Ofsted Successes

Please click on the links below to view our Ofsted successes.

 

Radford Academy - October 2017, good Ofsted from requires improvement

The academy trust and the governing body provide valuable support.  The role of the academy trust has been pivotal in improving the school.

The academy trust is highly effective.  Trustees have an accurate view of the effectiveness of the school’s work.  They challenge the school’s leaders about their effectiveness and target any support they may need.  Leaders work closely with other schools, both within the academy trust and through other partnerships.

The L.E.A.D. Academy Trust ensures that governance of the school is strong.  Trustees and governors have an accurate understanding of the strengths and weaknesses of the school.  Academy trust representatives routinely and thoroughly check on the effectiveness of the school’s work.  Trust representatives provide high-quality support for leaders to improve their effectiveness.  They also hold leaders to account for improving the school.

 

Bishop Alexander L.E.A.D. Academy - January 2017, good Ofsted from requires improvement

The L.E.A.D. Academy Trust supports the school well. 

The trust holds school leaders to account. 

The trust provides a range of professional support and development for leaders and staff, which is valued and appreciated.  This is leading to increased staff confidence.  The trust undertakes the headteacher’s performance management effectively and ensures that the performance of all other staff in the school is managed suitably. 

The trust ensures that the local governing body has the knowledge and expertise to fulfil its responsibilities well.


Glapton Academy - September 2016, second good judgement 

Leaders, governors and the academy trust know the school well and know what needs to be improved.

…the director of schools (LEAD Academy Trust), share your [Headteacher’s] evaluation and are equally committed to securing the necessary improvements.  

 

Hogarth Academy - May 2015, from requires improvement to good

Since the academy opened, its leaders, including governors, have made significant improvements in teaching and achievement, which are now consistently good.

The L.E.A.D. Academy Trust board took prompt and necessary action to improve teaching and standards at the academy soon after it opened.  The Trust brought in an executive headteacher to provide support and to give clear direction.

The Executive Headteacher and Deputy Headteacher have continued the drive for improvement and staff have responded well and one wrote, “I have learnt so much over the last year and I am proud to be a part of this school.  This academic year has been the best ever and the headteacher is amazing.”  Another wrote, “The school has come so far it is almost unrecognisable".

The academy has demonstrated excellent joint working with other local schools as part of the academy trust’s training and support programme.  This cooperative working has been a key factor in the academy’s improvement through the sharing of good practice.

The governing body works closely with the Trust Board and has improved it effectiveness.

Parents who inspectors spoke to during the inspection were unanimously positive about the academy and the progress it has made. One parent said, “A year ago we were thinking of removing our children from the school now we would fight to keep them here. It’s a very different place and the children now love it".

 

Windmill L.E.A.D. Academy - January 2015, from special measures to good

The leadership provided by the L.E.A.D. Academy Trust, executive headteacher and the current headteacher has resulted in a transformation in the quality of education at the academy.

Since the L.E.A.D. Academy Trust took over the predecessor school it has been transformed and is now a good, effective institution.  The early work from trust staff, the new governing body and the executive headteacher rapidly addressed areas of concern.

Training across the Academy Trust has enabled good practice in other schools to be shared with staff.

The Academy Trust has had a positive impact on the school's success.

November 2012, Ofsted monitoring visit

The school has fostered strong links with other local schools within the Academy Trust.

 

Sycamore Academy - November 2014, second good judgement

The Academy Trust has provided the academy with good support, for example in developing subject leadership and effective approaches to assessment and systems for financial management.

Leaders have made good use of the expertise available through the Academy Trust, for example, to help develop teaching and learning, and to improve the reliability of teachers' assessments.


Millfield L.E.A.D. Academy - October 2014, from special measures to good 

The Academy Trust has provided good support in helping leaders develop systems which enable them to check and improve the quality of teaching and learning.

July 2013, Ofsted monitoring visit

Leadership of the academy has been strengthened.  The strong steer given by the headteacher has been reinforced by the vision and ethos of the L.E.A.D. Academy Trust and has raised staff expectations still further.

The L.E.A.D. Academy Trust has helped to restructure the leadership, strengthened the systems used for managing information about the academy’s performance and facilitated partnership work with other academies within the Trust.

The introduction of the L.E.A.D. Academy Trust systems and personnel for managing finances, health and safety, human resources and safeguarding has freed leaders to focus all of their time on improvement.

 

St. Ann's Well Academy - June 2014, second good judgement 

The Trust has made a very strong impact on improving the quality of leadership in the academy.

The Trust has provided a range of other effective support for the academy.  For example, leaders from the Trust have supported staff in developing their skills to check that pupils’ work is being assessed accurately.  Staff have also been able to visit other academies in the Trust, recognised for their outstanding teaching practice, to pick up new ideas.

Leaders, in conjunction with the Trust, have developed very effective and detailed systems to track the academic progress made by different groups of pupils.

  

Edna G. Olds Academy - November 2013, from satisfactory to good

The L.E.A.D. Academy Trust has a secure overview of the school’s work and has supported the school effectively over the last two years, particularly in developing the skills of the leadership team.

 

Warren Primary Academy - January 2013, from good to outstanding 

 

Huntingdon Academy - Second January 2011, second outstanding

 

 

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