The Morley Academy
phone: 0113 2532952
principal: Ms Anne-Marie Garnett
1482 pupils capacity: 106% full
780 boys 50%
795 girls 51%
Last updated: June 30, 2014
Secondary — Academy Converter
- Education phase
- Establishment type
- Academy Converter
- Establishment #
- Open date
- Jan. 1, 2011
- Reason open
- Academy Converter
- OSGB coordinates
- Easting: 426027, Northing: 427383
- GPS coordinates
- Latitude: 53.742, Longitude: -1.6069
- Accepting pupils
- 11—18 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- May 1, 2013
- Region › Const. › Ward
- Yorkshire and the Humber › Morley and Outwood › Morley South
- Urban > 10k - less sparse
- Admissions policy
- Main specialism
- Technology (Operational)
- Investor in People
- Committed IiP Status
- Sixth form
- Has a sixth form
- Free school meals %
- Trust school
- Is supported by a Trust
- Learning provider ref #
- Morley High School LS270PD
- The Ruth Gorse Academy LS270PD
- 0.3 miles Cross Hall Infant School LS270AW
- 0.3 miles Cross Hall Junior School LS270AW
- 0.3 miles St Francis Catholic Primary School, Morley LS279LX (153 pupils)
- 0.3 miles Queenswood School LS279EB (36 pupils)
- 0.3 miles Fountain Primary School LS270AW (437 pupils)
- 0.5 miles Morley Elmfield Infant School LS270EX
- 0.5 miles Peel Street Infant School LS278QE
- 0.5 miles Joseph Priestley College LS278QE
- 0.6 miles Seven Hills Primary School LS278LA (447 pupils)
- 0.6 miles Morley Victoria Primary School LS279NW (493 pupils)
- 0.6 miles Bruntcliffe School LS270LZ (1232 pupils)
- 0.8 miles St Peter's CofE Infant School LS279JJ
- 0.9 miles Asquith Primary School LS279QY (296 pupils)
- 1.1 mile Morley Newlands Primary School LS278PG (483 pupils)
- 1.2 mile Churwell Primary School LS279HR (469 pupils)
- 1.2 mile Woodkirk High Specialist Science School WF31JQ
- 1.2 mile Woodkirk Academy WF31JQ (1829 pupils)
- 1.4 mile Gildersome Primary School LS277AB (327 pupils)
- 1.5 mile Birchfield Primary School LS277HU (241 pupils)
- 1.7 mile Batley Girls' High School - Visual Arts College WF170LD
- 1.7 mile Blackgates Infant School WF31QS
- 1.7 mile Westerton Primary School WF31AR (737 pupils)
The Morley Academy
Fountain Street, Morley, Leeds, West Yorkshire, LS27 0PD
|Inspection dates||1–2 May 2013|
|Overall effectiveness||This inspection:||Outstanding||1|
|Previous inspection:||Not previously inspected|
|Achievement of pupils||Outstanding||1|
|Quality of teaching||Outstanding||1|
|Behaviour and safety of pupils||Outstanding||1|
|Leadership and management||Outstanding||1|
Summary of key findings for parents and pupils
This is an outstanding school.
| Students achieve exceptionally well given |
Teaching is outstanding. Teachers plan
Occasionally, the pace of the lesson is too
Students are rightly proud of their academy
their starting points in English and
mathematics and across a wide range of
interesting and demanding lessons and they
drive learning at a fast pace.
fast and students are not given the time to
reflect on the learning, to think deeply about
the work and to take more responsibility for
and as a result, behaviour is exemplary.
Students’ attitudes to learning are very
positive. Students want to learn and willingly
engage with their teachers.
| Sixth formers do exceptionally well given their |
The academy is extremely successful in
Leaders and managers have a relentless focus
Governors have well-established systems that
starting points. The great majority stay on into
Year 13 and complete their studies
developing its staff and this contributes to high
morale and strong motivation to contribute
positively to its success.
on improving the quality of teaching so that all
students achieve well across the academy.
provide them with a clear picture of the
improvements being made in the quality of
teaching and the progress of students. They
provide the right mixture of support and
challenge to ensure the academy continues to
build on its outstanding provision.
Information about this inspection
- Inspectors observed 49 lessons involving 49 teachers. Three of these were jointly observed.
Three registrations and an assembly were also observed.
- Meetings were held with the Chair and vice-chair of the Governing Body and the Chair of The
Gorse Academies Trust, as well as the academy’s improvement officer, senior and middle
leaders, staff and various groups of students.
- Inspectors looked closely at a range of academy documents, including information related to
teachers’ performance and minutes of the governing body meetings. They examined policies,
whole academy and departmental plans and records of observations of the quality of teaching
and progress of students.
