Winterton Community Academy

Highlights from Latest Inspection

Main findings

In accordance with section 13 (4) of the Education Act 2005, Her Majesty's Chief Inspector is of the opinion that the school no longer requires special measures.

The school has made exceptional progress in tackling the weaknesses identified at the previous inspection. The headteacher's inspirational leadership, together with strong support and challenge from the governing body, has created a climate of collective responsibility for sustaining improvement. Effective monitoring unfailingly ensures that well-considered actions have considerable impact on raising the quality of provision and outcomes.

Attainment in 2011 was well above average at the end of Key Stage 4, a substantial rise compared... to 2010. The majority of subjects improved their performance considerably with a good number performing strongly against the national picture. Pupils' good achievement is driven by strong improvement in the quality of teaching that enables all pupils to make good progress.

A carefully constructed curriculum gives equal consideration to the needs and interests of all groups of pupils. Regular and accurate assessment has been most influential in accelerating pupils' progress; it is used consistently well by teachers and exceptionally so at whole-school level, where progress tracking of individuals and groups is forensic and informs timely interventions where necessary. High aspirations for pupils are underpinned by high expectations of all members of this cohesive school community.

There are no common weaknesses in teaching. Where teaching was good rather than outstanding this was most often because: the most able were not always challenged enough, teachers offered help too readily in independent learning tasks and too few opportunities were given to develop speaking skills. Pupils' attendance is high.

Outcomes for all other aspects of their personal development are good. Pupils have a strong sense of feeling safe and the governing body and senior leaders ensure that safeguarding arrangements are robust. Highly effective academic and pastoral support systems are sharply focused at individual pupil level and the staff know pupils' needs and circumstances very well.

Comprehensive and robust links with partner agencies and families are effective in caring for and supporting the most vulnerable pupils to achieve their potential. Beyond their lessons, pupils respond enthusiastically to a range of additional activities that contribute to their obvious enjoyment of school. The excellent care and guidance helps the youngest pupils settle quickly; they spoke positively to inspectors about the valued contribution made by older pupils as personal mentors to their strong sense of well-being.

As well-mannered, socially aware young people with sound literacy and numeracy skills, pupils are well prepared for life outside the school gates, although less well developed is their understanding and experience of the diversity of British society beyond their local community. Leaders and managers at all levels have grown in competence and confidence during special measures. This is demonstrable in their exceptional impact on the rate of school improvement.

The senior leadership team and governing body together are a formidable combination in the face of remaining challenges.

Information about the school

This is a smaller than average-sized secondary school in a rural location. Almost all pupils are White British.

The proportion of pupils known to be eligible for free school meals is below average. A slightly higher than average proportion of pupils have special educational needs and/or disabilities, although the number with a statement of special educational needs is below average. Slightly fewer girls are on roll compared to similar schools.

The school has specialist status in engineering. In December 2009, the school was placed in special measures because it was failing to provide an acceptable standard of education. In May 2011, it was judged to have made outstanding progress in tackling weaknesses in provision and outcomes.

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms