School etc

Peak Academy

Peak Academy
Drake Lane
Barton
Dursley
Gloucestershire
GL115HD

01453 542130

Headed by Mr Jed Donnelly

School holidays for Peak Academy via Gloucestershire council

Check school holidays


30 pupils aged 11—15y boys gender
55 pupils capacity: 55% full

30 boys 100%

12y713y714y615y8

Last updated: July 21, 2014


— Academy Special Sponsor Led

URN
138429
Establishment type
Academy Special Sponsor Led
Establishment #
7001
Open date
Sept. 1, 2012
Reason open
New Provision
OSGB coordinates
Easting: 376109, Northing: 198811
GPS coordinates
Latitude: 51.688, Longitude: -2.347
Accepting pupils
11—16 years old
Census date
Jan. 16, 2014
Ofsted last inspection
June 17, 2014
Region › Const. › Ward
South West › Stroud › Cam East
Area
Village - less sparse
Free school meals %
46.70
Trust school
Is supported by a Trust
Learning provider ref #
10038371

Rooms & flats to rent in Dursley

Schools nearby

  1. Cam House School GL115HD
  2. Greenfield Academy GL115HD (45 pupils)
  3. 0.4 miles Rednock School GL114BY (1298 pupils)
  4. 0.7 miles Cam Everlands Primary School GL115SF (209 pupils)
  5. 0.7 miles Cam Hopton Church of England Primary School GL115PA (205 pupils)
  6. 0.8 miles Dursley Church of England Primary School GL114NZ
  7. 0.8 miles Dursley Church of England Primary Academy GL114NZ (274 pupils)
  8. 1.4 mile Cam Woodfield Infant School GL116JJ (144 pupils)
  9. 1.4 mile Cam Woodfield Junior School GL116JJ (143 pupils)
  10. 1.9 mile Coaley Church of England Primary School GL115EB (63 pupils)
  11. 1.9 mile Uley Church of England Primary School GL115SW (104 pupils)
  12. 2.3 miles North Nibley Church of England Primary School GL116DL (106 pupils)
  13. 2.7 miles St Joseph's Catholic Primary School GL103TY (103 pupils)
  14. 2.8 miles Slimbridge Primary School GL27DD (105 pupils)
  15. 3.6 miles Blue Coat CofE Primary School GL127BD (315 pupils)
  16. 3.6 miles The British School GL127JU (164 pupils)
  17. 3.9 miles Katharine Lady Berkeley's School GL128RB
  18. 3.9 miles Katharine Lady Berkeley's School GL128RB (1445 pupils)
  19. 4.1 miles Leonard Stanley Church of England Primary School GL103LY (179 pupils)
  20. 4.3 miles Kings Stanley Infant School GL103PN
  21. 4.3 miles Kingswood Primary School GL128RN (100 pupils)
  22. 4.3 miles King's Stanley CofE Primary School GL103PN (197 pupils)
  23. 4.4 miles King's Stanley Church of England Junior School GL103HZ
  24. 4.5 miles Eastington Primary School GL103SB (141 pupils)

List of schools in Dursley


11 March 2013
Mr Jed Donnelly
The Executive Headteacher

Peak Academy

Drake Lane
Dursley
GL11 5HD
Dear Mr Donnelly

No formal designation monitoring inspection of Peak Academy

Following my visit with Lesley Cox Her Majesty’s Inspector to your academy on 7 to

8 March 2013, I write on behalf of Her Majesty’s Chief Inspector of Education,

Children’s Services and Skills to confirm the inspection findings.

The inspection was a monitoring inspection carried out in accordance with no formal
designation procedures and conducted under section 8 of the Education Act 2005.

The inspection was carried out because the academy’s predecessor school was

judged to be a school causing concern.

Evidence

Inspectors observed the academy’s work, scrutinised documents and met with the

executive headteacher and senior leaders, teachers and support staff, and a
representative of the sponsors who is also chairing the development of local
governance arrangements. Inspectors observed teaching and learning in 11 lessons
and attended an assembly. A number of joint observations were undertaken with
senior leaders as well as a learning walk around the academy and visits to a range of
Key Stage 4 alternative providers.
Having considered all the evidence I am of the opinion that at this time the academy
is making reasonable progress in raising standards for all students.

