Biddick Academy, located in Washington, Tyne and Wear, underwent an inspection on November 17 and 18, 2021. The overall effectiveness of the school was rated as good, with specific areas of strength identified in the quality of education, personal development, and leadership and management. However, the school received a requires improvement rating for behavior and attitudes. This marked an improvement from the previous inspection, which had rated the school as requiring improvement overall.
The curriculum at Biddick Academy is broad and ambitious, with teachers maintaining high expectations for all pupils, including those with special educational needs and disabilities. The school has made significant efforts to ensure that pupils are well-informed about their future educational and career pathways, particularly during the challenges posed by the COVID-19 pandemic. Opportunities for pupils to develop leadership skills are increasing, with many students participating in roles such as student council members and prefects.
While most pupils feel that bullying is addressed effectively, there are concerns among some students and parents regarding the handling of bullying incidents and the use of inappropriate language. Although the majority of pupils demonstrate positive attitudes towards learning, there are inconsistencies in behavior across different classes, often influenced by the teaching staff. The school has seen a decline in suspensions, indicating progress in managing behavior, but the application of the behavior policy is not uniform among all staff.
The school has successfully adapted its curriculum in response to learning gaps caused by the pandemic, helping pupils to catch up on missed learning. Teachers focus on developing subject-specific vocabulary and provide opportunities for pupils to revisit prior learning, which aids in knowledge retention. However, in subjects like history and science, there is a need for more opportunities for pupils to apply their knowledge in varied contexts.
The proportion of pupils studying the English Baccalaureate is below the national average, but leaders have plans to increase participation in modern foreign languages. Literacy development is a priority, with targeted support for pupils struggling with reading. The school effectively utilizes information from its special educational needs team to support pupils with additional needs, ensuring their full participation in school life.
Biddick Academy has established a strong careers program that has led to an increase in the number of pupils remaining in education or training after Year 11. The school meets the requirements of the Baker Clause, providing information about technical education and apprenticeships. Leaders have high expectations for pupil behavior, and while there has been a significant reduction in poor behavior incidents, the inconsistent application of behavior policies remains a challenge.
The personal development curriculum is comprehensive, addressing important topics such as unhealthy relationships and online safety. Most pupils exhibit respectful attitudes, but some report experiencing derogatory comments and feel hesitant to report these issues. Staff training in safeguarding is robust, and the school has effective systems in place to protect pupils from harm.
To improve, the school must ensure consistent application of its behavior policy to create a calm learning environment. Additionally, leaders need to address the concerns regarding respectful behavior among a minority of pupils and enhance the clarity of disciplinary knowledge in subjects like history and science. Overall, Biddick Academy demonstrates a commitment to continuous improvement and the well-being of its pupils.
