Astrea Academy Woodfields

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About Astrea Academy Woodfields

Name Astrea Academy Woodfields
Ofsted Inspections
Mr David Scales
Address Weston Road, Doncaster, DN4 8ND
Phone Number 01302312140
Phase Academy
Type Academy sponsor led
Age Range 11-18
Religious Character None
Gender Mixed
Number of Pupils 746
Local Authority Doncaster
Highlights from Latest Inspection

What is it like to attend this school?

Astrea Academy Woodfields has improved rapidly since its previous inspection.

The culture within the school has been transformed. Pupils and staff appreciate the actions that leaders have taken to improve the quality of education. Pupils learn an ambitious curriculum that is well taught by passionate and knowledgeable teachers.

Although not reflected in published outcomes in 2023, pupils are now developing a rich body of knowledge across the curriculum.

The school has high expectations. Most pupils behave extremely well.

They feel happy and safe. Pupils understand and value the consistent approach to behaviour. Some pupils do not meet the school's expectations.

Leaders act swiftly to ensure the learning environment remains calm and productive. This results in suspensions for some pupils. There is extensive support for these pupils and the number of suspensions is reducing.

Pupils' personal development is a sharp focus for the school. Leaders ensure that pupils develop a rich set of experiences to build cultural capital and broaden their horizons. This includes visits to universities, museums and a wide range of extra-curricular opportunities.

The school is in the final of a national poetry competition that will take place in the Globe Theatre in London.

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

The school has an incessant focus on improving the quality of education that pupils receive. Leaders, with the support from the multi-academy trust, have identified the important knowledge that pupils need to learn in each subject.

This knowledge is sequenced carefully so that it builds on what pupils already know and addresses gaps in pupils' prior knowledge.

The school has identified effective strategies to teach the content of the curriculum. Teachers use these strategies consistently.

The school's approach to teaching ensures that pupils learn and remember what they have been taught. Teachers use questioning effectively in order to check pupils' understanding in lessons. They adapt their teaching well if they find gaps in pupils' knowledge.

Due to the weaker quality of education in the past, some older pupils did not make as much progress as they could have by the end of key stage 4, including in national assessments. Although this improved in 2023, the previous impact is reflected in the published outcomes that pupils achieved.

Leaders have allocated curriculum time to enhance pupils' reading.

Pupils in Years 7 to 10 read a range of authors and genres through the 'Astrea Reads' curriculum. The school identifies the barriers that prevent pupils who are at an early stage of learning to read from reading fluently. Pupils receive the support that they need to become confident readers.

The school considers the provision for pupils with special educational needs and/or disabilities (SEND) carefully. This includes the use of both internal and external alternative education providers. Staff identify pupils' needs quickly.

This means that pupils get the support that they need to do well. Leaders train teachers well. They provide teachers with precise information to help them meet the needs of these pupils.

Pupils told inspectors how much behaviour has improved since the previous inspection. Inspectors agree with this view. All staff apply the school's behaviour and rewards system consistently.

This means that classrooms and corridors are places where pupils, including those with SEND, feel safe and can learn. There are still some pupils who demonstrate challenging behaviour. This has led to a high number of permanent exclusions and suspensions.

This academic year, the school has reduced the number of suspensions, alongside continuing to improve behaviour.

The school and the multi-academy trust have prioritised the improvement of pupil attendance. There is a specific attendance action plan that is checked by leaders and trustees regularly.

The implementation of this plan has led to improvements. Overall attendance is increasing and there has been a reduction in the number of pupils who are persistently absent from school. However, it remains that some pupils do not attend school often enough.

The number of disadvantaged pupils or pupils with SEND who are persistently absent from school is still too high.

The sixth-form provision is small. One student described it as being 'like a family'.

The school has created a curriculum that meets students' needs and matches the local labour market. Leaders have strengthened the curriculum and the provision for GCSE mathematics recently. Pupils are prepared well for their next phase in education, training or employment.

Leaders have an ambitious vision for Astrea Academy Woodfields. Their actions have improved the school significantly. Staff are proud to work at the school.

Trustees maintain a strong oversight of the school and have an accurate view of its strengths and areas for improvement. They closely monitor the impact of the school's work on the quality of education, attendance and suspensions.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Due to the weaker quality of education in the past, some older pupils did not make as much progress as they could have by the end of key stage 4, including in national assessments. This impacts the extent to which they are well prepared for their next steps in education, training or employment. Leaders should continue to implement their plans to address these gaps to ensure pupils make better progress by the end of Year 11.

• Some pupils do not attend lessons often enough due to poor attendance or suspension. This means that they miss out on valuable learning. Leaders should continue to implement their plans to ensure these continue to improve attendance and reduce suspensions.

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