John Port Spencer Academy, located in Etwall, Derbyshire, was inspected on May 17 and 18, 2022. The overall effectiveness of the school was rated as good, with the quality of education, behavior and attitudes, leadership and management, and sixth-form provision also receiving good ratings. However, personal development was noted as requiring improvement. This was the first inspection under section five of the Education Act 2005 since the school joined the Spencer Academies Trust in 2018.
Pupils at John Port Spencer Academy appreciate the education they receive, benefiting from the commitment of staff and leaders to provide a high-quality learning experience. Strong relationships exist between pupils and staff, contributing to a positive school environment where most pupils feel safe and supported. The conduct of pupils is commendable, as they demonstrate politeness, helpfulness, and respect towards each other and adults. They are focused during lessons, with minimal distractions, and report that instances of bullying are effectively addressed by staff.
The school’s leadership is dedicated to helping all pupils achieve their best. The curriculum is broad, offering a wide range of subjects, including at key stage four and in the sixth form. Leaders have made significant efforts to enhance the quality of education, although this commitment has not yet fully extended to the personal development curriculum. Leaders are beginning to take steps to ensure that pupils develop holistically.
Senior leaders have collaborated effectively with subject leaders and trust leaders to improve the curriculum, focusing on a knowledge-rich approach. Subject leaders have carefully considered the knowledge that should be taught and when, enabling pupils to retain and build upon their learning. Support for pupils with special educational needs and disabilities has improved, allowing all pupils to progress in their knowledge over time. Additionally, pupils needing extra help with reading have access to high-quality resources and interventions, helping many to catch up with their peers.
While the school has made strides in curriculum development, some subjects, particularly religious education and personal, social, health, and economic education, lack sufficient ambition. Pupils have expressed that these subjects do not receive adequate time or expertise, leading to repeated content that fails to engage them. Leaders have plans to enhance this aspect of the curriculum, including the introduction of more visiting speakers.
The school prioritizes career education, providing high-quality information, advice, and guidance. Sixth-form students have access to various work experiences, and the school maintains strong relationships with local businesses, particularly in the engineering sector. A wide range of extracurricular activities is available, including clubs for drama, music, and support for the LGBT+ community.
Teachers demonstrate strong subject knowledge and often engage pupils in-depth during lessons. However, in some subjects, assessment practices do not effectively identify misconceptions or gaps in knowledge, which can lead to pupils progressing before fully understanding the material. Teachers set demanding work that helps pupils learn key knowledge and develop related skills, ensuring that they revisit and build on prior learning.
Pupils navigate the large school site sensibly and show respect for their environment. Attendance is generally good. The school is well-led, with leaders mindful of staff workload and well-being, contributing to a positive working environment. Safeguarding arrangements are effective, with staff trained to address concerns about pupils’ welfare and well-being. Overall, while the school has many strengths, there are areas for improvement, particularly in personal development and assessment practices.