Ashington Academy, located in Northumberland, has undergone significant improvements since its establishment under the North East Learning Trust. The recent inspection conducted on March 23 and 24, 2022, concluded that the school is providing a good quality of education across various aspects, including leadership, management, and sixth-form provision. The school has made commendable strides in addressing previous weaknesses, resulting in a positive learning environment where most pupils express satisfaction and would recommend the school to others.
The leadership team has focused on enhancing the curriculum, ensuring that it is well-structured and that important knowledge is clearly identified for pupils. This approach allows teachers to plan lessons that build on prior knowledge, facilitating better understanding of new concepts. Teachers are generally effective in checking pupils' understanding in most subjects, with regular opportunities for revisiting key learning. However, there are inconsistencies in assessing the personal development curriculum, leading to some pupils lacking knowledge in areas such as different faiths and beliefs.
Pupils receive strong support from teachers who maintain high expectations. The pastoral support staff, including year group leaders, are well-regarded by students, contributing to a supportive atmosphere. Most pupils behave well during lessons and throughout the school day, with minimal disruption to learning. While instances of bullying do occur, pupils are aware of how to report concerns and feel confident that adults will assist them.
The school emphasizes the importance of vocabulary and broadening pupils' knowledge, which is evident in the sixth form where students are encouraged to engage with a variety of reading materials. Extracurricular activities are available, and pupils have a voice in suggesting clubs, leading to the establishment of a well-being club. However, the school has not yet developed a comprehensive careers information and guidance program, which is essential for helping pupils make informed decisions about their future.
Despite the overall positive findings, there are areas for improvement. Teachers need to better identify gaps in prior knowledge for pupils with special educational needs and disabilities, as some struggle to access new learning due to unaddressed gaps. Additionally, the school lacks a strategic approach to career education, resulting in some pupils not receiving timely information about their options post-education.
The safeguarding measures in place are effective, with staff trained to recognize and respond to potential risks. Leaders ensure that all staff are knowledgeable about safeguarding protocols, and pupils are educated on how to keep themselves safe, including online safety.
In summary, Ashington Academy has made significant progress in providing a good quality of education, with strong leadership and a supportive environment for pupils. While there are areas that require attention, particularly in the realms of personal development and career guidance, the school is on a positive trajectory, fostering a culture of learning and personal growth among its students. The commitment of staff and leadership to continuous improvement is evident, and the school is well-positioned to build on its successes moving forward.
