Wixams Academy

Highlights from Latest Inspection

What is it like to attend this school?

Most pupils enjoy attending Wixams Academy.

They attend regularly. There are many opportunities for personal development. The school offers a wide range of extra-curricular activities and visits, including trips abroad.

There are increasing opportunities to contribute to the development of the school through roles, such as the junior leadership team.

Most pupils now understand and follow the school's clear behaviour expectations in lessons. The school is generally calm and orderly.

Pupils usually treat each other and staff with respect. However, some pupils are frustrated about the way a small number of pupils speak to others. Bullying does happen oc...casionally, but staff usually deal with this effectively.

Pupils are kept safe here.

Pupils often experience skilful teaching in lessons. However, this is not always the case.

The curriculum is generally well planned but there are inconsistencies in how well it is delivered. As a result, pupils learn better in some subjects than in others.

Sixth-form students benefit from small classes, specialist teachers and interesting lessons.

As a result, students work hard and are very engaged in their learning. Students develop their skills through leadership and mentoring. They receive valuable guidance, including careers information, to prepare them well for their next steps.

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

The school's curriculum clearly sets out what pupils should know and understand, and how this knowledge builds up over time. However, the level of ambition across subjects varies. Leaders recognise that the Year 7 and Year 8 curriculum content in some subjects has not provided a secure foundation for key stage 4.

The time available to study key stage 3 content is being increased.

In some subjects, skilled questioning is used to check pupils' understanding. However, this is not consistent, particularly in the lower years of the school.

This means gaps in pupils' knowledge are not always identified. As a result, pupils are not always sure about what they have learned. The quality of their work varies.

In some subjects, the expectations of staff are not high enough. This means pupils' understanding is not developed as thoroughly as it should be.

The reading intervention programme for those pupils who require reading support is having some limited impact but lacks precision.

It does not always meet the needs of pupils who struggle with reading. Leaders recognise this and are taking steps to address it.

Pupils with special educational needs and/or disabilities (SEND) are generally well supported.

Their needs are accurately identified. Teachers have the information they need to adapt their teaching. However, pupils with SEND experience the same inconsistencies in the curriculum delivery as their peers.

The quality of education in the sixth form is stronger than the main school. The curriculum matches students' needs and aspirations. Teachers have stronger subject knowledge and higher expectations.

There is impressive support for students' mental health and well-being.

The school's behaviour policy now sets out clear expectations. Pupils move around the school in an orderly way.

Social times are calm. However, all staff do not consistently apply behaviour expectations. Leaders know there is still work to do to help pupils' focus positively on their learning.

The school provides strong pastoral support and works closely with many families. This has helped reduce serious behavioural issues and secure good attendance.

Personal development across the school is a strength.

The personal, social, health and economic curriculum is well structured. It is closely linked to pupils' needs. Pupils learn about healthy relationships and how to stay safe.

However, some younger pupils do not always apply their knowledge about diversity, equality and the protected characteristics.

An impressive range of visits, activities and clubs help pupils to develop their talents and understanding of the world. Leaders make sure that all pupils can access these opportunities.

However, the monitoring of pupils' participation is at an early stage. The well-planned careers programme includes helpful independent advice and guidance. There are opportunities to meet potential employers.

Governance is in a period of transition. The local advisory body has been strengthened with additional expertise since the previous inspection. However, local governors and trustees have not always been sufficiently challenging.

Leaders across the school want the best for pupils. They know what needs to be improved. Progress has been made in some areas.

The school and the trust recognise that the school is not yet where it should be. They know there is work to do to gain the full confidence of parents.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• While pupils' general conduct has improved, there are still inconsistencies in how effectively the school's behaviour systems are applied by staff. The school should continue to train and support staff to use the school's behaviour policies and processes consistently. ? Assessment is not always used well.

In some subjects, effective strategies to determine exactly what pupils know and whether they are ready to move on are inconsistent. As a result, pupils do not always fully understand what they have been taught. The school should review the way in which assessment is used to improve its consistency and impact across all subjects.

• There are inconsistencies in how effectively the planned curriculum is delivered. Where expectations are low, or where strategies fail to engage pupils, they lose focus and can display poor attitudes towards their learning. Leaders should ensure that teachers have the training and support they need to understand how to adapt and teach the curriculum well.

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