The school is a smaller-than-average-sized secondary school There are fewer girls than boys overall, particularly in the current Year 10. The largest group of pupils are White British. There is a higher than average proportion of other pupils from a range of backgrounds and those who speak English as an additional language. The proportion of pupils for whom the school receives pupil premium funding (additional funding for pupils known to be eligible for free school meals, children who are looked after by the local authority and those from service families) is above average. The proportion of pupils who have special educational needs or disability, including those with a statement of special educational needs or an education, health and care plan is well above average. The school receives Year 7 and Year 8 catch-up funding for a few pupils. This is additional government funding for pupils who did not achieve the expected Level 4 at the end of key stage 2. A small number of pupils attend Richmond upon Thames College for part of the week for vocational courses. From September 2016 the school will become part of a multi-academy trust called the Richmond West Schools Trust. This arrangement will allow the schools within the trust to share resources and expertise. The other schools in the trust will be Teddington School, Waldegrave School, Hampton Academy and Nelson Primary. Twickenham Academy will no longer be sponsored by the Learning Schools Trust. The school has also decided not to offer the option of 16–19 study from September 2016. Four pupils who applied to study here have chosen to study apprenticeships with local companies. The school meets the government’s current floor standards, which set the minimum expectations for attainment in English and mathematics. Inspection report: Twickenham Academy, 21–22 April 2016 7 of 9 Information about this inspection Inspectors observed teaching and learning across a wide range of lessons and subjects, including joint lesson observations with senior leaders. In addition, shorter visits to lessons took place through learning walks with senior leaders. One of these was with the acting headteacher. During visits to lessons, the inspection team spoke with pupils and looked at their books to find out more about how well they were learning. Inspectors also gathered evidence about how well pupils were reading, writing and developing their mathematical skills. Inspectors observed pupils’ behaviour in lessons and around the school. Formal meetings were held with four groups of pupils of different ages, abilities and backgrounds, to find out more about their views of the school. Two of these discussions were with key stage 3 pupils. Additional meetings were held with senior leaders, subject leaders, and three governors (including the director of the Learning Schools Trust). The headteacher from Teddington School, one of the schools in the Richmond West Schools Trust, although not formally in post yet as the executive headteacher, was present at all meetings with the acting headteacher. Inspectors observed the work of the school more broadly and looked at documentation. This included policies and improvement plans relating to leaders’ checks on how well the school is improving, the quality of teaching, learning and assessment, pupil achievement, curriculum, behaviour, attendance and safeguarding. The team took account of the 40 Parent View questionnaires returned to the school. Nine staff returned staff questionnaires. The school meets requirements on the publication of specified information on its website.