Crofton Academy

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About Crofton Academy

Name Crofton Academy
Ofsted Inspections
Headteacher Mr Peter Walker
Address High Street, Crofton, Wakefield, WF4 1NF
Phone Number 01924862985
Phase Academy
Type Academy converter
Age Range 11-16
Religious Character Does not apply
Gender Mixed
Number of Pupils 1038
Local Authority Wakefield
Highlights from Latest Inspection

What is it like to attend this school?

Crofton Academy is a school transformed since the last inspection. Expectations of pupils' behaviour, and what pupils can achieve academically, have been raised.

Pupils are increasingly reaching these higher expectations. Pupils' achievement in examinations at the end of Year 11 have significantly improved. Examination outcomes in 2022 were broadly in line with national averages in most subjects.

Pupils in Years 7 to 9 benefit from studying a broad and balanced curriculum before starting their examination courses in Year 10. This allows them to study topics in greater depth and develop a deeper understanding of what they have been learning.

Behaviour in lesso...ns, and around school, is calm.

Lessons are rarely disrupted by poor behaviour. When they are, it is dealt with quickly and effectively. There are high levels of respect between pupils and with adults.

Bullying is uncommon but, when it does happen, pupils know the importance of reporting it and are confident that it is dealt with quickly and effectively. As one pupil noted: 'School is now a community who all work together to make things better for everyone.' Pupils enjoy attending school.

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

Leaders have worked effectively with colleagues from across the Castleford Academy Trust to address areas of weakness. Governors and trustees have provided appropriate support, and challenge, for leaders during the necessary changes. Teachers, pupils and families are supportive of the fact that the school has addressed areas of weakness while maintaining its own identity.

Crofton staff are now supporting other schools through the sharing of their own strong practice.

Expectations of pupils' behaviour, in and outside of lessons, have risen significantly. These new expectations, and consequences for not meeting them, are understood by pupils.

Rules are applied consistently by staff. After an initial increase, suspensions have fallen. Pupils who have been suspended are positive about the steps that staff have taken to help them improve their behaviour.

Leaders have ensured that simple approaches to improving attendance are consistently applied. Staff work closely with families to identify and address factors leading to pupil absence. Attendance is now above the national average.

Pupils with visual impairments play a full part in school life. Teachers work effectively with the visual impairment unit team to ensure that all pupils can fully benefit from lessons, including adapting physical and printed lesson resources.

Teachers receive high-quality professional development to help them teach effectively.

This professional development initially focused on the core features of effective lessons. This structured approach to teaching has resulted in pupils, including those with special educational needs and/or disabilities (SEND), learning more effectively than previously. Pupils now achieve in line with national averages in most subjects.

However, some generic teaching approaches do not always support those who find learning more difficult, and the most able, to achieve as highly as possible.

Conscious efforts have been made to reduce staff workload. Leaders have ensured that staff are supported to be effective in their roles and only asked to do things that will make a difference to pupils.

Leaders identified that personal development, while previously a strength, did not provide pupils with enough opportunities to hear from external speakers who were experts in their field. Leaders made changes to how personal development is taught to increase the opportunities for pupils to hear from outside speakers. Pupils' understanding of aspects of the personal development curriculum is variable.

They have very strong knowledge of the features of healthy relationships and protected characteristics. However, their knowledge of the democratic structures in the UK is often poor. While leaders check that personal development sessions are taught well, they have not checked that pupils are learning the intended personal development curriculum in the longer term.

Pupils benefit from a wide range of clubs and societies. Leaders have considered the challenges to extra-curricular club attendance presented by the number of pupils travelling to and from school on buses. They have worked hard to overcome them as far as possible.

The proportion of pupils with SEND and those eligible for pupil premium funding attending clubs and societies is high.


The arrangements for safeguarding are effective.

Leaders have ensured that all staff are aware of the signs that a pupil may be at risk and know the systems to use to report those concerns.

Any concerns are evaluated promptly and appropriate steps are taken to help keep pupils safe, including working with outside agencies where appropriate.

Pupils are taught about the risks they may face and how to help keep themselves safe. Pupils have adults in school they would feel comfortable speaking to if they were worried about their safety and are confident that it would be dealt with effectively.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The structured approach to teaching has improved learning for all pupils. However, this highly structured approach does not always allow those pupils who find learning most challenging, and the most able, to achieve as highly as they could. Leaders should review how the curriculum is implemented for all pupil groups to ensure all pupils are supported to achieve their very best.

• Leaders have undertaken quality assurance of the implementation of the changes they have made in school but have not yet, in some cases, evaluated the impact of the changes. As a result, they cannot be sure that the changes have had the positive impact desired. Leaders should evaluate the impact of the changes they have made so that they can make adjustments where necessary.

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