The Austen Academy, located in Basingstoke, Hampshire, is a special academy that caters to pupils with social communication needs associated with autism. The school opened in April 2021 and has since seen a rapid increase in pupil numbers. The headteacher and local governing body have established a vision for high-quality education, but this vision has not yet been fully realized. The recent inspection, conducted on 27 and 28 September 2022, rated the overall effectiveness of the school as requiring improvement, alongside the quality of education. However, the behaviour and attitudes of pupils, as well as their personal development, were rated as good.
Pupils at The Austen Academy often come from backgrounds where they have experienced difficulties in previous educational settings. Staff members are dedicated to ensuring that the initial experiences of pupils at the school are positive, fostering respectful relationships and a supportive environment. The school has implemented effective strategies to address bullying and unkind behaviour, contributing to a calm and respectful atmosphere. Staff take the time to understand the individual needs and interests of pupils, using this information to inform curriculum planning. However, the lessons are not consistently well-structured or sequenced, which affects the overall quality of education.
An important aspect of the school is its recognition of the high anxiety levels that many pupils experience. The start of the school day is organized to help alleviate this anxiety, with staff greeting pupils and providing a welcoming environment. The presence of therapy dogs has also been noted to have a calming effect on students. Staff members are committed to developing pupils' confidence and encouraging independence, which is crucial for their future.
Despite the positive aspects, the school faces challenges in curriculum development, particularly in the secondary phase. Many staff members are new, which has led to a lack of expertise in certain areas. While leaders and teachers focus on preparing pupils for future studies and employment, the links between primary and secondary education are not coherent. This disconnect can hinder pupils' progress, as lessons do not always build on prior knowledge effectively.
The teaching of reading is another area identified for improvement. Although the school has established good connections with local library services and promotes reading across lessons, the phonics programme in place is not utilized effectively to support struggling readers. Staff employ autism-friendly strategies and utilize sensory rooms to help manage pupils' emotions, which contributes positively to their learning environment.
Pupils demonstrate good behaviour, moving around the school calmly and following staff instructions. The personal development of pupils is also commendable, with lessons covering important topics such as online safety and healthy relationships. Opportunities for involvement in school activities, such as the school council, help to build confidence and encourage future planning.
Local governors are supportive of the school's vision but lack experience in monitoring the school's performance effectively. This has resulted in some weaknesses remaining unaddressed, particularly concerning the curriculum. The safeguarding arrangements at the school are effective, with staff trained to identify and address concerns promptly.
To improve, the school needs to ensure that curriculum planning is coherent across all phases and that monitoring processes are established to identify areas for development. Local governors should also enhance their oversight to challenge leaders more robustly. Overall, while The Austen Academy has made strides in creating a supportive environment for its pupils, there are significant areas that require attention to fulfill its potential fully.
