Discovery Academy, located in Nuneaton, Warwickshire, is a special school that caters to pupils with autism spectrum disorder and social, emotional, and mental health difficulties. The school is part of the MacIntyre Academies Trust and is led by Head Tony Leigh. The recent inspection, conducted on January 30 and 31, 2024, confirmed that Discovery Academy continues to be a good school. The leadership structure includes an executive principal, Emily Hopkins-Hayes, and the trust is overseen by interim head Andy Moran and a board of trustees chaired by Neil Macmillan.
The school environment is welcoming, with a strong emphasis on positive relationships between staff and pupils. Leaders are dedicated to ensuring the best outcomes for all students, and staff work diligently to support pupils in overcoming barriers to learning. Most pupils report a positive school experience, aided by clear expectations for behavior and a calm, orderly atmosphere. The school has effective systems in place for pupils to access support and communicate any concerns.
Discovery Academy excels in promoting personal development, offering a wide range of extracurricular activities, including sports, arts, coding, and outdoor education. Pupils benefit from trips to museums and theaters, which enhance their understanding of the curriculum. Leadership opportunities, such as student council roles and participation in the LGBTQ group, allow pupils to engage actively in school life.
The curriculum is designed to align with national standards, providing breadth and depth across subjects. In most areas, the curriculum is well-structured, allowing pupils to build knowledge sequentially. However, there are a few subjects where the school has not clearly identified the key concepts that pupils need to learn, which can hinder knowledge retention over time. Staff effectively utilize assessment to monitor pupil progress and address any gaps in understanding.
Reading is a priority at Discovery Academy, with daily sessions that help pupils develop their skills. Older pupils who may have fallen behind receive targeted support to catch up. The school employs a systematic approach to teaching early reading, ensuring that all staff are well-trained in delivering the phonics program. This has resulted in high engagement and good progress among pupils.
Behavior management strategies are effective, helping pupils regulate their behavior and stay focused on learning. Attendance remains a focus for the school, as some pupils have experienced significant absences. The school collaborates with external agencies to improve attendance rates, and while most pupils are attending more regularly, a small number still miss too much school, impacting their learning.
The school promotes a strong sense of responsibility and character development among pupils, teaching them about tolerance and respect for diverse backgrounds and beliefs. The curriculum addresses important personal and social issues, preparing pupils for life in modern Britain. Career guidance is robust, with opportunities for work experience and exposure to various professions through guest speakers and skills-building programs.
Staff at Discovery Academy express high levels of satisfaction with school leadership, feeling well-supported and describing the school as a positive workplace. The safeguarding arrangements are effective, ensuring a safe environment for all pupils. Overall, while Discovery Academy demonstrates many strengths, it must address the gaps in curriculum clarity and improve attendance for a small number of pupils to enhance the educational experience further.
