phone: 01453 542130
headed by: Mr Jed Donnelly
55 pupils capacity: 55% full
30 boys 100%
Last updated: July 21, 2014
— Academy Special Sponsor Led
- Establishment type
- Academy Special Sponsor Led
- Establishment #
- 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
- Village - less sparse
- Free school meals %
- Trust school
- Is supported by a Trust
- Learning provider ref #
- Cam House School GL115HD
- Greenfield Academy GL115HD (45 pupils)
- 0.4 miles Rednock School GL114BY (1298 pupils)
- 0.7 miles Cam Everlands Primary School GL115SF (209 pupils)
- 0.7 miles Cam Hopton Church of England Primary School GL115PA (205 pupils)
- 0.8 miles Dursley Church of England Primary School GL114NZ
- 0.8 miles Dursley Church of England Primary Academy GL114NZ (274 pupils)
- 1.4 mile Cam Woodfield Infant School GL116JJ (144 pupils)
- 1.4 mile Cam Woodfield Junior School GL116JJ (143 pupils)
- 1.9 mile Coaley Church of England Primary School GL115EB (63 pupils)
- 1.9 mile Uley Church of England Primary School GL115SW (104 pupils)
- 2.3 miles North Nibley Church of England Primary School GL116DL (106 pupils)
- 2.7 miles St Joseph's Catholic Primary School GL103TY (103 pupils)
- 2.8 miles Slimbridge Primary School GL27DD (105 pupils)
- 3.6 miles Blue Coat CofE Primary School GL127BD (315 pupils)
- 3.6 miles The British School GL127JU (164 pupils)
- 3.9 miles Katharine Lady Berkeley's School GL128RB
- 3.9 miles Katharine Lady Berkeley's School GL128RB (1445 pupils)
- 4.1 miles Leonard Stanley Church of England Primary School GL103LY (179 pupils)
- 4.3 miles Kings Stanley Infant School GL103PN
- 4.3 miles Kingswood Primary School GL128RN (100 pupils)
- 4.3 miles King's Stanley CofE Primary School GL103PN (197 pupils)
- 4.4 miles King's Stanley Church of England Junior School GL103HZ
- 4.5 miles Eastington Primary School GL103SB (141 pupils)
The Peak Academy
Drake Lane, Dursley, Gloucestershire, GL11 5HD
|Inspection dates||3–4 June 2015|
|Overall effectiveness||This inspection:||Good||2|
|Leadership and management||Good||2|
|Behaviour and safety of pupils||Good||2|
|Quality of teaching||Good||2|
|Achievement of pupils||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because:
| Leadership and management are good. The |
Students and their families have confidence in the
Staff consistently apply the school’s policies and
Attendance is improving because learning is more
All students leave the school with a place in
strong leadership team has set a clear direction
and ethos, which everyone follows.
staff and feel welcomed, supported and fully
involved in school life.
procedures. Teaching is reliably good or better,
enabling students to make good progress.
interesting and teaching has improved.
education, training, apprenticeship or
| Behaviour and safety are good. Students learn how |
The school provides a safe and nurturing
The achievement gap between those students
Governance is good. Governors understand the
to behave, respecting themselves and each other.
There have been no exclusions since November
environment in which students blossom. They know
what they can and cannot do, and how to improve
their behaviour and raise their achievements.
eligible for the pupil premium and others is rapidly
needs of the students in the school and know about
| Some students do not attend school as often as |
More-able students do not always have work that
is sufficiently challenging.
| Middle leaders need to take more responsibility to |
ensure that teaching and achievement are
outstanding in the areas that they lead.
Information about this inspection
- As at the previous inspection, this inspection was conducted jointly with the inspection of Greenfield
Academy. This is because the students at The Peak Academy are taught alongside the students at the
Greenfield Academy, under the same leadership, management and governance. Again, as previously, the
lead inspectors worked closely together to support the leadership team in managing the two inspections
and produced almost identical reports.
- The inspectors visited seven parts of lessons and looked at a selection of students’ books. They also
observed students at the start of the school day, during break and as they moved around the school.
- The inspectors looked at a range of documents, including minutes of meetings of the governing body, the
academy’s information detailing students’ current progress and records relating to behaviour, attendance,
safeguarding and finance.
