Pilgrim Academy, located in Immingham, Lincolnshire, has been evaluated as a good school following its inspection in January 2020. The school provides a welcoming environment where students feel safe and happy. Positive relationships between pupils and staff contribute to a supportive atmosphere, although attendance remains a concern, with a notable number of students missing school regularly. Pupils express satisfaction with recent improvements in their education, particularly enjoying the practical and engaging activities incorporated into their lessons. The curriculum is designed to cover a broad range of subjects, fostering a love for learning.
The leadership team, including the new executive headteacher, has implemented significant changes since September 2019, enhancing the quality of education. Teaching has improved, leading to good progress among pupils. The school offers various extracurricular activities, including a breakfast club and other clubs that help students develop their interests and talents. Pupils are educated about the difference between bullying and conflicts, and while some bullying occurs, staff effectively address these issues. Overall, behavior in classrooms and around the school is generally good.
The leadership has focused on improving literacy and numeracy, particularly in key stage two. Initiatives to enhance reading instruction have been successful, with new resources and training for staff contributing to better reading outcomes. The phonics program is well-structured, ensuring that pupils who struggle receive timely support. Although reading skills are taught effectively, there are instances where pupils do not have enough opportunities to practice these skills promptly, which can hinder their fluency.
In mathematics, a coherent curriculum supports the development of pupils' knowledge and skills over time. Teachers utilize their subject knowledge to explain concepts clearly and check for understanding through effective questioning. The introduction of a new curriculum, organized around termly themes, has led to well-structured sequences of work in some subjects, aiding retention and understanding. However, there are still areas, such as religious education and science, where planning and sequencing need improvement.
The early years provision has also seen enhancements, with a well-developed curriculum that engages children in Nursery and Reception. Daily sessions in mathematics and phonics prepare them well for their transition to Year 1. The school promotes personal and social development through activities addressing local social issues, and pupils have more opportunities to participate in sports and educational visits.
The senior leadership team has strengthened its capacity through the appointment of experienced leaders, resulting in improvements across the school. However, some curriculum leaders require further development to effectively support their colleagues. While governors are familiar with the school, there is potential for them to challenge leadership more rigorously.
Safeguarding measures are effective, with pupils feeling secure and trusting the staff to support them. Staff receive regular training, and the school collaborates with external agencies to assist vulnerable pupils. Despite the positive developments, attendance rates remain below average, and persistent absenteeism is a concern. Leaders are encouraged to refine attendance procedures to enhance their effectiveness.
In summary, Pilgrim Academy has made commendable strides in improving educational quality and pupil well-being. Continued focus on attendance, curriculum sequencing, and staff training will further enhance the school's effectiveness and support its students' learning journeys.
