Nunthorpe Academy, located in Middlesbrough, has recently undergone an inspection that has resulted in an overall effectiveness rating of Requires Improvement. The inspection took place on June 18 and 19, 2024, and highlighted several areas of concern regarding the quality of education, behavior and attitudes, personal development, and leadership and management, all of which were rated as requiring improvement. However, the sixth-form provision received a good rating, indicating that students in this phase are benefiting from a structured and supportive learning environment.
The head of the school, Kate Kell, leads Nunthorpe Academy, which operates as a single academy within the Nunthorpe Multi Academy Trust. The trust is overseen by an executive principal and a board of trustees. The inspection report notes that while pupils feel safe and enjoy their learning in many subjects, there are significant issues with behavior in key stages three and four, leading to high suspension rates. The report emphasizes that some lessons are disrupted by poor behavior, which negatively impacts the learning experience.
The curriculum at Nunthorpe Academy is broad and designed to prepare students for future educational and employment opportunities. The careers program is extensive, helping pupils make informed choices about their futures. Additionally, the school offers a variety of extracurricular activities, particularly in key stage three, encouraging students to develop leadership skills through initiatives like the school council.
Despite these positive aspects, the report identifies that pupils with special educational needs and disabilities (SEND) do not consistently receive the support they require in lessons. Teachers are not always implementing strategies effectively to address the gaps in knowledge for these pupils, which has resulted in lower attendance rates among students with SEND compared to their peers.
The inspection highlighted that while the school has developed a broad curriculum with clear expectations for teaching, there are gaps in pupils' knowledge that are not being effectively identified or addressed. This lack of identification hinders pupils' ability to build on their prior learning. Furthermore, some teachers have not received adequate training to help them plan and deliver lessons that effectively address these gaps.
The school has initiated a reading program aimed at improving literacy among all pupils, but it is still in the early stages of development. There is a recognition that more needs to be done to encourage students to read widely and frequently. Attendance rates remain low, particularly among disadvantaged pupils, although new systems have shown signs of improvement.
Pupils have reported instances of bullying, often involving discriminatory language, and while they are encouraged to report such incidents, there is a lack of confidence that staff will address these issues effectively. The sixth form, however, is noted for its ambitious study programs that foster independent skills and high expectations for student success.
The personal, social, and health education program is comprehensive, covering important topics such as healthy relationships and mental health awareness. However, it lacks sufficient content on different faiths and cultures, which limits pupils' understanding of diversity in modern Britain.
Staff at Nunthorpe Academy express satisfaction with their work environment, noting that leaders consider their well-being and workload. The governing body is aware of the challenges facing the school and is committed to meeting statutory duties while striving for improvement.
In summary, Nunthorpe Academy has several strengths, particularly in its sixth-form provision and broad curriculum. However, significant areas require attention, including behavior management, support for SEND pupils, attendance, and the handling of bullying incidents. The school is working to address these issues to enhance the overall educational experience for all students.
