Waycroft Academy

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About Waycroft Academy


Name Waycroft Academy
Inspections
Ofsted Inspections
Head of School Mr Adam Smith
Address Selden Road, Stockwood, Bristol, BS14 8PS
Phone Number 01173772198
Phase Academy
Type Academy converter
Age Range 2-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 457
Local Authority Bristol, City of
Highlights from Latest Inspection

What is it like to attend this school?

Most pupils are respectful and follow the 'school charter'. They look out for their classmates. Pupils are safe.

Most enjoy school and attend well. However, the many unavoidable staff changes have been unsettling for pupils, staff, parents and carers.

Staff ensure that pupils learn about big ideas through the 'rights respecting' curriculum and a full range of academic subjects.

However, there are some weaknesses in the education pupils receive. Some staff do not expect enough of pupils. Pupils do not gain all the knowledge they should in reading and mathematics.

A minority of staff accept low-level disruptions in learning time.

Pupils usuall...y behave well at lunchtimes. They enjoy the many activities available to them.

If bullying happens, pupils are confident that the many trusted adults sort it out quickly.

Pupils have many opportunities to develop as leaders. For example, they can join the well-being group, the 'change it' team, the sports council or the 'eco team'.

There are many activities for pupils to develop wider talents and interests. For instance, in Years 5 and 6, pupils audition for and perform Shakespeare's work and younger pupils get 'stuck in' at forest school.

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

In recent times, leaders have needed to resolve many complex problems as well as the national lockdowns.

School leaders are working on the right things. The school is improving. Nevertheless, the quality of education is not good.

Nursery staff plan an appropriate curriculum. This is not built on effectively as children move into Reception. Here, the curriculum does not enable children to consolidate and deepen their knowledge and skills across the curriculum well enough.

Conversely, leaders are ensuring that curriculum plans are well sequenced elsewhere in the school. These teaching plans break down the essential knowledge pupils need to learn into manageable chunks. This helps pupils to know more and remember more in some subjects, such as computing and physical education.

Some teaching is based on strong subject knowledge but in some subjects, this is not the case. In mathematics, teaching sequences do not consistently follow the school's plans. This hinders pupils' ability to apply number facts and complete calculations with confidence.

Assessment in mathematics is not used sharply. Some sequences of work do not build on what pupils already know. Pupils who find mathematics hard do not always get the precise teaching they need.

These pupils have gaps in their knowledge. Pupils who already know the core content do not use and apply the knowledge they need to shine as mathematical experts.

Leaders are tackling the weaknesses in the reading curriculum head on.

Pupils who are at the early stages of reading have books that match the sounds they know. Leaders are revamping how staff teach phonics. Even so, staff need to develop their craft of teaching phonics more effectively.

Staff who have expert subject knowledge are playing a central role in upskilling the workforce. Some staff are trialling new approaches to help pupils to read and spell well. However, it is too early to see the full impact of these new approaches across the school.

In Reception, there is not a sharp enough focus on children's speaking and early language development. The learning environment does not support widening children's vocabulary sufficiently. Adult and child interactions do not get children talking well enough.

Further up the school, the emphasis on extending pupils' vocabulary is proving more positive.

Leaders are identifying the needs of pupils with special educational needs and/or disabilities (SEND) accurately. However, leaders do not understand how well pupils with SEND learn alongside their classmates.

Consequently, weaknesses in the curriculum for these pupils remain.

Staff provide extensive pastoral support. Pupils have wide-ranging experiences to develop their character.

Staff champion pupils' physical and mental well-being. Fundamental British values are woven into the curriculum. Pupils learn about democracy when they discuss parliament.

Older pupils gain an understanding of individual liberty through their work on the suffragettes.

Trustees and academy board members receive detailed information from leaders. However, they do not assure themselves well enough of the quality of education that pupils receive.

Safeguarding

The arrangements for safeguarding are effective.

Leaders, including trustees, are tenacious in their oversight of safeguarding systems in the school. The appropriate checks are carried out before staff and volunteers begin working at the school.

Staff are trained in the most recent guidance and legislation to keep pupils safe. They are vigilant in spotting the signs of pupils being at risk. Leaders make swift referrals to ensure that pupils and families get the support they need.

Pupils are well informed of the risks around them. They know how to keep safe online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Teachers do not use their assessments well enough in reading and mathematics.

Sequences of work do not always build on what pupils already know. This hinders pupils' learning. Leaders need to ensure that all staff confidently adapt their teaching plans to meet pupils' needs consistently well, so that all pupils gain all the knowledge they should.

• The phonics curriculum is not implemented well enough. Some pupils struggle to read and spell accurately. Leaders must ensure that staff gain strong subject knowledge and implement the early reading curriculum consistently so that all pupils become fluent readers.

• The curriculum is not coherently planned in Reception. This slows children's progress. Leaders must ensure that the early years curriculum enables all children to develop and consolidate their learning across the curriculum.

• Staff do not have a sharp enough focus on children's early language development. Children do not have rich experiences to develop their talking. Leaders must ensure that the early years curriculum enables children to develop their vocabulary and apply their speaking skills.

• There are inconsistencies in teachers' expectations of pupils' behaviour. Some pupils do not concentrate when sequences of work do not match their needs. Leaders must ensure that staff expectations of pupils' behaviour are consistently positive in every class.

• Leaders do not have full oversight of how well pupils with SEND are learning the curriculum. Pupils with SEND do not always get the precise support they need to learn well. Leaders must assure themselves that all pupils with SEND learn well and receive an ambitious curriculum.

• Trustees do not hold leaders to account well enough for the quality of education that pupils receive. They do not receive a full and accurate picture of the school's overall effectiveness. Trustees must ensure that they seek assurances that the quality of education pupils receive is good and pupils are well prepared for their next stage.


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