|Name||The Barnes Wallis Academy|
|Ofsted Inspection Rating||Good|
|Inspection Date||05 July 2017|
|Address||Butts Lane, Tattershall, Lincoln, Lincolnshire, LN4 4PN|
|Number of Pupils||466 (45% boys 55% girls)|
|Number of Pupils per Teacher||19.1|
|Academy Sponsor||The David Ross Education Trust|
|Percentage Free School Meals||17.4%|
|Percentage English is Not First Language||2.8%|
|Pupils with SEN Support||14.8%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school meets requirements on the publication of specified information on its website. The school complies with the Department for Education guidance on what academies should publish. This is a much smaller-than-average secondary school. Since July 2014, the school has been sponsored by the David Ross Education Trust. The proportion of disadvantaged pupils is well above the national average. The proportion of pupils who have special educational needs and/or disabilities is above the national average. The proportion of pupils who are from minority ethnic groups is much smaller than average. The school works with one alternative provider, the Hospital School. In 2016, the school met the government’s current floor standards for pupils’ attainment and progress at the end of key stage 4.
Summary of key findings for parents and pupils
This is a good school Senior leaders have an uncompromising ambition for the school. Since the appointment of the executive principal, highly effective leadership has led to strong teaching, pupils’ excellent behaviour and attendance, and higher attainment. Pupils are extremely proud of their school. They show high levels of respect and consideration for others. Their behaviour in and around the school is of an exceptionally high standard. Governors and trustees are committed and highly effective. The sharp challenge given by the local governing body and the David Ross Education Trust has contributed to the strong performance of the school. From low starting points, pupils in Year 11 in 2016 made progress that was higher than the national average. They achieved well in many subjects, including English and mathematics. Teaching is improving and is now good. This is because of the high-quality support and monitoring provided by senior leaders and the trust. However, not all middle leaders rigorously use monitoring systems. Disadvantaged pupils, especially those who had low starting points, made good progress in a range of subjects at the end of key stage 4. The care for pupils, including those who are young carers, is exceptional. As a result, young carers develop the confidence to take part in lessons and experience success. Leaders have created a well-designed curriculum, which provides wide-ranging opportunities for pupils to secure their spiritual, moral, social and cultural development. Pupils are well prepared for life in modern Britain. The school’s systems to promote positive behaviour and high attendance are very effective. Rewards and sanctions are used consistently by staff. Attendance is higher than the national average. Although leaders have trained staff to use information about pupils’ achievement to plan lessons carefully, this is not consistently happening across the school. A clear set of strong community values underpins the school’s ethos. The excellent relationships between pupils and adults contribute significantly to the very positive atmosphere in classrooms and around the school. Some teachers do not consistently follow the school’s requirement to check that pupils have acted on the advice they are given about how to improve their work.