- The inspectors held formal discussions with the senior leaders, a teacher new to the school, the head boy,
the school council, three parents or carers, representatives from the governing body, the local community
police officer, the police community support officer from ‘Great Expectations’, and the Chief Executive
Officer of the White Horse Federation. Informal discussions were also held with students during the school
- An inspector inspected the school’s annexe and the alternative provision used by the school. Meetings
were held with staff and students at these sites and the students’ books and work scrutinised.
- The 25 responses to Parent View, Ofsted’s online parent questionnaire, and 25 questionnaires returned
from staff were taken into consideration.
- Evidence from previous monitoring visits was taken into account.
|Steffi Penny, Lead inspector||Her Majesty’s Inspector|
In accordance with section 13 (4) of the Education Act 2005, Her Majesty’s Chief Inspector is of the opinion
that the school no longer requires special measures.
Information about this school
- The Peak Academy was opened in September 2012 as part of a federation with Greenfield Academy. Both
special schools were sponsored by Academies Enterprise Trust (AET). On 1 April 2015, the schools
officially changed sponsor to the White Horse Federation (WHF).
- Both schools share the same location and website under the banner of the Peak Academy.
- This is a special school for students with social, emotional and mental health needs (SEHM). All students
have a statement of special educational needs or an education, health and care plan related to SEHM.
Students often also have other additional difficulties, which have resulted in multiple permanent exclusions
from other schools in the county.
- Since September 2014, almost all Year 11 students have been educated off site in alternative provision in
an annexe several miles from the main school. The staff at the annexe are employed by the school. In
addition, the school has previously made use of Bridge Training, Gloucester Young People, The Door
Youth Project, the Launchpad, Gloucestershire Mentoring and Support (GMAS), and home tuition.
- A very small number of Year 10 students are educated off site at GMAS.
- The vast majority of students are boys.
- The large majority of students are of White British heritage and very few speak English as an additional
- Just over 50% of students are eligible for support through the pupil premium. The pupil premium is
additional government funding for children in the care of the local authority and students known to be
eligible for free school meals.
- The school does not enter students early for GCSE examinations.
What does the school need to do to improve further?
- Ensure that all students on the school’s roll are correctly placed, attend and get the education to which
they are entitled.
- Raise the achievement of more-able students by providing them with more challenging work.
- Improve the quality of middle leadership. Through further training and professional development, ensure
that they take more responsibility for making teaching and students’ achievement outstanding in the areas
|The leadership and management||are good|
- Early on, the Principal quickly grasped what needed to be done to make this a good school. Consequently,
he and his strong senior leadership team rapidly sought out and tackled significant weaknesses. Together,
they continue to drive improvements. Inconsistencies in staff managing students’ behaviour and providing
at least good quality teaching have been resolved.
- Students, their families and staff are all rightly proud to be members of this school. They appreciate the
tremendous amount of hard work that has gone on behind the scenes to enable the rapid changes in this
school’s provision. They are aware that more needs to be done as well as the current standards being
sustained. They are ready, willing and able to meet the challenges ahead.
- Senior leaders have been instrumental in turning the fortunes of the school around. The appointment of
good quality subject and area leaders has been an important staging post in the school’s improvement
journey. These middle leaders now need to take more responsibility for the areas they lead, including
developing the vision as to what needs to be done to make their subject or area outstanding.
- The sponsors have provided good support through their own officers and by utilizing staff from other
schools. The schools have benefited equally by being able to check each other’s judgements and share
what works best to raise standards in teaching, learning, leadership and management.
- Senior leaders, the governing body and the sponsors know the school’s strengths and weaknesses well.
This expertise is informed by good quality information that is regularly collected and analysed so that all
are clear about the progress that all students make and their achievements, attendance and behaviour.
- Close liaison and involvement with other agencies such as the police are helping to ensure that students
are not drawn into gang or drug cultures. In addition, weekly visits by the local constable, helping
students to learn about individual liberty and civil and criminal law are now affable, informal occasions
rather than as previously when there was need to respond to calls for help to control outbursts of poor
- Students are further well prepared for life in modern Britain through other aspects of the good and well-
tailored curriculum. In personal, social and health education (PSHE) lessons and through assemblies,
students are introduced to different cultures, traditions and festivals. As a result, students gain mutual
respect and tolerance of different faiths. Students have recently been following the national election and
replicated the process when appointing the new head boy.
