Joyce Frankland Academy in Newport, Essex, was inspected on 27 and 28 June 2023, and received an overall effectiveness rating of good. The quality of education, personal development, leadership, and management, as well as sixth-form provision, were all rated good. However, behavior and attitudes were noted as requiring improvement. The school has a diverse and inclusive environment where pupils generally enjoy attending and form strong friendships. Most students are eager to learn and behave well, although a minority disrupt lessons, impacting the learning experience for others. Pupils feel safe and supported by staff, and attendance is good.
The school offers a wide range of extracurricular activities, including clubs for chess, computing, and various sports, alongside regular theatre productions. Leadership opportunities are available, enhancing pupils' experiences and self-confidence. The curriculum is increasingly well-adapted to meet the needs of all pupils, including those with special educational needs and disabilities. Pupils learn effective study skills and are exposed to various employers and universities, preparing them well for future education or employment.
Leaders have developed a broad and ambitious curriculum that identifies key knowledge for pupils. This curriculum is structured logically, allowing pupils to build on their knowledge over time. Regular assessments, including low-stakes quizzes and formal tests, help teachers adapt their instruction based on pupils' understanding. Teachers demonstrate secure subject knowledge and provide constructive feedback to support improvement.
However, the reading curriculum is still developing, and leaders recognize the need to prioritize this area. Weaker readers receive support to improve their fluency and confidence, but reading is primarily taught through English, and there is a lack of opportunities for pupils to read widely. Leaders are aware of the need to enhance reading proficiency across the curriculum and have plans to address this.
Pupils with special educational needs participate well in lessons, and teachers generally adapt their lessons to support their learning. However, when reading skills are weak, it can hinder access to the curriculum. Leaders acknowledge the need for teachers to better understand pupils' reading competencies to tailor their instruction effectively.
The sixth form is inclusive and supportive, offering a wide range of subjects. Students are taught effective study skills and receive support when needed. They appreciate the knowledgeable teachers who challenge them to excel.
While most pupils behave respectfully and approach their work maturely, some disruptions occur due to inconsistent behavior management among staff. Leaders have implemented changes to school policies, including phone usage, and are providing training to improve behavior management. High expectations for behavior are not always uniformly understood or applied by staff, leading to confusion among pupils.
The wider curriculum, including assemblies, clubs, and personal, social, and health education, aims to develop pupils' independence, imagination, inquisitiveness, and insight. Pupils learn about various topics, including personal finance and mental health, but currently lack opportunities for work experience, limiting their understanding of potential career paths.
Leaders have made significant progress in enhancing the quality of education, supported by trustees and governors who actively monitor the school's performance and staff well-being. Safeguarding arrangements are effective, with timely identification of concerns and strong collaboration with local services. Staff are well-trained in safeguarding procedures, and pupils are educated on safety topics.
To improve, the school needs to prioritize reading development across the curriculum, ensure consistent behavior management practices among staff, and provide meaningful work experience opportunities for pupils.
