Eaton Bank Academy underwent a short inspection on April 3, 2019, which was the first since its last judgment of good in May 2015. The inspection confirmed that the school continues to maintain a good quality of education. The leadership team has effectively strengthened leadership at all levels, fostering a shared vision among staff and governors. This collaborative effort has led to steady improvements in pupils' progress, aligning with national averages over the past three years. However, challenges remain, particularly for disadvantaged pupils and boys, who do not progress as well as their peers. The leadership team has not consistently focused on the impact of improvement strategies on these specific groups.
The development of teaching has been transformed, with middle leaders driving improvements through professional dialogue and collaboration. Initiatives such as cross-curricular learning groups have encouraged teachers to share pedagogical strategies, contributing to a culture of continuous improvement. Despite these advancements, there is a notable lack of emphasis on developing literacy skills across the curriculum. The disparity in writing standards between boys and girls is evident, with boys struggling to produce high-quality written work using appropriate vocabulary.
The school environment is warm and welcoming, with pupils displaying friendliness and respect towards each other and adults. They generally behave well during lessons and in social settings, demonstrating attentiveness and engagement in their learning. Pupils reported feeling safe at school, particularly regarding online safety, and expressed confidence in the staff's ability to address bullying when it occurs.
Staff members appreciate the professional development opportunities provided by the leadership, feeling valued and supported. They recognize the positive behavior and safety of pupils within the school. The governing body is knowledgeable and supportive, understanding the need to hold the leadership accountable for pupil progress and welfare. They are aware of the necessary steps for further development.
The previous inspection highlighted the need to improve teaching and learning for disadvantaged pupils. While some progress has been made, significant gaps remain between the performance of disadvantaged pupils and their peers. Safeguarding practices are effective, with regular training for staff and thorough checks on individuals working with children. The school has established strong local links and works closely with parents to support children in need.
The inspection focused on several key areas, including the effectiveness of teaching and the support provided to disadvantaged pupils. While some subjects, such as science and mathematics, show better alignment with the needs of disadvantaged pupils, inconsistencies exist across other areas. The leadership has not sufficiently evaluated the impact of implemented strategies on different pupil groups. Effective questioning techniques are employed by some teachers, enhancing pupils' understanding, but gaps in prior knowledge can hinder progress.
Attendance monitoring systems have improved, bringing attendance in line with national averages. The sixth form has also seen progress, although similar issues regarding the focus on different student groups persist. The next steps for the school include ensuring that evaluations of planned actions are sharply focused on the impact for various pupil groups, sharing effective teaching practices, building learning sequentially, and developing literacy skills across all subjects to improve writing standards for all pupils, particularly boys.