- The school council acts as a good vehicle for sharing students’ views. Students and parents feel welcomed
in the school and appreciate the attractive school website, which contains lots of interesting information
about what students have been doing. It also provides good links to information that families will find
helpful in times of crisis.
- Responses from parents to Parent View were overwhelmingly positive to all but one of the questions.
Parents did not feel that the right level of homework was being given to students. The school is aware of
their concerns and is currently consulting with staff and families about changes to the homework policy.
- The school takes the safeguarding of students seriously. The arrangements meet statutory requirements
and are effective in helping students and their families to be safe. Leaders rigorously monitor the
progress, attendance and behaviour of all students regardless of the location where they are taught.
- Good quality careers guidance ensures that students have appropriate information about future
employment and educational opportunities. All students leave the school with a place in education,
training, apprenticeship or employment.
- Discrimination of any kind is not tolerated. Girls, although very few in number, are treated with equal
kindness and consideration as boys and achieve no less well. Students told inspectors that if any bullying
starts, staff quickly deal with it and that it is alright to be different at this school.
- Some students do not attend school as often as they should. The school has taken stern and swift action
to remind parents of their responsibilities. However, the school and local authority are aware that they
need to work more closely together to ensure that young people are correctly placed on the school roll so
that the school is able to meet all of their needs and that students attend school as often as they can.
- The governance of the school:
The governing body ensures that good teaching is effectively rewarded. It has taken a firm stance on
the performance management of teachers and this has eradicated poor teaching. Where it was not
good enough, staff have responded to the support provided by the school or have moved on. The
governing body and sponsors have an accurate understanding of all aspects of the school. They are
provided with information of good quality that they then scrutinise and interrogate to ensure that the
school is improving and that money is spent prudently. They have ensured that the pupil premium
money is used wisely and is narrowing the achievement gap between those students who are eligible
for it and those who are not.
|The behaviour and safety of pupils||are good|
- The behaviour of pupils is good. Disruptions in lessons due to poor behaviour have significantly reduced.
Where students’ concentration falters for an extended period or their behaviour slips, they are escorted
out by another member of staff to help them regain their composure. When this happens, the other
students in the class continue to learn, and the person who left the room almost always returns quickly to
the class with a good attitude to learning again.
- Staff only give rewards when they are justified. This has made earning them a precious commodity for
students. They enjoy earning rewards such as access to the ‘VIP lounge’ at break time, and students work
hard to behave well.
- Some behaviour in lessons is excellent and comparable to the very best seen in any school. For example,
students in an archery class showed deep respect for each other after they had shot their arrows by
waiting in silence and stillness for others to complete their exercise.
- Incidents are now well recorded and trends are regularly analysed to identify circumstances that have led
to slips in behaviour. Resolutions and risk assessments are then put in place to reduce the possibility of
- The school’s work to keep pupils safe and secure is good. Unacceptable behaviour is always followed up
with suitable consequences. The consistent application of the school’s systems of rewards and sanctions
means that good manners and respect are now more prevalent. Since November 2014, there have been
no exclusions from the school and no need to involve external agencies such as the police. The number
and level of physical interventions have also continued to fall.
- Students and their parents reported to the inspectors that they felt safe and well cared for. Inspection
evidence supports these views.
- The curriculum and teaching of PSHE have dramatically improved. Students now have a much better
understanding about how to keep themselves safe in relationships, including from bullying and domestic
- Students have a good knowledge of e-safety, for example how to keep themselves safe on the internet
and know how to act appropriately if they encounter unkind or explicit and/or inappropriate content.
- Attendance has continued to improve because the school has made sure that the curriculum and where
students are taught meet their needs. However, some students still do not attend school as often as they
should. The school has worked well with mentoring services and other professionals to help support
students and their families. The school is aware that more needs to be done in conjunction with the local
authority to ensure all students on the school roll are correctly placed in the school and that they attend
as often as they can.
|The quality of teaching||is good|
- Teachers have high expectations about the amount of work that students should produce and the quality
of it. As a result of the professional development of staff and strong leadership, the teaching of literacy,
reading and mathematics has significantly improved. Students have work that is interesting and that is
carefully planned to cover the syllabus or scheme they are following. However, it is not always sufficiently
challenging for the more able.
- Teachers mark students’ work regularly and in sufficient detail to enable the students to know what they
have done well and where they can improve. All staff consistently apply the school’s planning, marking,
feedback and record keeping policies. This provides everyone with a comprehensive and clear
understanding about how well each student is doing.
