|Name||England Lane Academy|
|Ofsted Inspection Rating||Good|
|Inspection Date||13 March 2019|
|Address||England Lane, Knottingley, West Yorkshire, WF11 0JA|
|Religious Character||Does Not Apply|
|Number of Pupils||192 (51% boys 49% girls)|
|Number of Pupils per Teacher||26.6|
|Academy Sponsor||Delta Academies Trust|
|Percentage Free School Meals||29.3%|
|Percentage English is Not First Language||6.3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
This school is smaller than the average-sized primary school. It opened in December 2013 as part of the School Partnership Trust Academies, which became known as Delta Academies Trust. The trust has overall responsibility for governance and delegates some powers to a local advisory board. There have been a considerable number of changes in leadership and staffing since the last inspection. The head of the academy has been in post since February 2018 and is supported by an executive principal from the trust. Two directors of learning, also from the trust, provide regular support to school leaders. Following concerns about the suitability of the school building, a new build is under way on-site and is scheduled to open in the autumn of 2019. The proportion of pupils supported by pupil premium funding is higher than that found in most schools. The proportion of pupils with SEND is above the national average. Most pupils are of White British heritage. The proportion of pupils who speak English as an additional language is lower than the national average. The school provides full-time early years provision in the Reception class and part-time education for those in the Nursery. The school operates breakfast and after-school clubs on the school premises. Inspectors considered the effectiveness of this provision as part of the inspection.
Summary of key findings for parents and pupils
This is a good school The head of the academy and senior leaders have established a clear vision for school improvement. This is having a strong and positive impact on current pupils’ progress in reading, writing and mathematics. The quality of teaching is improving across key stages. Teachers challenge and support pupils effectively, enabling the majority of pupils to make good progress in reading, writing and mathematics. Staff are skilled in the teaching of phonics. Pupils use and apply their phonics skills in reading and writing tasks increasingly well. Nevertheless, some pupils’ spelling skills are less well developed. Leaders’ actions have brought a marked improvement in attendance. Close monitoring and effective use of rewards and sanctions mean that no groups of pupils are currently disadvantaged by low attendance. Children make a good start in the early years. The good quality of teaching and leadership helps them to develop early skills. Over time, the proportion of children reaching a good level of development continues to rise. Governors know the school well and are clear about the priorities for improvement. They visit regularly and challenge leaders about the standards that pupils achieve. This enables governors to hold leaders to account effectively. Leaders are introducing approaches to mathematics teaching that are enabling more pupils to solve complex problems. On occasions, some pupils lack the basic mathematics skills to meet these new challenges. Pupils behave well. They are polite and welcoming to visitors. The headteacher has influenced marked improvements to behaviour that are recognised by the wider school community. Leaders have not developed the wider curriculum to enable pupils, particularly the most able pupils, to develop their knowledge and understanding in sufficient depth. Pupils do not apply their reading, writing and mathematical skills fully in subjects other than English and mathematics. Some pupils have a more limited understanding of faiths and cultures other than their own. While pupils’ social and moral development is strong, their cultural and spiritual experiences are not as well developed.