Mark Hall Academy, located in Harlow, Essex, underwent an inspection on November 8 and 9, 2022, and received an overall effectiveness rating of requires improvement. The quality of education was rated as good, while behaviour and attitudes, as well as personal development, were rated as requiring improvement. Leadership and management were assessed as good. This was the first inspection under section five of the Education Act 2005 since the school opened as an academy in January 2021, following a previous inadequate rating of its predecessor.
Pupils at Mark Hall Academy have experienced significant changes in the past two years, including a high turnover of teachers, which has caused some instability. However, students have noted improvements in their educational experience, with a curriculum designed to help them achieve well. While pupils recognize that behaviour expectations have increased, there are concerns about the inconsistent application of these expectations by staff, leading to some pupils not improving their behaviour when faced with consequences.
The school environment is generally safe, with pupils reporting that bullying is infrequent and that leaders effectively address any issues that arise. Support for pupils with special educational needs and disabilities is strong, particularly through the Orchard, a dedicated space for their well-being. Many parents appreciate the support provided for these pupils.
Despite many younger pupils expressing happiness at the school, there is a notable sentiment among students that their voices are not adequately heard by leaders. The personal development curriculum does not fully convey the ethos that leaders aim to promote, which affects pupils' understanding of important values.
The trust overseeing the school has taken decisive actions to raise standards, including bringing in leaders from other schools within the trust. This has resulted in rapid improvements in key areas such as education quality, safeguarding, and the handling of bullying. The curriculum has been reviewed and is now well-structured and relevant, ensuring that pupils build on prior knowledge and receive the necessary support to succeed academically.
Teachers are well-trained and knowledgeable, effectively delivering the curriculum and providing support for pupils with misunderstandings. However, the implementation of the behaviour policy has not been consistent, leading to low-level disruptions that hinder the learning environment for those who wish to focus.
The personal, social, health, and economic education curriculum is well-considered but lacks consistent delivery, resulting in a disjointed learning experience for pupils. This gap in understanding affects their engagement with the school's values. Nevertheless, pupils do receive valuable guidance regarding their future career choices.
While many parents recognize the improvements made by school leaders, others feel disconnected from the changes and do not fully understand the rationale behind them. Effective communication with the community regarding these changes is necessary for fostering support and understanding.
Trustees actively monitor the quality of provision, including equalities and curriculum effectiveness, and new governors are learning to support and challenge school leaders effectively. The safeguarding arrangements are robust, with staff receiving regular training to ensure pupil safety.
To improve, the school must ensure that all staff apply the behaviour policy consistently and effectively, providing the necessary training to achieve this. Additionally, leaders need to prioritize the consistent delivery of the PSHE curriculum to enhance pupils' understanding of personal development and engagement with the school's ethos. Engaging more effectively with parents and pupils about the reasons for changes will also be crucial for fostering a supportive school community.