- The school does not always have good quality information about students’ starting points when they join
the school. Through assessment and observation, staff build up a more coherent and holistic picture of
each student’s needs. This information is kept up to date and the curriculum adjusted, with the aim of
meeting any changes in need that the student has.
- Where students join the school and cannot manage to be in school full time, the school works with the
student and their family so that the student learns how to gain resilience so that they can increase the
amount of time they attend school. This also works because teachers carefully adjust their teaching to suit
the individual learning needs of each student.
- Teachers provide a curriculum that increasingly makes subtle links between different subjects and the
world of work. The school’s promotion of students’ spiritual, moral, social and cultural understanding is
effective. However, students get too few first-hand opportunities to explore the creative arts, such as
drama and music, or have sufficient experiences of the world of work. The school is aware of this and
good plans are already firmly established to remedy this from September 2015.
|The achievement of pupils||is good|
- The residual impact of previous considerably poor teaching, low attendance and negative attitudes to
learning has meant that students in Year 11 have not attained as well as they could. Nevertheless, they
have made accelerated progress since September 2014, regardless as to where they have been taught,
and as result, 77% are on track to achieve between one and four accredited pass examinations (GCSE or
equivalent) and 33% to get five.
- More students have taken a GCSE examination this year than in the past. Students in Years 10 and 11
have individual learning plans that are targeted to ensure students gain qualifications in GCSE, BTEC, and
functional skills. Starting in September 2015 the school has widened its range of vocational learning
- School records show, and inspection evidence confirms, that students in Years 7 to 10 have made at least
good progress since September 2014, including those educated elsewhere. However, students on the
main site benefit from interacting with more students and gaining access to the ‘VIP’ lounge.
- The achievement gap between those students eligible for the pupil premium and others is rapidly closing.
The pupil premium funding has been used wisely to help some students be ready to learn through, for
example, equine therapy, and to provide specific targeted support to help close gaps in students’
- Parents and students were keen to tell the inspectors about how the provision in the school has changed
and that learning is now a focus of the school’s work rather than containing and controlling behaviour.
They are proud to be members of this school and agree with inspectors that students are making good
progress in all aspects of their school lives.
- Students are well prepared for life after school. In food technology, they learn how to cook nutritious
meals and how to adjust the types or amount of ingredients in recipes to suit the taste or number of
people for whom they are cooking.
- Work in students’ books and coursework for examinations show good levels of progression. There is an
increase in the expectation of staff and aspirations of students for the level and amount of work produced
by students. Students have responded well to these challenges. Books and folders are well presented
with clear evidence that students are proud of what they have accomplished. This care is also seen on
classroom walls where students’ work and displays are respected.
- Students that are more able do not always attain as well as they can. This is because they are not always
given sufficiently challenging tasks in all subjects. Part of this is due to the legacy of underperformance
and previous lack of understanding about students’ starting points.
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes that |
provide exceptionally well for all its pupils’ needs. This ensures that pupils
are very well equipped for the next stage of their education, training or
|Grade 2||Good||A good school is effective in delivering outcomes that provide well for all |
its pupils’ needs. Pupils are well prepared for the next stage of their
education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it is not |
inadequate. This school will receive a full inspection within 24 months
from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is failing |
to give its pupils an acceptable standard of education and the school’s
leaders, managers or governors have not demonstrated that they have
the capacity to secure the necessary improvement in the school. This
school will receive regular monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and requires
significant improvement but leadership and management are judged to
be Grade 3 or better. This school will receive regular monitoring by
|Unique reference number||138429|
This inspection was carried out under section 8 of the Education Act 2005. The inspection was also deemed a
section 5 inspection under the same Act.
|Type of school||Special|
|School category||Academy special sponsor-led|
|Age range of pupils||11–16|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||22|
|Appropriate authority||The governing body|
|Chair||Mrs Philippa Dancey|
|Headteacher||Mr Richard Lewis|
|Date of previous school inspection||17−18 June 2014|
|Telephone number||01453 542130|
|Fax number||01453 547067|
You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted
will use the information parents and carers provide when deciding which schools to
inspect and when and as part of the inspection.
You can also use Parent View to find out what other parents and carers think about
schools in England. You can visit www.parentview.ofsted.gov.uk, or look for the link
on the main Ofsted website: www.gov.uk/government/organisations/ofsted
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