The Executive Principal at Sheffield Park Academy is Mr C Dillon. He is supported by:
- Mrs S Szafraniec – Executive Director
- Mr M Hannan – Interim Head of School
- Mrs S El-Hakam – Assistant Principal
- Miss R Molson – Assistant Principal
- Ms J Bourne - Assistant Principal
- Mr M Wainwright – Assistant Principal
- Mr A Smith – Assistant Principal
- Mrs L Pleasance - Associate Senior Leader
- Mr M Sykes - Associate Senior Leader
The Academy is housed in a purpose-built £30 million building, which opened in 2008.
After a visit from OFSTED in October 2017, the academy maintained its ‘Good’ grading in all aspects of the inspection framework. Inspectors also noted how the academy had “taken action to respond to the areas for improvement identified in the last inspection report.”
Other key areas identified by the inspection team were as follows:
Sixth Form provision - “Your work in that area has had real impact. You have responded to each point raised and been thorough in your approach. As a result, attainment, achievement and the numbers of learners completing their courses have all improved. Most learners still follow vocational courses, but the number following academic courses is increasing.”
Quality of teaching and learning - “Staff challenge all abilities, including the most able pupils, in lessons. Your most-able pupils across all year groups were interviewed and they were unanimous in the view that the school now caters well for their needs as able pupils.”
A summary of the inspection report is as follows:
- There are comprehensive systems in place to monitor pupils’ progress. Leaders use this information to tailor specific interventions to the needs of any pupil who is falling behind. As a result, pupils make good progress. Indeed, pupils who left the school in 2016 made progress in line with the top 10% of schools nationally. Early analysis of the provisional 2017 results shows good progress overall and an improvement for the most able pupils.
- Inspectors saw first hand, across a range of subjects, how leaders have responded to the points about teaching and learning in the previous inspection report. Pupils know which ‘step’ they are on and do tasks appropriate to that level. There was even greater clarity in mathematics, where the steps were colour coded. Teachers encourage pupils to aim high. It was particularly evident in a middle-ability mathematics lesson how swiftly pupils move on to more challenging work. It was also encouraging to see every pupil at least hitting their target on a challenging piece of work in a top set mathematics lesson and half of the class exceeding it.
- There are a wide range of different cultures in the school and it is a tribute to the efforts of leaders that there is such a harmonious atmosphere in the school and that tolerance and the acceptance of diversity are at its very heart.
- The academy has worked hard to raise the aspirations of the most able pupils. As a result, the most able pupils can see opportunities for education and careers beyond their local community. In discussions that inspectors held with some of your most able Year 11 pupils, it was clear that many had clear, precise plans to study A levels and then go to university.
- Teachers described staff morale as high. There is a real emphasis on working together as a team and this has resulted in a coherent and happy staff. They feel well supported by leaders.
- There is a strong, well-established system of professional development in the school. Working with United Learning and local schools and teaching alliances, the school has developed a wide range of training packages. This bespoke model of training is important in developing the considerable number of new teachers, recruited to cater for the increased number of pupils.