Countesthorpe Academy, located in Countesthorpe, underwent an inspection on July 5 and 6, 2022, and received an overall effectiveness rating of Requires Improvement. The quality of education, behavior and attitudes, personal development, and leadership and management were all rated as requiring improvement, while the sixth-form provision was rated as good. The school has not been previously inspected under section five of the Education Act 2005.
Most pupils at Countesthorpe Academy strive to embody the school's values of respect, resilience, and success. However, there are instances where some students do not consistently demonstrate these values in their behavior. While the majority of pupils behave sensibly during lessons, a small number disrupt learning, which can hinder the educational experience for others. Pupils feel safe at the school and report that bullying is infrequent, with staff addressing any incidents promptly. There is a strong support system in place, ensuring that pupils can seek help when needed.
The leadership team has made significant improvements since the school joined the multi-academy trust, establishing a clear vision and high expectations for all students. An ambitious curriculum has been initiated, particularly for students with special educational needs and disabilities. However, the curriculum's structure varies across subjects, with some areas lacking clarity, which affects pupils' ability to build knowledge and skills effectively. Teachers generally start lessons by revisiting prior learning, and assessment practices are effective in most subjects, although some areas still need development.
Teachers have high expectations in certain subjects, leading to high-quality work from pupils. However, this is not consistent across all classes, with some teachers not maintaining sufficiently high standards. The school has systems in place to support pupils with special educational needs, but the plans for these students sometimes lack specific targets, which can limit the effectiveness of the support provided.
Students in the sixth form are engaged and serve as positive role models for younger pupils. They achieve well and receive guidance for their future aspirations. The school promotes a love of reading, identifying pupils who need additional support and providing structured programs to help them catch up.
While leaders have improved behavior management systems, consistency among staff in applying these systems remains an issue. The personal, social, and health education curriculum is well-planned but still in the early stages of implementation, with pupils struggling to retain the information taught. Enrichment activities are well-received, and pupils have opportunities for leadership roles within the school.
Staff express pride in working at Countesthorpe Academy, appreciating the support from leadership and the trust. They feel well-led, and governance is strong, with leaders considering staff workload and well-being.
The safeguarding arrangements are effective, with staff trained to recognize and act on concerns. However, documentation of actions taken in safeguarding cases could be more detailed, and attendance records need to be consistently maintained.
To improve, the school must ensure consistent implementation of the curriculum across all subjects, enhance the clarity of support plans for pupils with special educational needs, and establish a unified approach to behavior management among staff. Additionally, the personal development curriculum needs to be better embedded to ensure pupils develop a solid understanding of its components. Finally, safeguarding records must be detailed and accurate to ensure the safety and well-being of all pupils.
