Spa Academy Askern

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About Spa Academy Askern

Name Spa Academy Askern
Ofsted Inspections
Mrs Emma Anderson
Address Sutton Road, Askern, Doncaster, DN6 0AQ
Phone Number 01302700332
Phase Academy
Type Academy sponsor led
Age Range 7-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 232
Local Authority Doncaster
Highlights from Latest Inspection

What is it like to attend this school?

The school is aspirational for pupils' achievement. Leaders have reviewed the curriculum in reading and mathematics.

However, there is still work to do. Standards are not high enough. Leaders have started to review curriculum plans in other subjects.

This work is not complete. Leaders have not identified the most important things that pupils must know in some subjects. This means that pupils could miss vital learning that helps them in future years.

Pupils enjoy attending school. They experience a wide range of activities. Visits to interesting places, such as the Yorkshire Wildlife Park and an outdoor pursuits centre, add to what pupils learn in the

Pupils enjoy taking part in a wide range of extra-curricular experiences, such as basketball club and homework club.

The school has high expectations of pupils' behaviour. There are positive relationships between adults and pupils.

Pupils generally behave well. Pupils know how to raise a concern and they trust that staff will always help them. This includes on the rare occasions that bullying occurs.

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

The school has strengthened some curriculum areas. In some subjects, the school has thought carefully about what they want pupils to know and remember. In mathematics, the school has identified the important knowledge that pupils must learn.

Learning builds on what pupils already know. However, in some other subjects, the important knowledge is not identified clearly. This means that pupils are not building on what they know and can do.

In some lessons, teachers do not check carefully whether pupils have understood what is being taught. As a result, some pupils have gaps in their knowledge.

The school identifies pupils who have fallen behind in reading quickly.

Staff provide support to pupils to help them increase their phonic knowledge as soon as they enter the school. Leaders have trained to teach reading well. Teachers make regular checks to ensure that pupils keep up.

Pupils read books that contain the sounds that they know. Pupils who are confident with their reading benefit from a range of high-quality texts. This helps them to continue to develop their reading skills.

The school has planned the mathematics curriculum well. Leaders provide staff with the training they need to teach mathematics well. However, pupils do not get sufficient opportunity to solve problems and explain how they work things out.

Often, pupils do not get time in lessons to tackle mathematical problems. This affects the standards they achieve. Leaders have plans in place to improve this area of mathematics.

Staff identify pupils who have special educational needs and/or disabilities (SEND) quickly. Leaders provide effective guidance and training to help staff meet the needs of pupils with SEND. As a result of this support, pupils with SEND achieve well.

The school has worked hard to create an environment that is warm and welcoming. Clear routines ensure that pupils move around the school sensibly. Most pupils focus well on their activities.

Teachers refocus pupils quickly when they do not pay attention. Pupils are keen to share their ideas with the class. They are confident when speaking with adults.

Assemblies celebrate the efforts pupils make. The school encourages pupils to respect different beliefs. Leaders are careful to promote equal opportunities.

Pupils are well prepared for life in modern Britain. They can talk with confidence about the importance of democracy and relate this to their own lives.

Leaders and governors are passionate about the school.

They are determined to make sure it continues to improve. There is a strong team culture among the staff. Leaders provide staff with a wide range of training opportunities.

Staff feel valued. They appreciate the support that they receive from leaders and the academy trust. The school has improved since the last inspection.

However, there is still more to do.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, curriculum plans are not well sequenced.

Leaders have not carefully considered what pupils need to learn in each subject. As a result, pupils have gaps in their knowledge. Curriculum leaders should consider the precise knowledge pupils must learn, and in what order, so that pupils can successfully build on what they already know.

• In some lessons, teachers do not carefully check that pupils have learned what is intended. As a result, leaders and teachers do not always know when pupils have gaps in their knowledge. Leaders should ensure that there are systems in place to accurately identify what pupils know and remember.

• The school does not provide enough opportunity for pupils to study all areas of mathematics. Pupils do not develop strategies for solving problems. Leaders should ensure that teachers receive further training and support to teach problem-solving strategies.

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