Wey Valley Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Wey Valley feel happy and safe. The school prides itself on being at the heart of its community.

Pupils feel a strong sense of belonging. The school is welcoming and inclusive. Pupils have positive relationships with staff.

They are respectful and tolerant. Pupils know that derogatory language is not tolerated. They are supported to make good choices and be ambitious for their futures.

Pupils and parents say that bullying is very rare, and that staff act quickly if it happens.

Pupils learn in a calm and purposeful environment. The 'right to learn' is at the heart of the school's ethos.

Pupils enjoy their learning. They learn from a...n engaging and demanding curriculum. Pupils read widely and often.

Pupils embrace opportunities to enrich their learning through the wide range of extra-curricular opportunities. These include outdoor education and local and international trips, as well as regular visits from a range of speakers.

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

The school, with support from the trust, has responded to low published outcomes by improving the curriculum.

Pupils now learn from an ambitious curriculum. Increasing numbers of pupils study the full suite of subjects which make up the English Baccalaureate. However, some of this work has taken place recently.

This means that, while the new curriculum is having a positive impact, this is not yet reflected in the school's published examination results.

The curriculum is well planned. Teaching presents information clearly and checks that pupils understand before introducing new content.

Pupils learn sequentially and build effectively on prior knowledge. However, where teachers' curriculum expertise is less secure, pupils do not learn as effectively. Staff make sure that pupils are engaged in learning.

Pupils with special educational needs and/or disabilities (SEND) learn the same curriculum as their peers. Their needs are identified accurately and appropriate adaptations made. Pupils with SEND are well supported in 'The Hub' when they need additional help.

Wey Valley prioritises reading. It describes itself as a 'reading school'. Pupils explore social and moral issues when they read in 'DEAR' time.

Struggling readers are supported to catch up. The school ensures that pupils can read well, so they can access the whole curriculum.

Pupils behave well in lessons and around the school site.

There is very little low-level disruption. Pupils understand the school's expectations of them. The school successfully supports pupils who need help to meet expectations.

They receive good-quality pastoral care. As a result, most pupils have positive attitudes towards school.

Some pupils do not attend well.

Too many pupils are persistently absent from school. This means they are not learning from the strong curriculum at the school. They do not achieve well.

The school has evaluated causes and patterns of attendance. It has designed interventions that have impact. However, improving attendance remains a priority.

The school's personal development programme is strong. Pupils know and understand how to keep themselves physically and mentally healthy. They discuss and debate ideas with their peers.

Pupils feel heard. They have opportunities to take on leadership roles. Many pupils, including those who are disadvantaged, take part in a wide range of extra-curricular activities.

The school productions and successful sports teams are particularly popular. A significant number of pupils also take part in The Duke of Edinburgh's Award.

The school provides appropriate information about careers to all pupils.

Older pupils are well informed about their post-16 options. Pupils experience the world of work through work experience. They receive careful guidance to prepare them for their next steps.

The school, with support from the trust, has improved significantly. There is strong leadership at all levels. Staff have been given clear direction and share the school's values.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Too many pupils, including those who are disadvantaged and those with SEND, do not attend school regularly. They miss too much learning.

As a result, they do not achieve as well as they should. This is also having a significant impact on published outcomes. Leaders must strengthen their efforts to improve attendance so that all pupils are well prepared for their next steps.

• The implementation of the curriculum is not consistently strong. Where teachers' subject expertise or pedagogical knowledge is less secure, some pupils do not learn effectively. Leaders must ensure there is a sharp focus on developing all teachers' subject and pedagogical knowledge, so that all pupils learn successfully from the intended curriculum.