Willows Academy

Highlights from Latest Inspection

Outcome

Willows Academy has taken effective action to maintain the standards identified at the previous inspection.

The head of academy at this school is Sarah Cox. This school is part of Delta Academies Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Paul Tarn, and overseen by a board of trustees, chaired by Steve Hodsman.

What is it like to attend this school?

Willows Academy is a safe and caring environment for pupils. Positive and nurturing relationships between staff and pupils ensure that pupils are valued and supported.Pupils know adults in the school will listen if they are worried.
<...br/>Staff build strong relationships with parents right from the early years. Parents appreciate this.

Leaders and staff share the same high aspirations for all pupils.

This is an inclusive school where all pupils access an ambitious curriculum and pupils achieve well. Pupils with special educational needs and/or disabilities (SEND) are particularly well supported.

Leaders' work to secure regular pupil attendance is highly effective.

As a result, school attendance is consistently above national and local levels. Pupils know and respond well to the school's high expectations for behaviour. Support is given for those pupils who find this difficult.

Poor behaviour rarely disrupts learning. Pupils are kind and considerate of others. Bullying is rare and is dealt with swiftly and effectively.

Pupils' personal development is a priority at this school. As part of the trust's 'Delta Stars' programme, pupils learn how to be good citizens in their school, the community and beyond. Pupils are proud to take on leadership roles, including reading ambassadors and well-being warriors.

A variety of enrichment opportunities encourage pupils to develop their talents and interests. Pupils are enthusiastic about these clubs and activities.

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

The school's curriculum is well designed.

This builds pupils' knowledge in a logical order. Staff give pupils regular opportunities to revisit and strengthen their understanding. Many pupils recall their learning very securely.

For example, in art, pupils confidently compared the works of Banksy and Jean Paul Basquiat. A group of pupils could easily recall from much previous learning the significant religious changes during the Tudor period. Pupils are enthused by the carefully chosen texts that are woven through the curriculum.

This approach helps pupils to deepen their knowledge and understanding. In most subjects, pupils achieve well. Teachers explain ideas and concepts clearly.

They have strong subject knowledge. They check pupils' understanding regularly so that any gaps in their knowledge can be addressed swiftly.

Pupils achieve very well in reading.

This is because reading and language acquisition are prioritised. This starts in Nursery, where children benefit from a language-rich environment and adults share a wide range of stories and rhymes. Pupils at the early stages of reading quickly learn to read with accuracy and fluency.

Expertly trained staff deliver the daily phonics lessons. Precise and swift support is put in place where pupils need it. Throughout school, books are carefully selected for the age and interests of the pupils.

Older pupils talk enthusiastically about a wide range of books they have read.

The curriculum for early writing is less effective. Pupils are introduced to correct letter formation and spelling during phonics lessons.

However, they do not get sufficient opportunities to practise and embed this. As a result, some pupils in key stage 1 make many consistent errors with their letter formation, spelling, and simple sentence construction. Staff ask pupils to attempt complex writing tasks such as stories and descriptions before they have the basic knowledge to do so successfully.

Across key stage 2 staff work extensively with pupils to rectify errors. This means that pupils achieve well in writing by the time they leave school.

Children in the early years respond well to routines and focus on their learning.

Adults create purposeful opportunities for children to learn through play. Children quickly gain the important knowledge and skills they need. Interactions between adults and children are often of a high standard.

As a result, children are able to communicate and use language with increasing confidence.

The school identifies the additional needs of pupils with SEND quickly and accurately. The school ensures that staff receive the training they need to help them meet the needs of pupils with SEND effectively.

Staff provide adaptive support where appropriate.

The school has crafted a highly effective and very well-considered programme for pupils' wider development. Pupils know what British values are and their importance.

They understand that everyone is unique. They learn that people have different families, backgrounds, cultures, and beliefs. Pupils are able to speak confidently and maturely about the importance of treating everyone equally.

Pupils know how to keep healthy through eating well and taking exercise. They have a range of strategies to support their mental health. Pupils know how to stay safe online as well as in the wider world.

They are knowledgeable about different faiths and cultures. Regular opportunities to consider and debate mean that pupils are encouraged to think deeply about local, national, and global issues. Pupils are well prepared for life in modern Britain.

Those responsible for governance are ambitious and well-informed, and their work is highly effective. Staff, including those new to teaching, feel supported in their workload and are happy and proud to work at 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)

• The English curriculum does not outline the small steps necessary to support pupils at the early stages of writing transcription. Pupils do not get sufficient opportunities to practise and master their letter formation, spelling, and basic sentence construction before they are asked to write longer compositions. The school should ensure that the English curriculum is effectively sequenced to support the teaching of early writing.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour, or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be good for overall effectiveness in March 2015.

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