Neale-Wade Academy, located in Cambridgeshire, underwent an inspection on October 31 and November 1, 2023, and received an overall effectiveness rating of Requires Improvement. The inspection highlighted several areas needing attention, including the quality of education, behavior and attitudes, personal development, leadership and management, and sixth-form provision, all of which were rated as Requires Improvement. The principal, Graham Horn, leads the school, which is part of The Active Learning Trust, overseen by CEO Lynsey Holzer and a board of trustees chaired by Victor Daniels.
Pupils at Neale-Wade Academy are beginning to see benefits from recent improvements, particularly in behavior, as older students report a positive shift. However, disruptions in lessons remain a concern. The school has raised its ambition for all pupils, with younger students benefiting from a new curriculum. Despite this, there is significant variability in curriculum delivery, leading to inconsistent learning outcomes and progress among students.
The school has faced considerable turbulence in recent months, with a high turnover of staff, including temporary teachers, which has hindered the development of positive relationships. While most pupils feel supported by staff, some express concerns about the ability of adults to address their worries effectively. Pupils generally feel safe, and instances of bullying are rare, with established procedures in place to handle such cases. However, a minority of students exhibit inappropriate behavior and language, which is not always addressed consistently by staff.
Recent changes within the trust have positively impacted the school's improvement trajectory, providing additional support and resources. The curriculum has been redesigned, with subject specialists developing ambitious programs of study. However, the delivery of the curriculum remains inconsistent, particularly for pupils with special educational needs and disabilities. While some teaching is effective, other lessons lack clarity and precision, leading to gaps in pupils' understanding and knowledge retention.
Teachers sometimes struggle to assess pupils' understanding accurately, often relying on vague questioning that fails to identify specific gaps in knowledge. This results in some pupils being unprepared for subsequent learning activities. Additionally, not all teachers check for understanding consistently, which limits their ability to address significant knowledge gaps. Consequently, some pupils find it challenging to recall information over time, impacting their performance in assessments.
The school has made efforts to clarify behavior expectations, but not all staff enforce these consistently, leading to disruptions in learning. The behavior policy requires more uniform application to ensure that all pupils adhere to expected standards. The school has implemented a life skills program to teach respect and tolerance, but the inconsistency in delivery means that pupils do not fully grasp these concepts.
Leadership at the school demonstrates a clear understanding of its strengths and weaknesses, with well-structured plans to address identified priorities. The board of trustees collaborates with the executive team to monitor the impact of actions taken to improve the school's provision. Safeguarding arrangements are effective, ensuring the safety and well-being of pupils.
To improve, the school must ensure that teaching is precise and effective, particularly for pupils with special educational needs. Teachers need to employ strategies that accurately assess pupils' understanding and address gaps in knowledge. Consistent application of the behavior policy is essential to minimize disruptions and create a conducive learning environment. Overall, while there are positive developments at Neale-Wade Academy, significant work remains to enhance the quality of education and support for all pupils.
