. Opportunities for extracurricular activities are available, but there is a recognition that more involvement from pupils, particularly disadvantaged ones, is needed.
Disrespectful behavior and language were reported, particularly affecting some girls, and there is a lack of consistency among teachers in addressing poor behavior, negatively impacting the learning environment. Sixth-form students, however, report a positive experience in their classrooms, characterized by supportive relationships with teachers.
Leaders are aware of areas needing improvement and are focusing on mental health support for both staff and pupils. However, many staff members feel unsupported regarding their workload and well-being. Governors align with leaders' priorities and hold them accountable, acknowledging that behavior and teaching quality are not yet meeting expectations.
The safeguarding arrangements at Rawlins Academy are effective, with passionate leaders fostering a culture of safety and confidence among staff to report concerns. Pupils receive education on online safety and the risks associated with extremist views. Overall, while there are positive aspects to the school, significant areas require attention to enhance the educational experience for all pupils.
