Academy Context

Ash Hill Academy draws directly from the local community with the majority of pupils living within walking distance of the academy. The vast majority of the intake come from the nine main feeder primary schools. As the performance of the school continues to improve, the student population is growing. Over the past 3 years numbers in years 7, 8 and 9 have increased on average by 35%. This is expected to increase further in light of: a) year on year improvement in outcomes by the academy, b) a domestic building initiative, which will see the development of 3500 new homes within the locality, c) a new academy which is expected to complete in 2020.

The academy is implementing at a rapid pace positive change to the outcomes of students. The 2017, 2018 and 2019 outcomes continue to be transformational compared to historic outcomes at the academy. Improvements have been seen in all areas: basics in maths/English, together with significant improvements in Progress 8.

The academy operates in a very challenging environment:

·         Pupil Premium - 52% compared to National 25%.

·         SEN support - 14% compared to National 10%.

·         LAC - 1.9% compared to National 1.0%.

·         Deprivation (IMD Bottom 10%) - 50% compared to National 12%.

·         Deprivation (IMD Bottom 30%) - 73% compared to National 35%.

·         Ed & Skills (Bottom 10%) - 69% compared to National 12%.

·         Ed & Skills (Bottom 30%) - 78% compared to National 34%.

Student mobility

During the period 2016 – 2019, Ash Hill Academy observed an average 16.3% of students change school in year. In order to alleviate potential issues arising from this mobility, the academy has put in place a comprehensive programme of transition for all years and student groups. Significant focus on SEND, DV and LAC students. To ensure the longevity of these measure, the academy has successfully completed both the Leading Parent Partnership Award (LPPA) and the Inclusion Quality Mark (IQM).

Leadership

There have been a number of recent changes implemented in leadership, curriculum, behaviour, T&L and English that are having a positive impact on the academy. A number of the less effective teaching and leadership staff have now left the academy.

The academy is well supported by the Trust, which provides effective challenge and support to the academy. This is coordinated by the Director of Education who is supported by a number of subject directors in key areas: English, maths, science, humanities, MFL, data and inclusion.

Ofsted

In January 2018, the academy received an OFSTED Section 5 Inspection and was graded as ‘Requires Improvement’ with ‘Good’ for Leadership and ‘Good’ for 16 to 19 study programmes.

  • ‘Effective action plans are leading to improving pupil outcomes and behaviour’.
  • ‘Leaders at all levels are ambitious and have demonstrated the capacity to rapidly improve standards’.

In January 2019, the academy received an OFSTED Section 8 monitoring Inspection which confirmed the academy was well on its way to becoming ‘Good’.

  • ‘Senior leaders and the multi-academy trust (MAT) are taking effective action to tackle the areas requiring improvement identified at the recent section 5 inspection in order for the school to become good.’

Pupil Premium

In March 2019, the academy commissioned an independent Pupil Premium review to gauge the impact of the academy’s Pupil Premium strategies,

  • ‘The commitment and determination of senior leaders to further improve outcomes for disadvantaged pupils is commendable.’

            Andy Taylor -Pupil Premium Consultant 2019