St Botolphs CE Academy


Name St Botolphs CE Academy
Website http://stbotolphsacademy.co.uk
Ofsted Inspection Rating Requires improvement
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Inspection Date 12 December 2017
Address Primrose Vale, Wakefield, Knottingley, West Yorkshire, WF11 9BT
Phone Number 01977677494
Type Primary
Age Range 3-11
Religious Character Church of England
Gender Mixed
Number of Pupils Unknown
Number of Pupils per Teacher 20.7
Academy Sponsor Enhance Academy Trust
Local Authority Wakefield
Percentage Free School Meals 16.4%
Percentage English is Not First Language 4.6%
Persisitent Absence 14.4%
Pupils with SEN Support 8.3%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school is the only academy in St Botolph’s Trust. Since the last inspection, planning has been taking place to move to becoming part of a multi-academy trust. At its last inspection, the school was judged to require special measures. A new principal joined the school in 2016. An interim advisory board replaced the governing body in August 2016. The school is larger than the average-sized primary school. The proportion of pupils eligible for free school meals is similar to the national average. The proportion of pupils who have an education, health and care plan is lower than the national average. The proportion of pupils who require support for their special educational needs and/or disabilities is much lower than the national average. 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. The school meets the current government floor standards, which are the minimum expectations for pupils’ attainment and progress in English and mathematics.

Summary of key findings for parents and pupils

This is a school that requires improvement This is an improving school. Leaders have worked determinedly to improve the school since it was judged to require special measures in 2016. However, although improving, teaching is not yet consistently good. Variation remains in pupils’ outcomes across the curriculum, including for those who are disadvantaged. Despite leaders’ actions to improve pupils’ attendance, this remains below the national average. A much higher proportion of pupils are persistently absent from school compared to the national average. Too many pupils are late for school. Pupils’ progress in reading is too slow. Their views of reading are very mixed. Leaders’ initial plans to improve reading have not had time to result in pupils’ achieving better standards. A strong focus on rapidly improving pupils’ outcomes in English and mathematics has meant that plans for middle leaders to dedicate the same focus to the progression of skills across subjects have not had time to come to fruition. The school has the following strengths School leaders, who are relatively new to their posts, have been dedicated and focused in their work to address previous weaknesses in the school. Members of the interim board have used their skills and experience well to support and challenge the work of school leaders in providing a better quality of education. Strong leadership and improvements in provision and teaching have resulted in children making strong progress through early years. Strong support from the diocese and effective partnerships with other schools have strengthened the improvements being made. Consistent routines and good teaching in phonics are successfully supporting the development of pupils’ skills in reading and writing. Leaders have prioritised improving policies, procedures and everyone’s understanding of safeguarding. Safeguarding is effective. Work to support pupils’ personal development is strong.