Thomas Clarkson Academy, located in Wisbech, Cambridgeshire, has undergone significant improvements since its previous inspection, achieving a Good rating across all areas including the quality of education, behavior and attitudes, personal development, leadership and management, and sixth-form provision. The school has made substantial strides in enhancing the educational experience for its pupils, with leaders implementing effective strategies that have garnered positive feedback from parents, staff, and the community. Many stakeholders describe the school as unrecognizable compared to previous years, highlighting the positive changes that have taken place.
Pupils at Thomas Clarkson Academy report a marked improvement in the quality of teaching and behavior within the school. Most students exhibit sensible behavior both in class and during social times, reflecting the high expectations set by school leaders. The relationships between staff and pupils are characterized by positivity, with teachers motivating students to strive for their best. The sixth-form students are particularly noted for their eagerness to learn and their role as positive role models for younger pupils.
The school environment is described as safe and supportive, with staff knowing their pupils as individuals. The atmosphere is calm and orderly, and leaders actively address any instances of bullying, ensuring that pupils feel secure. The curriculum is designed to help pupils succeed, offering a broad range of subjects that aim to equip them with qualifications that will facilitate their future educational and employment opportunities. The curriculum is ambitious for all pupils, including those with special educational needs and disabilities, ensuring that they have access to the same subjects as their peers.
Teachers at the academy demonstrate strong subject knowledge, particularly in mathematics and English, and they effectively plan lessons that cater to the needs of their pupils. However, there is a recognition that there is some inconsistency in how vocabulary is taught across subjects, which could be improved to enhance pupils' understanding and achievement. Leaders are aware of the need for further training to raise expectations and support pupils who may not be reaching their full potential.
Behavior within the school has improved significantly since the last inspection, with staff maintaining high expectations for conduct. The school has seen a reduction in persistent poor behavior and fixed-period exclusions, which are now below the national average. Attendance is also on the rise, thanks to clear strategies implemented by leaders to address absenteeism.
The school is committed to developing pupils' wider interests and talents through a range of extracurricular activities, which are well attended, particularly by disadvantaged pupils. Personal, social, and health education is effectively planned, providing pupils with opportunities to learn about their place in the world. Almost all Year 11 pupils progress to further education, employment, or training.
The leadership at Thomas Clarkson Academy is strong, with leaders and governors demonstrating a commitment to the school and its community. They engage effectively with parents and work to build confidence within the community. The safeguarding arrangements are effective, with staff trained to identify and address potential concerns swiftly.
While the school has made commendable progress, there are areas for further improvement, particularly in ensuring that the curriculum is coherently planned and taught across all subjects. Leaders are focused on refining their approach to curriculum planning and implementation to continue driving improvements throughout the school. Overall, Thomas Clarkson Academy is a school that has shown significant growth and is well-positioned for future success.
