The Laurel Academy opened in November 2018 (Predecessor Mexborough Academy) and serves the ex-mining communities of Mexborough, Denaby and Conisbrough with the majority of pupils living within walking distance and coming from 5 primary schools. The Key Stage 2 APS for every year group is significantly below national average on entry but primary performance is improving.
The predecessor school was judged inadequate in 2017 by Ofsted. The academy is rapidly improving in outcomes for students, attendance and behaviour.
The academy is currently undersubscribed but numbers of roll are starting to steadily increase as the communities confidence returns.
The academy has space for up to 250 pupils per year group. The majority of pupils live in areas containing significant pockets of deprivation characterised by high unemployment, an inadequate employment base, low average income levels, poor physical and mental health and a degraded urban environment.
|Index of Multiple Deprivation||Bottom 10%||45% (12% - national average)|
|Index of Multiple Deprivation||Bottom 30%||78% (35%)|
|Education & Skills||Bottom 10%||66% (12%)|
|Education & Skills||Bottom 30%||98% (34%)|
The proportion of disadvantaged pupils is significantly above the national average (53% v 29%) as is the number currently in receipt of Free School Meals (33% v 12%). Pupils within the academy are mainly White British, with only 3.4% of pupils having EAL. The number of pupils with an EHCP is 0.5%, and a small number of pupils requiring behavioural and emotional support attend St Wilfrid’s Academy in Doncaster, which is a registered Alternative Provision within Delta Academies Trust.
We serve our local community and work closely with partners to plan a set of learning experiences that meet the needs of our pupils. In addition, we use local, national and international labour market intelligence to plan courses to best prepare our young people for life beyond school. We have the highest standards and expectations for all pupils and we strive to provide a curriculum that respects the needs of all pupils as well as one that encourages young people to seek continuous development and improvement.