University Academy Long Sutton, located in Spalding, Lincolnshire, underwent an inspection on September 26 and 27, 2023. The overall effectiveness of the school was rated as requiring improvement, with the quality of education also falling into the same category. However, the school demonstrated good performance in areas such as behavior and attitudes, personal development, and leadership and management. The principal, Liam Davé, leads the school, which is part of the University of Lincoln Academy Trust, overseen by CEO Steve Baragwanath and chaired by Andrew Hunter.
The school is described as welcoming and caring, with noticeable improvements in various areas, particularly in behavior. Students feel accepted and safe, reporting that bullying is infrequent and that staff are responsive to any issues. Most students exhibit polite and well-mannered behavior, contributing to a calm and orderly atmosphere in lessons. The school has established positive relationships between staff and students, with pupils appreciating the support they receive from teachers.
University Academy Long Sutton has implemented a well-planned curriculum for most subjects, although there are inconsistencies in its delivery. In some subjects, the key knowledge that students should learn and the sequence of that learning are not clearly defined, which can hinder students' ability to build on prior knowledge. This inconsistency can lead to some students not achieving their full potential. While most teachers possess good subject knowledge and present information clearly, not all consistently check students' understanding, resulting in gaps in learning that are not always addressed.
The school prioritizes reading, providing support for students who need assistance in becoming fluent readers. This includes targeted help for those developing their phonics skills, which has led to increased confidence and enjoyment in reading among these students. Additionally, the school effectively identifies the needs of students with special educational needs and disabilities (SEND), although not all teachers utilize this information effectively, which can limit access to the curriculum for some students.
The school has high expectations for student behavior, with a clear system in place for managing any behavioral issues. Low-level disruptions in lessons are rare, and the school is proactive in addressing barriers to regular attendance, leading to improvements in attendance rates. The school also offers a well-structured program for students' wider development, ensuring they understand fundamental British values and learn about various world religions. Students engage in discussions on significant topics, such as concepts of evil and suffering, and are informed about potential career paths from an early age.
Staff express pride in working at the school, noting effective leadership and management, as well as strong support from governors and trustees. The trust leaders have collaborated with the school to facilitate improvements. Safeguarding arrangements are deemed effective, ensuring a safe environment for all students.
To enhance its performance, the school must clarify the key knowledge that students should learn across all subjects and ensure that teachers consistently check for understanding. Additionally, it is essential for teachers to adapt their teaching methods to meet the needs of students with SEND. The school should also refine its action plans to address curriculum delivery issues more precisely, ensuring a consistent quality of education for all students.
