Summary of Ofsted Findings
Following the visit of Ofsted to EDA on May 16th 2023, the following judgements were made:
Academy Strengths
‘Pupils are happy and achieve very well at Erasmus Darwin Academy. This is because leaders and teachers have carefully designed an ambitious curriculum.’
‘Parents and carers are highly supportive of the school, with one saying that staff ‘exceed expectations every day’.
‘The school explicitly teaches students how to behave via a well-designed behaviour curriculum. As a result, students behave respectfully to each other, to their teachers and to visitors. This means that the school is a harmonious and well-ordered community, where warm and respectful relationships characterise life and where inclusion and equality are demonstrated by all’.
‘Leaders across the school and trust have high expectations for pupils’ academic achievement’.
‘Teachers have good subject knowledge, and support pupils well to learn the curriculum’.
‘Leaders have placed pupils’ personal development at the heart of their curriculum. This means that pupils are well prepared for life in modern Britain’.
‘Leaders have ensured that the curriculum retains breadth and rigour for all pupils. This includes pupils with special educational needs and/or disabilities (SEND). On occasions, its ambition goes above the requirements of the national curriculum’.
‘Leaders update and review the curriculum regularly. When they do this, they consider Inspection report: Erasmus Darwin Academy 16 and 17 May 2023 2 effectively how they can improve the design of the curriculum to help pupils learn better’.
‘For the vast majority, teachers identify any gaps in pupils’ knowledge and address them rapidly. This means that pupils can quickly move to more complex learning’.
‘Leaders are clear about what they want pupils with SEND to achieve. The special educational needs coordinator (SENCo) is very knowledgeable about the pupils with SEND, and ensures that they receive effective support’.
‘Low-level disruption is very rare, and pupils understand leaders’ expectations. This is because all staff take time to explain leaders’ expectations’.
‘The school provides a range of opportunities to support pupils’ personal development. There is a well-planned programme of personal, social, health and economic education that is delivered discretely in lessons across the school’.
‘The school has a comprehensive careers programme in place to ensure that pupils have the information they need to access ambitious destinations. This includes pupils in the sixth form, where leaders support them to ensure that all can access their chosen destinations’.
‘Leaders in the school have a clear and precise understanding of the provision and priorities for development. They promote an honest and transparent relationship with all staff’.
‘Staff workload and well-being constitute a high priority. For example, staff report that they are very happy working at the school, and they appreciate how leaders consult with them and review decisions in the interests of pupils’.
‘Staff know the pupils very well and work in their best interests. They take proactive action to ensure that all pupils are kept safe. Leaders keep detailed records, which they scrutinise carefully to spot any concerning patterns of concerns. They are tenacious in following up concerns, including with external organisations’.
Academy Areas to Improve
- Occasionally, teachers do not check well enough if pupils’ learning is secure. As a result, any gaps in pupils’ learning persist and pupils struggle to complete more challenging work. Leaders should ensure that all teachers precisely identify and then address any misconceptions and gaps in pupils’ learning, giving them secure foundations to move to more challenging work with success.
- Leaders are yet to implement systems to support pupils with weak reading skills. This means that pupils struggle to fully engage with the curriculum. Leaders need to ensure that all pupils who are weaker readers are supported effectively to enable them to become fluent readers