Wreake Valley Academy

Highlights from Latest Inspection

What is it like to attend this school?

The school has improved considerably since its previous inspection. New leaders have raised staff's expectations of what pupils can learn and achieve. Most pupils enjoy coming to school and know that staff want them to do their best.

An increased number of students choose to continue their studies in the sixth form. Pupils understand the simple message that 'every lesson counts, and everybody matters'.

New behaviour routines help pupils get to lessons on time and concentrate on their learning.

Low-level disruption in lessons is uncommon. Pupils say that most teachers deal with incidents of poor behaviour fairly and consistently. They appreciate help from staf...f to improve their conduct, when necessary.

Pupils are generally polite and respectful. They get on well together and enjoy positive relationships with adults. Most pupils are confident that staff will resolve any issues of bullying swiftly.

Pupils feel safe in school and know that there is always someone they can talk with if they want to share a concern.

Most parents and carers are positive about the school and the way it has improved. However, many would like to know more about what their children are learning and how well they are achieving.

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

Leaders and those responsible for governance have communicated a clear vision for the school. Leaders' high expectations for pupils' behaviour and learning have created a positive culture. Staff have welcomed these changes and know what leaders want to achieve.

Staff and leaders are committed to continuing to improve all aspects of the school.

Leaders have redesigned the curriculum. Pupils in key stage 3 have more time to study a broad variety of subjects in sufficient depth.

Sixth-form students enjoy choosing their courses from an increased range of subjects and qualifications. Most of these students aspire to attend university or secure higher-level apprenticeships.

Curriculum leaders are identifying the most important subject content they want pupils to know, and when they should learn it.

This work has progressed well in some subjects. In English, science, and art and design, curriculums are well developed. This helps pupils secure their knowledge and skills.

Leaders are still developing the curriculums in other subjects. In geography, history and French, leaders are checking that their key stage 3 plans are ambitious. They are using extra curriculum time to ensure that pupils do not have gaps in their knowledge.

Teachers use their subject-specialist knowledge well. They include plenty of opportunities for pupils to revisit previous learning. Pupils say this helps them remember important information and correct any misconceptions.

Most pupils are keen to engage with their learning, sharing their ideas and offering to read aloud in class. However, the quality of their written work is inconsistent. Not all teachers insist that pupils present their work neatly and spell subject-specific terms accurately.

A well-resourced library encourages pupils' love of reading. Knowledgeable staff provide effective support to pupils who struggle to read well. This support helps pupils read more confidently and fluently, so that they can access the full curriculum.

Most teachers support pupils with special educational needs and/or disabilities (SEND) to access the curriculum appropriately. Pupils with SEND in the specially resourced provision benefit from a curriculum that is aligned closely to the rest of the school. Pupils attending this provision are positive about how staff help them learn.

Some parents of pupils with SEND are concerned that leaders do not communicate with them well enough about their children's needs.

The pandemic has had a negative impact on the attendance of some pupils. Attendance procedures are helping these pupils come to school more often.

The number of pupils excluded from school is declining.

The personal development programme is well planned. Pupils learn the importance of being resilient and learn how to look after their mental health.

They understand the risks posed by knife crime. Sixth-form students explore the differences between terrorism and extremism. Extra-curricular opportunities are restarting, including rehearsals for the musical production of 'Guys and Dolls'.

The provision for careers education is developing. Pupils in Years 10 and 12 will benefit from work placements later this year.

Those responsible for governance are aspirational for the school and the community it serves.

They are well informed and provide leaders with appropriate support. Staff feel valued. They say that leaders are considerate of their workload and well-being.

Most parents are supportive of the school and recognise the positive improvements made by leaders.

Safeguarding

The arrangements for safeguarding are effective.

Leaders make sure that the school's safeguarding procedures help to keep pupils safe.

They have increased the number of staff in the safeguarding team to ensure that pupils get the support they need.

Staff are well trained. They know how to spot that a pupil may be at risk of harm.

Leaders take prompt action when staff report concerns. They work closely with external agencies to get pupils the right help. Pupils' safeguarding records are detailed.

Leaders' safeguarding checks of alternative providers are rigorous. Trust leaders check the suitability of staff carefully before they start working at the school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school's curriculum is not yet sufficiently well planned and sequenced in some subjects, such as geography, history and French.

It is not yet fully clear what pupils should learn, and when, in these subjects, to build their knowledge over time. However, it is clear that leaders have begun to review and plan the curriculum in these subjects and are making any necessary amendments in response to the pandemic. For this reason, the transitional arrangements have been applied.

• Communication by leaders with parents is sometimes not as effective as it could be. Some parents say they do not know what their child is learning or how well their child is doing. Information about the needs of pupils with SEND is sometimes not shared with parents.

Leaders need to ensure that they keep parents well informed about pupils' learning and achievements. Leaders should ensure that parents of pupils with SEND know their child's needs and how they are being supported to access the curriculum. ? Teachers do not have consistently high expectations of the quality of pupils' written work.

Not all pupils present their work well. Teachers often do not make sure that pupils spell subject-specific terms accurately. Leaders should ensure that teachers consistently expect pupils to take pride in producing accurate, well-presented work.