- Inspectors analysed the 54 responses to the on line questionnaire (Parent View) and considered
the analysis of a survey carried out by the academy over the last academic year.
|Pankaj Gulab, Lead inspector||Additional Inspector|
|Jonathan Woodyatt||Additional Inspector|
|Michael Cooper||Additional Inspector|
|Mary Lanovy-Taylor||Additional Inspector|
|Stephen Rodchester||Additional Inspector|
Information about this school
- This academy is much larger than the average sized secondary school.
- The proportion of students eligible for the pupil premium, which provides additional funding for
children in care of the local authority, from forces families and for students known to be eligible
for free school meals, is lower than the national average.
- The percentage of students for whom English is an additional language is lower than the
national average, as is the figure for students from minority ethnic families.
- The proportion of special educational needs students supported through school action is lower
than the national average.
- The proportion of students supported through school action plus or a statement of special
educational needs is lower than the national average.
- The academy meets the government’s current floor targets, which set the minimum expectations
for students’ progress and attainment.
- The academy uses alternative provision for a small number of students at Hunslet Boys and Girls
Club and Leeds City College.
- The Morley Academy converted to become an academy in January 2011. When its predecessor
school, Morley High School, was last inspected by Ofsted, it was judged to be outstanding.
- The Gorse Academies Trust oversees the Morley Academy and sponsors The Farnley Academy.
What does the school need to do to improve further?
- Improve the depth of students’ learning by ensuring, that within the fast pace of learning,
students are given the chance to take charge of their own learning and are allowed the time to
reflect on learning and think more deeply so as to secure fuller understanding.
|The achievement of pupils||is outstanding|
- Students enter the academy with average standards and leave, as a result of the outstanding
teaching, with standards in a wide range of subjects that are much higher than average. By the
end of Year 11, students achieve GCSE results that are high compared with national figures for
students with similar starting points.
- They make exceptional progress, given their starting points, in both English and mathematics.
The proportion securing 5A*to C grades, including English and mathematics, is higher than the
national average. This trend is being continued and built upon as indicated by results already
secured for both subjects this academic year.
- Effective systems are in place to support disabled students or those with special educational
needs and as a result, they make the same outstanding progress as other students in the school.
- Planning for the use of the additional funding to support Pupil Premium students and those who
come into the school with low reading scores is detailed and successfully improves the
achievement of these students. Year on year the gap between Pupil Premium students and those
not in receipt of this funding is narrowing. The average point scores for Pupil Premium students
is higher than similar students nationally and this is similarly true of the proportion who secure
5A* to C grades, including English and mathematics. Nevertheless, students known to be
entitled to free school meals are one grade behind their peers at the school.
- The academy carefully selects those students who will be entered early for examinations and this
ensures that they are supported where necessary to make more than expected levels of
progress. For example, current Year 11 students are securing exceptional levels of progress in
English and mathematics.
- Students attending alternative education benefit from the arrangement and make good progress,
developing skills that enable them to make useful decisions about their future.
- Equality of opportunity is promoted well through securing achievement for all groups of
students across the academy. High levels of success means that almost all of them go onto
further education, employment or training at the end of Year 11 and Year 13.
- Achievement in the sixth form is outstanding. It reflects the effective guidance provided to
students in choosing courses that meet their needs and abilities. Progress on these courses is
closely monitored by leaders and managers and constructive support is provided when needed.
Results in both Year 12 and Year 13 in 2012 were high, particularly when students’ starting
points are taken into consideration. Tracking data shows that this level of success is set to
continue for the current year groups. Students appreciate the independence and challenge
contained in the courses they choose and engage well with teachers’ probing questioning in
|The quality of teaching||is outstanding|
- The progress made by students is outstanding, as a result of consistently good and outstanding
teaching. Teachers are passionate about their subjects and this is shared effectively with
students. Much of the teaching observed was outstanding. Records kept by the academy show
that over time teaching, across the academy, including in the sixth form, has gone from strength
- Teachers have very high expectations of students and plan a range of challenging and
interesting activities that are driven at some considerable pace in lessons. They use effective
questioning to check the progress of learning. Students enjoy active learning and work very well
in pairs or groups.
- The academy promotes students’ basic literacy and numeracy skills well. In addition to the
excellent progress being made in English and mathematics, time is set aside every week for
students to spend time widening their experience of reading. Opportunities to develop literacy
skills are supported in all lessons with teachers focusing on key words and using skilled
questioning to draw out fully formed answers to questions from students.
