Washington Academy

Highlights from Latest Inspection

What is it like to attend this school?

Most pupils are happy and feel safe at this inclusive school. Bullying rarely happens and is dealt with swiftly should it occur.

Pupils have contributed to the development of the 'Washington Way' values, which has significantly improved the culture. Pupils buy into these values and most are positive about their learning. Pupils behave well in lessons and they are courteous and polite to visitors.

Some pupils do not make enough progress through the curriculum. This has resulted in poor outcomes at key stage 4. Pupils have not always been taught consistently well.

Recent changes have improved the impact of teaching and current pupils' progress is quickly improv...ing.

Pupils take part in various clubs and activities that broaden their interests. For example, they take part in climate club, classics and cheerleading.

Pupils with special educational needs and/or disabilities (SEND) are supported by well-trained staff. They are fully included in all aspects of school life. For example, pupils with SEND play an active part in the 'Sports Leaders' programme.

They act as role models to younger pupils.

Pupils are taught about local risks and dangers. They know about dangers such as online grooming and how to keep themselves safe.

What does the school do well and what does it need to do better?

The school provides a curriculum that prepares pupils well for their next steps in education, employment or training. The school has reflected on recent examination results and has made appropriate changes to the curriculum to ensure that pupils are better prepared for these assessments. Leaders are now using research-based approaches to curriculum design.

Leaders are continuing to make refinements to the curriculum where there are still some weaknesses. Pupils with SEND are well supported both in specialist provision and in mainstream lessons.

The school has recently introduced a new 'SOLAR' teaching model to improve consistency of teaching.

Teachers and pupils reflect that this has improved the quality of lessons. The school recognises that there is still some inconsistency in teaching. In some lessons, teaching does not provide enough opportunities for pupils to apply their knowledge.

Some lessons do not encourage pupils to develop independent learning skills. As a result, some pupils do not develop deeper levels of understanding. This hinders the progress that some pupils make.

The school has prioritised reading. Pupils who are weak at reading are supported effectively through phonics and comprehension programmes. Pupils benefit from new reading and literacy online interventions which are designed to improve reading.

Pupils are encouraged to read at the start of lessons and listen to teachers read.

Pupils' outcomes at key stage 4 have been poor. Recent changes to the curriculum are having a positive impact on pupils' learning.

Pupils now demonstrate that they are making more progress. The school recognises that outcomes at key stage 4 need to improve significantly.

Most pupils behave sensibly in lessons and as they move around the school.

They have strong relationships with their teachers. Pupils feel safe and have trusted adults they can approach with problems. New behavioural standards are understood by pupils and used consistently by staff.

Most pupils attend school regularly. Some pupils are persistently absent though and miss too many lessons. The school is working with the local community to improve this.

Pupils receive a thorough programme of personal development. For example, they are taught about healthy relationships, fundamental British values, protected characteristics and consent. Pupils have opportunities to develop their leadership through positions such as sports, literacy and rewards leaders.

Pupils contribute their views and bring about change via the school council. Pupils on the school council have recently been able to influence school canteen food choices and improve facilities at the school. The school provides thorough career guidance and meaningful encounters with employers.

For example, pupils in Year 7 attend a careers fair and are coached to ask pertinent questions to adults.

The school and trust have new leadership which has been established in the last year. New leaders have quickly and accurately identified shortcomings of the school.

They have moved very swiftly to bring about change. For example, leaders have introduced new accountability processes for teachers and leaders which focus on analysis of pupil outcomes. This is improving the progress that pupils make.

Improved progress is now evident in the work that pupils produce.

Staff reflect that there is a new supportive team culture where solutions can be found to problems. New processes have helped to ensure that governors and trustees now have an accurate understanding of the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Outcomes of external examinations have been poor over time. However, recent improvements to the curriculum and the quality of curriculum implementation are now having a positive effect on pupils' learning and achievement.

The school should ensure that improvements in the quality of education pupils receive are reflected in the pupil outcomes at key stage 4, ensuring that pupils are ready for their next steps in education, employment or training. Some teaching does not provide opportunities to apply knowledge, promote independent learning and develop a deep level of understanding. As a result, some pupils do not make the progress that they are capable of.

The school should ensure that teaching provides these opportunities and develops a deeper understanding of concepts and ideas that allow all pupils, including those who are disadvantaged or with high prior attainment, to make the progress they are capable of. ? Some pupils do not attend school regularly enough. As a result, these pupils miss out on too much of the school's academic and wider offer.

Although various support measures have been embedded to improve attendance, relationships with the community need to be strengthened to improve attendance further. ? The recent introduction of accountability processes and analysis of pupil outcomes are having impact but are relatively new. The school and trust should continue to embed new systems of accountability and ensure that there is detailed understanding of the progress that pupils make at all levels of leadership.