Wilshere-Dacre Junior Academy

Highlights from Latest Inspection

Outcome

Wilshere-Dacre Junior Academy has taken effective action to maintain the standards identified at the previous inspection.

The headteacher of this school is Sarah Smith.

This school is part of the REAch2 Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Cathie Paine, and overseen by a board of trustees, chaired by Gavin Robert.

What is it like to attend this school?

Pupils are immensely proud to attend Wilshere-Dacre Academy.

They describe the school as being safe, friendly and supportive. They say it is a place where 'no one is the same, but everyone is equal...'. Staff know the pupils very well.

Pupils benefit from positive, caring relationships with adults at the school. Parents and carers are overwhelmingly positive about the school. They value the high level of care and support staff give their children.

Pupils are courteous and respectful to adults and each other. They behave well throughout the day. Pupils follow well-established routines and expectations.

Older pupils are role models for younger pupils, demonstrating high levels of self-control. There is something for everyone at breaktimes. This includes pupils with special educational needs and/or disabilities (SEND).

Staff have thought through the social space and equipment carefully. Pupils appreciate the range of activities, such as creating dance routines to music or spending time in the quiet nurture area.

Pupils have highly positive attitudes towards their learning.

They say teachers make learning interesting. This motivates them to do their very best. Pupils' high regard for education is evident in their attentiveness and hard work in lessons.

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

The school's curriculum is ambitious. A few subjects have recently been reviewed and the new content is being taught for the first time. The school has ensured that the curriculum enables pupils to build on their prior learning, including what they learned at their respective infant schools.

The curriculum sets out the knowledge pupils will learn step by step. Teachers check learning frequently. They adapt lessons to ensure that pupils build their knowledge.

Learning is adapted well for disadvantaged pupils and those with SEND. Staff expertly identify where these pupils have gaps in learning. They provide effective support to meet their individual needs.

These pupils achieve well.

In subjects that are well established, teachers show strong and secure subject knowledge. They expertly model and explain new knowledge to pupils in clear steps.

They use effective questions to probe pupils' understanding and extend their thinking. The school uses a range of strategies to help pupils remember their learning. In subjects which are being developed, teachers are still getting to grips with the new plans.

This means they do not always give the most time and attention to the key content and concepts that pupils need for their next steps. Occasionally, pupils are moved on to new learning before they have really grasped the knowledge they need to progress well.

Reading sits at the heart of the curriculum.

Pupils enjoy reading. They are eager to talk about the exciting events that motivate them to read. These include visits from authors and trips to the local library.

Pupils read a host of exciting and challenging texts. Anyone who does not know the letter sounds that they should receives additional support promptly. Training for all staff to be experts in teaching phonics has been a priority.

This ensures pupils catch up as quickly as possible and are able to read accurately and fluently.

Pupils enjoy school and this is reflected in their high attendance. The school ensures parents understand the impact that attendance has on a child's education.

Staff work well with families and other agencies when pupils have too much time off school.

Pupils' personal development is a strength of the school. Through a high-quality and well-designed enrichment offer, pupils learn about themselves and the world they live in.

Character development is a priority. This is underpinned by the school values: ready, respectful, safe. Pupils understand the importance of always being ready to learn.

They learn how to manage their emotions and know adults will help if needed. Pupils understand healthy relationships. They have a deep understanding of modern Britain and the need for tolerance and respect in society.

Pupils are taught about ways to stay safe, including when online.

The school goes to great lengths to encourage pupils to participate in all that is on offer. Most pupils make good use of the school's wider opportunities.

These include art, technology and board games, as well as different sports. In addition, the school promises each pupil a variety of rich experiences which will deepen their understanding of responsible citizenship. These include visiting local care homes to build relationships with the elderly residents and collecting litter during a five-mile hike.

Staff feel trusted and well supported. They appreciate the time they are given to carry out additional duties. Governors and the trust team provide effective challenge and support.

This ensures the school continues to improve.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Curriculum plans for a few subjects have recently been developed.

Occasionally, teachers are not yet clear of the most important knowledge pupils need to learn. Consequently, some lessons do not give appropriate time and attention to this content and pupils do not learn as effectively as they could. The school should continue its work to develop these subjects and ensure they are delivered to a consistently high standard.

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 first ungraded inspection since we judged the school to be good for overall effectiveness in January 2019.

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