The Ongar Academy, located in Ongar, Essex, has been inspected and continues to be recognized as a good school. Under the leadership of headteacher Carl Wakefield, the school is part of the Bridge Academy Trust, which oversees its operations. The trust is led by CEO Mark Farmer and a board of trustees chaired by Keith Mogford.
Pupils at The Ongar Academy express enjoyment in attending the school, showing a positive shift in their attitudes following a previously unsettled period. They appreciate the high expectations set for behavior, which has fostered a culture of politeness, tolerance, and respect among students. Most pupils demonstrate good behavior, and the school provides strong individual support for those who need it. The relationships between staff and pupils are notably strong, helping students who find school challenging to feel more confident and focused on their learning. Attendance rates have also improved.
The school offers various leadership opportunities and clubs that help develop pupils' confidence. Students can take on leadership roles elected by their peers and participate in programs like The Duke of Edinburgh’s Award scheme. A wide range of clubs, including drama, art, and sports, are available, and pupils engage enthusiastically in these activities. Educational trips, such as visits to a local castle and zoo, enhance pupils' knowledge and understanding.
The Ongar Academy is committed to ensuring that all pupils, including those with special educational needs and disabilities, achieve well. The curriculum is increasingly tailored to meet the diverse needs of students, allowing them to succeed academically. The curriculum is well-structured, clearly outlining what pupils need to learn and how their knowledge will develop over time. Subject leaders effectively monitor pupils' understanding and use this information to guide future learning.
Teachers employ effective questioning techniques to assess pupils' knowledge and encourage independent work and discussions, which enhance communication skills and knowledge retention. Pupils receive constructive feedback on their work, enabling them to make improvements and achieve well. Reading is emphasized, with pupils expected to engage in regular reading activities. However, staffing changes have led to delays in assessing reading proficiency, particularly for those struggling to learn. The school is aware of this issue and has plans to address it.
Teachers are well-informed about the needs of pupils with special educational needs and adapt their teaching accordingly. These pupils are included in lessons and receive the necessary support to access the same curriculum as their peers. The school has implemented a discipline approach that promotes respect and politeness, resulting in a majority of pupils behaving well. When behavior issues arise, support is provided to help students improve.
The personal, social, and health education curriculum covers essential topics, including healthy relationships and online safety, fostering a respectful environment. Pupils learn about future opportunities through career fairs and guidance meetings, although the development of the careers education program is still in its early stages, with a need for more work experience opportunities.
Staff at The Ongar Academy feel supported in their roles, benefiting from training and resources provided by the trust. Governors actively monitor the school's progress and have successfully improved communication with parents, enhancing community confidence in the school. Safeguarding measures are effective, ensuring a safe environment for all pupils.
While the school is performing well, it must address the timely identification of pupils struggling with reading and enhance its careers education program to provide more comprehensive guidance and opportunities for students. Overall, The Ongar Academy demonstrates a commitment to continuous improvement and the well-being of its pupils.
