Case Study – Mount Pellon Primary Academy
Mount Pellon Academy is a larger than average-sized primary school, with around 450 students on roll. The number of pupils who are eligible for pupil premium is above average, and the proportion of pupils who speak English as an additional language is extremely high, with the majority of pupils being from minority ethnic groups.
Northern Education Trust began sponsoring Mount Pellon Academy in April 2013, with the school being rated by Ofsted as inadequate at that time. The school had been a source of concern to Ofsted for a number of years. Through the use of our school improvement model and collaborative working we have improved the academy, enabling its most recent Ofsted judgement (in 2019) to be good overall – the first time the school has achieved this rating in its history. This progression is also evidenced in outcomes, through the progress scores achieved, which have shown significant improvements since their introduction in 2016.
The academy’s progress scores are currently:
At the last inspection, Ofsted found that “the trust’s and school leaders’ vision, ambition and drive have brought about rapid improvement in outcomes at all key stages, including for disadvantaged pupils. The principal and school leaders have created a positive ethos in the school. Staff are committed to bringing about improvements and work well as a team … Pupils have a strong sense of belonging and are proud of their uniform and the school.”.
“the trust’s and school leaders’ vision, ambition and drive have brought about rapid improvement in outcomes at all key stages, including for disadvantaged pupils.”
The trust’s vision and its management systems were also recognised, along with the strong direction and support for school leadership, management and accountability.
The school improvement strategies employed across the trust were responsible for the significant changes at Mount Pellon, which included embedding the trust-wide approaches to the curriculum, resources and assessment to promote the consistency of teaching; trust directors of primary learning giving effective support for teaching in English and mathematics; the development of close working relationships with senior and subject leaders, enabling strong support and challenge to them and all staff; and developing a deep understanding of the academy, its strengths and areas for development.