Context

Peak Academy shares the site with Greenfields Academy. Students and staff of both
academies are completely integrated within all aspects of school life. Lessons include
students and staff from both schools. There are 85 students on roll from both
schools and 27 are from Peak Academy. Key Stage 4 students currently undertake
their studies at a range of alternative providers. The academy is about to open a

Tribal
1-4 Portland Square
Bristol
BS2 8RR
T 0300 123 1231
Text Phone: 0161 6188524

www.ofsted.gov.uk
Direct T 0117 311 5319
Direct F 0117 315 0430
Direct email: matthew.parker@tribalgroup.com

temporary centre of study for some Key Stage 4 students in Gloucester. All students

have a statement of special educational needs, primarily for behavioural, emotional
and social difficulties. The proportion of students for whom the academy receives
additional funding, as part of the pupil premium, is above that found nationally. The
pupil premium is additional government funding for students known to be eligible for
free school meals, children in local authority care and children of service families.
There are now leadership arrangements through partnership with a successful
special school. A senior leadership group has been established to work with the
school until August 2014. The academy’s current senior leaders took up their roles in
November 2012 after a period with interim leadership arrangements.

Achievement of pupils at the academy

School leaders are acutely aware that students started in the academy with very low
levels of attainment. Students are not making sufficient progress, but this situation is
improving although attainment is still very low. There are now clearer systems to

track students’ progress. Assessment continues to be a key focus in driving improved

progress. The moderation of students’ work and support for staff in assessing the

progress of students are in hand. There has been a great deal of effective work on

developing literacy across different subjects. This is beginning to have a positive
impact on student progress and is being increasingly planned for by teachers in their
lessons. The academy leaders are rightly concentrating on making sure that all
groups of students are making much better progress in all areas of study.
Achievement tracking of Key Stage 4 students is not well developed but leaders are
aware of the need to sharpen the focus, particularly with literacy and numeracy
skills.

The quality of teaching

The quality of teaching is improving as teachers are given a wide range of
opportunities to develop their skills further; they are well supported by academy
leaders and sponsor consultants. The strong support for literacy has particularly
been appreciated by teachers and support staff. As a result, there is an increasing
understanding of how to develop wider opportunities for speaking and listening,
reading and writing. There are some lessons that promote good progress and in
which teaching assistants are well deployed. In these lessons teachers use a range
of opportunities to check learning and they adjust tasks accordingly throughout the
lesson. The impact of teaching is inconsistent and some teaching does not bring
about sufficient progress. The learning objectives are not always clear enough and
so students can complete tasks but not meet individual learning needs. Targets for
academic and personal development are evolving. Leadership and management of
teaching and learning are strong. Leaders have a clear understanding of the
strengths of teaching in the academy and are tackling weaknesses. There is still
much to do. Plans are developing well to support staff with issues across the school
as well as to provide more tailored support for individual teachers and teaching
assistants. Plans to implement effective performance management systems are
underway.

Behaviour and safety of pupils

Students’ behaviour is improving. Behaviour management strategies are increasingly
effective and there is a clearer focus on learning. Students are encouraged to
engage with the learning opportunities; where staff are consistent and persistent,

students’ engagement in learning is developing well and they are becoming more

successful. Students recognise how things have improved in the academy and that
their school is becoming a closer community where relationships between students
and with staff are improving. A uniform is worn with pride by some students and
most are keen to earn points during lessons for their positive attitudes. When
teaching is engaging, and challenges students, behaviour is positive and learning is
stronger. The challenge is not always focused sharply enough for each student.
Leaders are challenging attendance issues well. Safeguarding arrangements meet
current requirements.

The quality of leadership in and management of the academy

The senior leaders of the academy are working well to establish a successful
academy. The academy leaders and governors recognise the progress made so far
and there is a clear understanding of the work ahead. Priorities have been
established in order to bring about rapid and sustainable progress across the

academy, and the leadership’s consistency in approach is reassuring for staff. There

is a strong determination to ensure students get a wide range of opportunities for
them to grow and to be more successful. The development of high quality teaching

is a key priority and development of coaching and wider support is underway.

Leaders are aware that students need to make up a great deal of lost ground from
previous years. Governors at sponsor level are tracking progress with a range of
indicators and they are aware of the need to improve outcomes for students in all
year groups. Plans to establish local governance are developing well.

External support

The academy has provided strong support for leadership and the development of
literacy. This support is already having an impact across the school. A wide range of
external alternative provision is used in Key Stage 4. This needs further development
to maximise the outcomes and secure positive learning pathways for all learners.
Transport arrangements with external partners at times take too long to set up and
so students are without provision during the interim period.

Priorities for further improvement

 Increase significantly the progress of all students by developing the quality of

teaching, particularly by using assessment strategies more rigorously to sharply
focus learning opportunities for individual students.

 Improve the quality of provision at Key Stage 4 to make sure students are

increasingly successful, particularly for literacy and mathematics, and ensure
other areas of learning are quality assured with the same rigour as the learning
that takes place on the school site.

I am copying this letter to the Secretary of State for Education, the Chair of the
Governing Body and the Academies Advisers Unit at the Department for Education.
This letter will be published on the Ofsted website.
Yours sincerely
Paul Scott

Her Majesty’s Inspector

Save trees, print less.
Point taken, print!