Waverley Academy

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About Waverley Academy

Name Waverley Academy
Website https://www.astreawaverley.org
Ofsted Inspections
Mrs Louise Jean Stanton
Address Douglas Road, Doncaster, DN4 0UB
Phone Number 01302853326
Phase Academy
Type Academy converter
Age Range 3-11
Religious Character None
Gender Mixed
Number of Pupils 189
Local Authority Doncaster
Highlights from Latest Inspection

What is it like to attend this school?

Leaders' vision is for pupils to develop their understanding of the school's core values of tenacity, empathy, curiosity, scholarship and happiness. Leaders realise this goal. They have worked hard to improve the school.

The school environment is well organised and welcoming. Classroom displays provide pupils with a range of useful information. Leaders have high expectations of pupils.

Pupils respond well. They listen carefully to teachers' instructions and concentrate in lessons.

Leaders prioritise the development of pupils' character.

They promote the need to be resilient and to care for others. Pupils feel safe in school. They are not worried abou...t bullying.

Pupils are aware that bullying can happen, but this is rare. They are confident that staff would help them if they had any concerns. Pupils move around the school sensibly.

They are supportive of one another. Adults encourage pupils to be independent from an early age.

Leaders work hard to welcome families to the school, so that they feel part of the school community.

Staff greet pupils and families each morning. Pupils enjoy taking part in a range of clubs, such as singing and computer clubs. Leaders have been careful to consider when these clubs take place.

This ensures that clubs are well attended.

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

Leaders have improved the curriculum. In most subjects, the curriculum is well designed.

Leaders have reviewed the curriculum and identified the most important things pupils must know. The curriculum needs to improve in a minority of other subjects in the wider curriculum. For example, in physical education (PE), important knowledge is not clearly identified.

As a result, pupils do not get the opportunity to learn important knowledge in PE that they will need for future learning.

In mathematics, the well-sequenced curriculum helps pupils to build on what they already know and can do. Teachers check what pupils have learned and remembered each term.

They discuss this with leaders to identify which pupils need extra help. Books show that pupils have a range of opportunities to develop their problem-solving skills.

Leaders have reviewed curriculum plans in the early years to ensure that children can build on what they already know.

The early years environment is attractive and well organised. Activities are interesting and purposeful. Adults encourage children to take part in conversations.

This helps children to improve their vocabulary and talk with more confidence. Children learn essential skills, such as turn-taking and sharing, from an early age.

Leaders ensure that reading is a priority across the school.

Children learn to read as soon as they start the Reception Year. There is a consistent approach to the teaching of reading. Leaders provide staff with high-quality training to help them teach reading.

Staff receive weekly support from the reading leader. This helps them to keep improving their teaching. Staff check which sounds pupils know.

They use this information to make sure that pupils who find reading difficult receive extra support. This helps them to catch up quickly.

Pupils' books show that they have opportunities to use their writing skills in a range of subjects.

However, in key stage 1 and key stage 2, pupils do not get sufficient time to practise letter formation. Some pupils do not form letters accurately. This means that their work can be difficult to read.

Pupils are well-behaved. They respond positively to the behaviour policy. They are enthused by the range of rewards that they can earn for good behaviour.

Leaders plan opportunities for pupils to learn about the careers that they might pursue. Leaders are careful to promote equal opportunities and encourage pupils to raise their aspirations. Pupils learn about different relationships and what is important to people of different faiths.

This work prepares pupils well for life in modern Britain.

There are effective systems in place to identify pupils who may need extra support. Staff work closely with professionals from external agencies to provide help for pupils who have special educational needs and/or disabilities (SEND).

Leaders and teachers make regular checks to see how well pupils with SEND are doing. Staff receive regular training. Support plans help teachers to meet the needs of these pupils.

Senior leaders have established a strong team culture. They take care to consider the workload of staff. Staff enjoy working at the school and feel well supported by leaders.

Teachers who are new to the school welcome the help that they receive. Trust leaders and trustees share leaders' ambition to continuously improve the quality of education. Trustees and the local committee provide effective support for school leaders.


The arrangements for safeguarding are effective.

Leaders carry out thorough checks to ensure that staff are suitable to work with children. New staff receive relevant safeguarding information.

Staff receive annual safeguarding training and regular updates.

Adults know how to identify signs that would indicate pupils may be at risk. There are clear systems for reporting any concerns.

Leaders keep detailed safeguarding records. They are swift to act if they have any concerns. Staff share information efficiently and effectively.

Pupils talk confidently about what they learn about online safety. Pupils say that if they are concerned, they can talk to adults, who will listen and take action to help them.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have not identified the precise knowledge that pupils should learn in a small number of subjects, such as PE.

This means that some teachers do not teach some important information. Leaders should identify important knowledge that pupils should learn in all subjects. ? Teachers do not spend enough time teaching children to form letters in key stage 1 and key stage 2.

As a result, pupils are not forming letters well enough. The quality of handwriting across the school needs to improve. Leaders and teachers need to ensure that the school's handwriting policy is followed and that teachers help pupils to produce neater, more legible work.

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