- The academy’s ‘green for growth’ marking system is very effective in helping students to
respond to the regular and high quality marking. Every student has been issued with a green
pen and they use it to respond to the teachers’ comments and suggestions. This constitutes the
‘green for growth system’ and it helps to develop an exchange with teachers that deals with
misunderstandings and effectively drives learning forward. Books show that teachers let students
know clearly what they are doing well and how they can move their learning on.
- Teaching assistants are well prepared for their part in lessons and contribute well to meeting the
learning needs of students who require additional support.
|The behaviour and safety of pupils||are outstanding|
- Students are enthusiastic about their learning and this is captured exceptionally well when
teaching is good and outstanding, leading to very good progress. Students’ attitudes to learning
are very positive.
- Around the school, students are polite and courteous to visitors, adults and peers and in spite of
some awkward corridor spaces and large numbers they move around the site without incident.
Students are sensitive to the needs of others. Different groups of students get on well.
- Students are proud of their academy and enjoy coming to learn every day. As a result,
attendance overall is high. Students are punctual to lessons in spite of there being no formal
‘bell’ system to indicate the change of lessons.
- Positive behaviour systems are effectively used in everything the academy does. This is valued
by the academy community and particularly by the students because it emphasises their positive
behaviour. Parents, students and staff value this system and this ensures that it works.
- Students are very clear about how to keep safe and recognise different forms of bullying.
Students have every confidence in the knowledge that academy staff will deal with bullying and
say that it rarely occurs. Numbers of students sent out of lessons for poor behaviour or excluded
from the academy are very low.
- Students in the sixth form are excellent role models for younger students and conduct
themselves extremely well across the academy. They take on supportive roles whenever there
are whole academy events.
|The leadership and management||are outstanding|
- The Executive Principal and Principal have an inspirational vision for how successful the academy
can be and work very hard to do everything in their power to help students achieve. This desire
is shared across all leaders and managers in the academy. Together with the governors, they
have built a team that is highly effective in driving up standards and making the academy even
- Senior and middle leaders are skilled in making judgements about the quality of learning across
the academy and have an accurate view of the academy’s strengths and weaknesses. They use
this to constantly take actions to make things better and then to check the impact of their
leadership and management. This process is well established across the academy and as a
result, over several years, there is a track record of improvement in all aspects of the academy’s
work. Links to performance management are constructively built into areas for improvement
identified for teaching and the progress of students. These targets are effectively evaluated
when salary increases are being considered.
- Membership of the teaching and learning group that helps to drive improvement in teaching
includes teaching assistants. As a result, teaching assistants’ skills are contributing well to the
learning taking place in lessons. The wide range of courses available to staff to improve their
practice is having a positive impact in the classroom.
- The curriculum provides exciting opportunities for students to learn. Students have a choice of a
wide range of subjects, both academic and work related, designed to meet their needs and
abilities resulting in everyone experiencing success. ‘Be Smart’ days, when the normal curriculum
is suspended, are used to extend and enrich students’ learning experiences and prepare them
for the real world. Students also access a wide range of clubs and trips, which together with the
main curriculum makes a very strong contribution to students’ spiritual, moral, social and cultural
- The responses of parents, through the on line Parent View and to a survey carried out by the
academy are overwhelmingly supportive of the work of the academy. This is also reflected in the
views of students and staff. One staff member wrote ‘I really love working at The Morley
Academy, the school stretches my abilities and I am constantly working to improve my
- Systems and procedures established across the academy apply equally across the sixth form and
leadership and management in this area is also outstanding.
- As this is an outstanding academy, the support from the local authority is appropriately minimal.
- Partnership arrangements are strong and the academy leadership at all levels is involved in
supporting other educational institutions.
- The governance of the school:
Governors contribute exceptionally well to the drive for improving standards across the
academy. They have a wide range of experience and expertise that allows them to support
and challenge the academy well. They are regular visitors to the academy and have clear
systems to monitor the quality of teaching and the achievement of students. They use
external support to provide them with regular checking of their own effective monitoring. They
carefully look at the impact of actions on expenditure plans and are particularly focused on the
positive impact being made on the progress of students entitled to the Pupil Premium. They
have an excellent understanding of the arrangements for performance management of staff
and monitor the link between good and outstanding teaching and salary progression.
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 employment.
|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 Ofsted inspectors.
|Unique reference number||136392|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Academy converter|
|Age range of pupils||11–19|
|Gender of pupils||Mixed|
|Gender of pupils in the sixth form||Mixed|
|Number of pupils on the school roll||1554|
|Of which, number on roll in sixth form||278|
|Appropriate authority||The governing body|
|Executive Principal |
|John Townsley |
|Date of previous school inspection||Not previously inspected|
|Telephone number||0113 253 2952|
|Fax number||0113 253 1483|