Wingfield Academy

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About Wingfield Academy

Name Wingfield Academy
Ofsted Inspections
Headteacher Claire Wilkins
Address Wingfield Road, Rotherham, S61 4AU
Phone Number 01709513002
Phase Academy
Type Academy converter
Age Range 11-16
Religious Character Does not apply
Gender Mixed
Number of Pupils 987
Local Authority Rotherham
Highlights from Latest Inspection


Wingfield Academy continues to be a good school.

What is it like to attend this school?

Leaders state their aim is to be 'child centred, progress focused, allowing our young people to grow and thrive'. Consequently, they have created a culture based on high expectations. Leaders provide the best opportunities for pupils to develop academically and to be prepared for life beyond the academy.

They strive for pupils to develop their independence, resilience and understanding of the world around them.

Pupils are polite and friendly. Relationships are harmonious and underpin positive behaviour.

Pupils are keen to tell visitors about their school. Some pupils describe i...t as 'amazing'. They know they have lots of opportunities to try new things.

They told inspectors they felt safe and well cared for. Pupils are taught how to keep themselves safe both online and in the community. They are confident staff will help them with any problems.

There are a number of different ways pupils can ask for help. Pupils have recently worked with staff to launch a new anti-bullying policy. If bullying does happen pupils are confident it is quickly resolved.

The majority of parents say they would recommend the school, saying how their child has flourished as a result of the care and support they receive. They are complimentary of the way pupils with special educational needs and/or disabilities (SEND) are provided for in school. Leaders communicate with parents using a variety of methods.

However, a small minority of parents would like more information, so that they are better informed.

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

Leaders have high aspirations for pupils. They have completed a full review of the curriculum since the last inspection to make sure it meets the needs of all pupils.

The sequence of learning has been a priority, to maximise the chances of pupils developing the knowledge and skills they need. In recent times, leaders have focused on strengthening pupils' literacy and oracy skills. This is starting to become embedded across different subjects.

Leaders recognise there is more work to do to strengthen it further.

Teachers are knowledgeable about the subjects they teach. They recognise when pupils need support and have the skills to support pupils well.

They check pupils' understanding, identify any gaps and address misconceptions, so pupils can catch up quickly.

In English, pupils are immersed in a wide range of quality texts. Teachers are ambitious about enabling pupils to be instinctive, fluent, and confident.

Pupils are encouraged to read independently for pleasure. Leaders know reading unlocks learning and ensure pupils who need extra help improve their reading skills.

There has been a whole-school focus on pupils developing their skills to recall past learning.

In science, this is well developed. Pupils follow a clear routine to check what they can remember so they can use it in new learning. However, in some English lessons this is not always as strong.

In Spanish, there is a focus on building pupils' confidence in the way they use language. However, leaders said pupils would benefit from studying languages in more depth.

Pupils with SEND benefit from the high level of skill and expertise of staff who support them.

In lessons, teachers refer to detailed plans to make adjustments. As a result, pupils with SEND do well.

Leaders and teachers work hard to prepare pupils for their next stage.

There is a strong emphasis on understanding and raising awareness about different pathways open to them in the world of work and in education. Leaders recognise the importance of pupils attaining the English Baccalaureate (EBacc) and have started to take action to encourage more pupils to study a modern foreign language at key stage 4.

Leaders place high importance on the personal development of pupils.

A comprehensive, detailed plan ensures all pupils experience high-quality provision. The 'pledges' system enables pupils to be recognised for the vast range of experiences on offer in school and beyond. Pupils value their learning in personal, social and health education.

They are well informed. They talked about assemblies where they had learned about the holocaust, lesbian, gay, bisexual and transgender (LGBT+), mental health and the criminal justice system.

There is an expectation for all pupils to take advantage of the wide range of enrichment activities provided by the school.

Participation rates are extremely high. This includes a variety of sports, performing arts, hair and beauty, computer science, aspiring authors, Latin and science clubs. All pupils access trips and visits to the theatre, museums, field trips and local universities.

Staff are passionate about working at this school. Their priority is doing their best for the pupils. A staff well-being focus has led to a charter being created and carefully followed.

They feel valued, professionally developed, and supported.


The arrangements for safeguarding are effective.

Leaders make safeguarding a high priority.

All staff have been well trained so they can recognise when a pupil is at risk. They take swift action to ensure pupils are kept safe. Records are thorough and show clear actions in response to concerns.

Leaders are dogged in challenging decisions to ensure pupils are well supported. There is a strong culture of concern, care, and protection to mitigate risks.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Although leaders have identified whole-school strategies to strengthen learning across the curriculum, these strategies are less well developed in some areas of the curriculum than others.

This reduces the depth of knowledge and skills that pupils can master. Leaders need to ensure teachers are implementing expected strategies effectively, to enable pupils to develop their skills and knowledge. ? The proportion of pupils who attain the EBacc qualification is lower than the national average.

In part, this is because pupils are not studying a modern foreign language in the breadth and depth they need to be confident. As a result, lower numbers of pupils study languages at key stage 4. Although more pupils are beginning to study languages, leaders know they need to ensure more pupils achieve this qualification in the future.

• A small minority of parents feel that they need more information from the school. This means that they miss out on knowing how best to support their children. Leaders need to ensure the avenues of communication they use are effective, so all parents receive the information that they need.


When we have judged a school to be good we will then normally go into the school about once every four years to confirm that the school remains good This is called a section 8 inspection of a good or outstanding school, because it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on a section 8 inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a section 5 inspection.

Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the section 8 inspection as a section 5 inspection immediately.

This is the first section 8 inspection since we judged the school to be good in April 2017.

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