Worlaby Academy

Highlights from Latest Inspection

Outcome

Worlaby Academy continues to be a good school.

The principal of this school is Sharon Hatton. 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 (CEO), Paul Tarn, and overseen by a board of trustees, chaired by Steven Hodsman.

What is it like to attend this school?

Leaders at Worlaby Academy have established school values based on kindness, respect and collaboration. Staff consistently display these qualities through their interactions with pupils and with each other. This inspires pupils to behave in a similar way.

Pupils treat those around the...m with the utmost respect and kindness. Leaders have shaped a highly inclusive school culture in which all pupils flourish. Pupils are proud to be themselves.

The school is a very happy place to learn.

Leaders have established an ambitious curriculum for all pupils. Pupils are inspired by the many opportunities that the curriculum offers to them.

Meeting new authors encourages pupils to try new books and write their own stories. In addition, many pupils take part in the school choir and in the science, technology, engineering, and mathematics club. Leaders make sure that pupils have many opportunities to explore their talents and interests.

Pupils' behaviour is exemplary. They display very positive attitudes towards their learning. Adults apply their high expectations of pupils consistently.

Pupils rise to these expectations by showing independence and resilience when mastering new knowledge. Pupils also have high expectations of themselves and behave consistently well whether adults are present or not. Leaders have created a culture in which pupils want to support and look after each other.

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

Leaders have established an ambitious curriculum. In some subjects, the school has clearly identified the most important knowledge that pupils need to learn. Teachers consistently help pupils to review this knowledge.

They help pupils to make important connections between the aspects that they are learning about. When studying the Second World War, pupils learn about rationing and its links to the 'Dig for Victory' campaign. However, leaders' ambition has not been fully realised in all aspects of the curriculum.

In some areas, this important knowledge has not been identified clearly enough. In these cases, pupils' understanding is less secure than it is in other subjects.

Leaders have made reading a priority.

They have made sure that all staff have the training that they need to help pupils to become fluent readers. In early years, children learn phonics and quickly become confident readers. If pupils struggle to read, they receive extra tuition to help them to become more fluent.

Leaders make sure that pupils with special educational needs and/or disabilities have the resources that they need to be able to read confidently. For example, some pupils use coloured acetates to focus more easily on the text. Adults share carefully chosen stories that inspire pupils to explore the many books in their school.

Pupils speak with enthusiasm about the authors and series of books that they most enjoy. They often recommend books to each other. Reading is everywhere in this school.

Staff give children lots of opportunities to develop their mathematical skills. Children compare the weights of different objects and make different amounts using groups of objects. Children become confident with number quickly.

Teachers help older pupils build their mathematical knowledge step by step. Pupils have lots of opportunities to rehearse and revisit learning. This is helping them to become confident mathematicians.

Pupils have an impressive understanding of difference and diversity. They know that everyone deserves to be respected. Pupils talk with maturity about issues such as healthy relationships and consent.

Adults provide many opportunities for pupils to debate different issues. The school makes sure that pupils have the language that they need to express their opinions and ideas sensitively. This informs the deep respect with which pupils treat everyone around them.

Those responsible for governance are knowledgeable about the school. They check carefully that leaders are taking the right actions in the best interests of pupils. The trust and the school deliver highly effective support and professional development for staff at all levels.

The workload and well-being of all staff is a priority. Leaders understand that in this very small school, staff have many different responsibilities. The school makes sure that staff have the time that they need to undertake those responsibilities effectively.

Staff are proud to work in this school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some areas of the curriculum, the most important knowledge that pupils need to learn is not defined clearly enough.

Where this is the case, pupils do not acquire a deep enough understanding. The school should make sure that the knowledge pupils need to learn is mapped out equally well across all subjects.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

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 would now receive a higher or lower grade, then the next inspection will be a graded inspection, which 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 in February 2015.

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