Discovery Special Academy
| Type | Special School / Free schools special |
| Age Range | 2-16 |
| Religion | Does not apply |
| Address | Sandy Flatts Lane Middlesbrough Cleveland TS5 7YN |
| Phone | 01642248333 |
| Reference Number | 145877 |
Discovery Special Academy is performing well, achieving a good rating across all domains during its first inspection. The school has a clear focus on meeting the unique needs of its pupils, who all have special educational needs and/or disabilities (SEND). Leaders have designed an inclusive curriculum that supports both academic and personal development, fostering a positive and safe environment for learning. Although the school excels in many areas, leaders are aware of some ongoing challenges, particularly in ensuring consistent attendance among all pupils.
General Makeup
| Number of pupils | 171 |
| Boy/Girl ratio |
Boys: 63.16%
Girls: 36.84% |
| Percentage of students eligible for free school meals | 66.7% |
| Percentage of students where English is not their first language | 19.3% |
Year Groups
| Year | Boys | Girls | Total |
|---|---|---|---|
| 1 | 8 | 9 | 17 |
| 2 | 11 | 4 | 15 |
| 3 | 12 | 5 | 17 |
| 4 | 12 | 5 | 17 |
| 5 | 15 | Unknown | 15 |
| 6 | 10 | 5 | 15 |
| 7 | 8 | 6 | 14 |
| 8 | 7 | 8 | 15 |
| 9 | 9 | 9 | 18 |
| 10 | Unknown | Unknown | Unknown |
| 11 | Unknown | Unknown | Unknown |
Ethnicities
| Ethnicity | Percentage |
|---|---|
| White, British | 69.6% |
| Mixed, Other | 5.8% |
| Asian, Other | 4.7% |
| White & Asian | 4.1% |
| Pakistani | 3.5% |
| White, Other | 2.3% |
| Unclassified | 2.3% |
| African | 1.8% |
| White & Black (Caribbean) | 1.2% |
| White & Black (African) | 0.6% |
| Overall Ofsted Rating | Good |
| > Quality of education | Good |
| > Behaviour & Attitude | Good |
| > Personal Development | Good |
| > Leadership & Management | Good |
| > Early Years Provision | Good |
| Last Report Date | 18 Jan 2023 |
| Date | Report |
|---|---|
| 18 Jan 2023 | School inspection: |
Strengths
- Well-structured curriculum pathways tailored to pupils' individual needs.
- Effective communication strategies that enhance learning.
- Strong relationships between staff and pupils, contributing to a calm school environment.
- High expectations from leaders promote an ambitious vision for all pupils.
- Robust support systems for staff and strong leadership from the headteacher and trustees.
Areas for Improvement
- Some pupils are persistently absent, impacting their learning and routine.
How many students meet the standards
| Reading, Writing & Maths | School Score | Percentile (local) | Percentile (nationwide) |
|---|---|---|---|
| Pupils meeting the expected standard | 0% | ||
| Pupils meeting a higher standard | 0% |
Progress Scores
A progress score is a way to measure how well a student progressed in comparison to other students of a similar starting ability. A score of zero means would mean that a student made the same progress as others that had a similar starting a ability. A positive score would mean that the student made more progress than other students of similar starting ability. The scores below are for the whole school so is the average progress score across all students.
| Metric | School Score | Percentile (local) | Percentile (nationwide) |
|---|---|---|---|
| Reading | -3.4 | ||
| Writing | -2 | ||
| Maths | -3.3 |
How many students meet the standards
Sample
UnlockProgress Scores
A progress score is a way to measure how well a student progressed in comparison to other students of a similar starting ability. A score of zero means would mean that a student made the same progress as others that had a similar starting a ability. A positive score would mean that the student made more progress than other students of similar starting ability. The scores below are for the whole school so is the average progress score across all students.
Sample
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