City of Peterborough Academy, located in Peterborough, Cambridgeshire, has undergone significant improvements since its previous inspection in March 2023, where it was rated as having serious weaknesses. The recent inspection on July 4 and 5, 2024, resulted in an overall effectiveness rating of good across all areas, including the quality of education, behaviour and attitudes, personal development, and leadership and management. The principal, Nicola Treacy, leads the school, which is part of the Greenwood Academies Trust, overseen by CEO Wayne Norrie and a board of trustees chaired by Michael Hamlin.
Pupils at the academy have expressed positive sentiments regarding the changes implemented since the last inspection. They have noted improvements in behaviour and appreciate the respectful interactions that have become the norm within the school environment. This has contributed to a sense of safety, care, and value among students, fostering a culture where everyone is encouraged to achieve their highest potential. The school promotes resilience, encouraging pupils to persist through challenges, which has resulted in high-quality work and commendable examination results.
The academy has cultivated a strong sense of community among its pupils, who take pride in their school and in each other. They engage in learning about diverse beliefs and experiences, which enhances tolerance and respect. Celebrating each other's successes has strengthened bonds among students from various backgrounds. The respectful and calm learning environment is evident, with minimal disruptions to lessons. When behavioural issues arise, staff address them promptly and consistently.
The trust has played a crucial role in enhancing the quality of education, ensuring effective safeguarding measures are in place. The curriculum is ambitious and meets the National Curriculum's aims, particularly for key stage three and four pupils. The school has identified essential knowledge for students and structured it into manageable segments, allowing teachers to connect new information to prior knowledge effectively. Most teachers provide clear explanations and examples, although there are instances where they do not adapt their teaching to meet the diverse needs of all pupils. This sometimes results in students spending excessive time on basic concepts, hindering their progression to more challenging material.
Support for pupils with special educational needs and disabilities is generally effective, with the school quickly identifying individual needs and implementing tailored learning plans. This support enables these pupils to participate fully in school life and build confidence. The school has established high expectations for behaviour and communication, leading to a significant reduction in inappropriate language. However, some issues persist, and the school is actively working to address these.
The personal, social, and health education programme is well-structured, helping pupils understand important topics such as healthy relationships. The careers programme also aids students in making informed decisions about their future educational and training paths. Pupils enjoy a variety of extracurricular activities and are eager to take on leadership roles, fostering a sense of connection to their school community.
Staff members share the leadership's vision and feel respected, with their workload considered. The board of trustees is well-informed, allowing them to maintain an accurate view of the school's progress. The safeguarding arrangements are effective, ensuring a safe environment for all pupils. To continue improving, the school must ensure that teachers consistently check pupils' understanding and adapt their teaching accordingly, allowing all students to access the resources necessary for a deeper understanding of their subjects. Additionally, the school should work to fully embed its positive culture, ensuring that all pupils are treated with respect and valued.
