Halewood Academy


Name Halewood Academy
Website http://www.halewoodacademy.co.uk
Ofsted Inspection Rating Good
Address The Avenue, Wood Road, Knowsley, L26 1UU
Phone Number 01514778830
Type Academy
Age Range 11-16
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 1030 (54.4% boys 45.6% girls)
Number of Pupils per Teacher 15.5
Academy Sponsor Wade Deacon Trust
Local Authority Knowsley
Percentage Free School Meals 32.2%
Percentage English is Not First Language 3%
Pupils with SEN Support 19.4%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (26 April 2017)
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Information about this school

The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. Halewood Academy converted to become an academy in May 2013. At that point it was judged good, but went into special measures at the subsequent inspection in April 2015. At the time of that inspection, the current principal had been in post for two terms. Since the previous inspection, the school has worked very closely with Wade Deacon, a local outstanding school. Wade Deacon is the leading institution of the Wade Deacon Trust. Halewood has been part of this multi-academy trust since February 2017. Halewood is slightly larger than the average-sized secondary school, with a very small on-site sixth form. The sixth form was closed to new entrants last academic year due to lack of viability and there are currently only Year 13 students on roll, in the process of completing their studies. Most pupils are of White British heritage. The proportion of disadvantaged pupils supported by the pupil premium funding is well above average and increasing. The proportion of pupils who have special educational needs and/or disabilities is above average. The academy uses alternative provision for a very small number of pupils, from a number of providers including Harmonize Academy, Fairbridge, YPOP, Progress Sport and Basetech. The academy has undergone substantial changes to its leadership team and governance since the previous inspection. The school meets the Department for Education’s definition of a coasting school based on key stage 4 academic performance results in 2014, 2015 and 2016.

Summary of key findings for parents and pupils

This is a good school School leaders have created a culture of aspiration that pervades this school. Together with improved teaching, this has transformed pupils’ attitudes to learning. The support provided by the Wade Deacon Trust has been pivotal in the school’s successful journey out of special measures. Leaders of the trust have shown strong moral purpose in their mission to provide a good education for the pupils of Halewood. Subject leaders have played a crucial role in driving the school forward. They lead by example and demonstrate an uncompromising passion for further improvement. Inadequate teaching and poor leadership, so evident at the time of the previous inspection, have been eradicated. As a consequence, teaching is characterised by high expectations of what pupils can achieve. Pupils get off to a flying start when they join Halewood in Year 7 because teachers build effectively on what they have already learned at primary school. Although the sixth form is closing, this closure has been handled sensitively and with the interests of students close at heart. As a result, their progress has not been hindered and they have achieved well. School leaders have been successful in tackling absenteeism, which for so long has plagued this school. Pupils can see the connection between attendance and progress. They are motivated to attend because they want to succeed. Pupils across the school, including the sixth form, benefit from a wide-ranging programme to provide advice on careers, training and further education. Pupils feel safe. They say that bullying is rare and dealt with swiftly and effectively. Pupils show pride in their school. They appreciate the hard work of their teachers and do not want to let them down. Pupils in Years 7, 8 and 9 make good progress. However, the progress of pupils in Year 11 and, to a lesser extent, that of those in Year 10 requires improvement. This is because the progress of older pupils has been hampered by poor teaching in the past. Literacy is promoted well but initiatives to support numeracy are underdeveloped. Although behaviour has improved substantially, the rate of exclusion remains too high.