|Name||Jerry Clay Academy|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||15 March 2017|
|Address||Jerry Clay Lane, Wrenthorpe, Wakefield, West Yorkshire, WF2 0NP|
|Religious Character||Does Not Apply|
|Number of Pupils||213 (54% boys 46% girls)|
|Number of Pupils per Teacher||22.2|
|Academy Sponsor||Jerry Clay Academy|
|Percentage Free School Meals||6.1%|
|Percentage English is Not First Language||5.2%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
Jerry Clay Academy is slightly smaller than the average-sized primary school. The school meets the government’s floor standards, which are the minimum expectations for pupils’ attainment in English and mathematics. The school has a smaller than national proportion of pupils who have special educational needs and/or disabilities. The proportion of pupils who are eligible for support through the pupil premium funding is below average. The proportion of pupils from ethnic minority groups is below the national average. The school operates a breakfast club and an after-school club. The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish.
Summary of key findings for parents and pupils
This is an outstanding school The headteacher has built a culture of ambition and high expectations which is shared by everyone in school. As a result, pupils make rapid progress from their starting points. Leaders, including governors, are outward looking and always seeking ways to improve, often through partnerships with others. Leaders seize opportunities for strong external support and promote the sharing of excellent practice. As a result, the quality of provision and pupils’ outcomes have risen strongly since the last inspection. Outcomes are at least in line with, and often better than, those of pupils nationally. A drive for consistently high-quality systems that are understood by all and strong teamwork have quickly improved the quality of teaching. The robust plans for further improving mathematics are having a positive impact on progress across the school, though further developing reasoning skills is a focus for older pupils. The curriculum is vibrant. The indoor and outdoor learning environments are carefully planned to engage and challenge pupils in their learning. The behaviour of pupils, in classrooms, around school and outside, is exemplary. Approaches for the teaching of phonics and consistency in phonics teaching have resulted in rising results that are now well above those of pupils nationally. Disadvantaged pupils make strong progress due to diligent planning of spending additional funding which is carefully matched to the support pupils need. Children get a positive start to school in Reception. The proportion of children reaching a good level of development at the end of the early years has risen over the last four years. The new team working together in Reception plans exciting opportunities for children to develop their skills across all aspects of the curriculum. However, the systems for measuring and checking the progress children make and to identify the next steps they need to take are not well enough defined. Parents are overwhelmingly positive about the school and would strongly recommend it to other parents. Pupils say that, ‘Jerry Clay is a brilliant place to be’. They clearly enjoy school and attendance is consistently better than that of pupils nationally. Pupils have a strong voice in school improvement.