Melior Community Academy, located in Scunthorpe, has recently undergone an inspection that highlighted its overall effectiveness as good. The inspection took place on May 21 and 22, 2024, and the school has maintained its previous grade of good since the last inspection in April 2019. The principal, Amber Bradley, leads the school, which is part of the Delta Academies Trust, overseen by CEO Paul Terence Tarn and a board of trustees chaired by Steven Peter Hodsman.
The report indicates that pupils have a more positive perception of the school and the opportunities it offers, particularly after a period of instability. Improvements made by the leadership have fostered a supportive environment for students in both their academic and personal well-being. Behaviour among pupils has significantly improved, with classrooms described as calm and conducive to learning. Pupils are well-supported by staff and feel safe within the school environment. The school has clear expectations for behaviour, which are consistently applied, although a minority of pupils still struggle to meet these standards. The school provides additional support for these students, and incidents of bullying are now rare, with pupils expressing confidence in the school's ability to handle such issues.
The school offers a broad range of extracurricular and enrichment opportunities, including the Duke of Edinburgh's Award scheme, which pupils, including those from disadvantaged backgrounds, engage with effectively. The curriculum has been strengthened in recent years, becoming more ambitious and offering pupils a greater choice of subjects at key stage four. While the majority of pupils achieve well, some disadvantaged pupils do not reach their full potential.
The curriculum is designed to be ambitious, with a focus on essential knowledge in each subject. Leaders have carefully structured the order of learning to build knowledge over time, and staff are clear about what is to be taught. There are thoughtful links between subjects that enhance pupils' understanding. Reading is emphasized within the curriculum, with teachers effectively modeling subject-specific vocabulary and addressing important concepts such as diversity. Pupils needing additional reading support are quickly identified and receive help from well-trained staff.
Lessons are generally calm and focused, with effective teaching leading to secure knowledge development among pupils. However, there is variability in how well the curriculum is learned, particularly when teachers do not adapt lessons to meet the specific needs of pupils. The needs of students with special educational needs and disabilities have not always been met effectively, but improvements are being made in this area.
Attendance remains a challenge, particularly for disadvantaged pupils, and the school has prioritized improving attendance through a comprehensive strategy. Most pupils conduct themselves positively around the school, and relationships between staff and pupils are respectful. While some pupils still fall short of expectations, the number of suspensions is decreasing as pupils adapt to higher standards.
The school has developed a comprehensive personal, social, and health education curriculum, equipping pupils with essential knowledge about health and safety, consent, and healthy relationships. This, combined with an effective careers program, prepares pupils well for life after school. Staff have been supported through significant changes, and there is a positive outlook regarding improvements in the school. However, the school needs to ensure that information collected about pupil achievement is used effectively to address areas of underperformance and to sustain improvements in attendance. The arrangements for safeguarding are effective, ensuring a safe environment for all pupils.
