|Name||Stamford Welland Academy|
|Ofsted Inspection Rating||Good|
|Address||Green Lane, Stamford, PE9 1HE|
|Religious Character||Does Not Apply|
|Number of Pupils||490 (55.9% boys 44.1% girls)|
|Number of Pupils per Teacher||16.2|
|Academy Sponsor||Cambridge Meridian Academies Trust|
|Percentage Free School Meals||18.4%|
|Percentage English is Not First Language||2.9%|
|Pupils with SEN Support||9.8%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (24 January 2017)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
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. The school is part of the Cambridge Meridian Academies Trust. The school is a much smaller than the average-sized secondary school. The majority of the pupils are from White British backgrounds. The proportion of pupils who have special educational needs and/or disabilities is above average. The proportion of pupils who have a statement of special educational needs or an education, health and care plan is also above average. The proportion of disadvantaged pupils is above the national average. A very small number of pupils receive their education through the Pilgrim Service. The school meets the government’s current floor standards, which set out the minimum expectations for pupils’ attainment and progress at the end of Year 11.
Summary of key findings for parents and pupils
This is a good school The principal provides highly effective leadership. He has created a culture of ambition and aspiration at the school and there is a relentless focus on school improvement. The trust, senior leaders and members of the academy council (governors), are determined to secure the best possible outcomes for every pupil. They know the school well and are clear about the school’s strengths and what needs to improve. Leadership of subjects is good. Leaders are committed to ensuring that pupils make good progress and exceed expectations. The leadership of the school’s work with pupils who have special educational needs and/or disabilities and with disadvantaged pupils is very strong. They make good progress and achieve well. Strong leadership of teaching and learning and a comprehensive programme of training and development have ensured that teaching is now good. In 2016, the progress made by pupils in Year 11 from their starting points was above average. Pupils make good progress in a range of subjects in all year groups. Leaders and teachers track pupils’ progress rigorously. They respond quickly and effectively when they identify any underperformance. Procedures to safeguard pupils are robust. The school’s work to support pupils, especially vulnerable pupils, is outstanding. Pupils’ behaviour in lessons and around the school is good. Pupils are polite, courteous and respectful. Attendance has improved because of the determined work of staff and the tailored support offered to pupils. There are strong relationships between pupils and staff. Pupils know that there is always someone to talk to if they have a worry or concern. Governors are highly skilled and experienced. They are effective in holding senior leaders to account. The trust and academy council have a relentless focus on school improvement. Some teachers do not consistently apply the school’s policy on feedback to pupils. This means that some pupils are not clear about what they have to do to improve their work. This also has a negative impact on the quality of presentation in some books. The way in which some teachers question pupils about their learning does not consistently deepen their knowledge and understanding. The positive values the school successfully encourages pupils to have are not closely linked to British values.