Littleport and East Cambs Academy, located in Ely, Cambridgeshire, underwent an inspection on March 15 and 16, 2022, and received an overall effectiveness rating of inadequate. The quality of education, behavior and attitudes, and leadership and management were all rated inadequate, while personal development was rated as requiring improvement. The school had not been previously inspected under section five of the Education Act 2005.
Despite the desire of most pupils to succeed, the school fails to provide an acceptable education, leading to disappointment among students who are eager to learn. The curriculum is limited, hindering pupils' potential examination results and causing frustration among parents. Although pupils feel safe and have access to supportive adults, the low expectations from leaders and teachers contribute to a lack of engagement and frequent disruptions in lessons. Staff are not adequately trained to manage behavior effectively, resulting in lost learning time.
While the curriculum is organized in most subjects, teachers often lack the expertise to deliver it effectively. Many do not quickly identify when pupils struggle to learn or remember material, leading to gaps in knowledge. The support for pupils with special educational needs and disabilities is poor, with delays in identifying their needs and insufficient training for staff to provide necessary support. Consequently, these pupils do not receive the help they need to succeed academically.
Pupils report that disruptive behavior in lessons is common, and the inconsistent management of behavior by teachers leaves students confused. The school's approach to handling unacceptable behavior often results in pupils being removed from lessons without adequate teaching. Although some pupils show improvement in behavior through altered curriculum provisions, this limits their access to learning in various subjects.
The understanding of fundamental British values, particularly tolerance, is lacking among pupils. Leaders have begun to change the school's approach to supporting individuals with protected characteristics, including establishing a support group for LGBTQ+ students. The school offers a range of extracurricular activities that pupils appreciate, and many take on responsibilities in various clubs.
Career guidance is provided to help pupils make informed decisions about their future, but the poor curriculum limits their preparation for adult life. Leaders have not effectively engaged with parents, leading to concerns about communication and the handling of issues raised by families. Staff workload management has also been a concern, with many teachers feeling overwhelmed by their responsibilities.
In response to identified weaknesses, trustees replaced the local governing body with a new board to oversee the school. The leadership team has changed, and new policies have been introduced. While leaders recognize the many weaknesses within the school and are taking steps to address them, the improvements are still in their early stages.
The safeguarding arrangements at the school are effective, with staff trained to recognize and respond to signs of harm and neglect. Leaders maintain meticulous records to support vulnerable pupils and ensure that all adults working with children are suitable.
To improve, leaders must enhance staff training to better identify and support pupils' learning needs, particularly for those struggling with reading and those with special educational needs. Effective behavior management strategies must be implemented to reduce disruptions in lessons. Additionally, leaders need to engage more effectively with parents and address their concerns to build confidence in the school. The ongoing changes must also consider staff workload to ensure that improvements can be sustained without overwhelming teachers.
