The Wilmslow Academy

Inspection of a school judged good for overall effectiveness before September 2024: The Wilmslow Academy Handforth Road, Wilmslow, Cheshire SK9 2LX

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Inspection dates: 10 and 11 December 2024

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Outcome

Evidence gathered during this ungraded (section 8) inspection suggests that the school’s work may have improved significantly across all areas since the previous inspection. The school’s next inspection will be a graded inspection.

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Outcome

The principal of this school is Charlotte Clowes. This school is part of the Aspire Educational Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Kevin Simpson, and overseen by a board of trustees, chaired by Sue Bowen.

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What is it like to attend this school?

Pupils embody the school’s values by consistently demonstrating friendship, respect, excellence and determination. They have positive relationships with staff and each other. Pupils learn how to manage their own mental health and how to support others.

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What is it like to attend this school?

Pupils are excellent ambassadors for the school. Their behaviour is exemplary in lessons, at breaktimes and when moving around the school. They are highly motivated, work hard and have a thirst for learning. They take pride in their work and thoroughly enjoy sharing their achievements. Consistent routines contribute to a calm and purposeful learning environment.

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What is it like to attend this school?

The school sets high expectations for all pupils’ achievement, including those with special educational needs and/or disabilities (SEND). Pupils rise to the challenge from teachers to meet these expectations across the whole curriculum. They achieve very well.

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What is it like to attend this school?

Pupils make a difference in the school and the community through their roles as school councillors and games makers. They enjoy the opportunities they have to represent the school in competitions. 10 and 11 December 2024

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Pupils are exceptionally well prepared for life in modern Britain. They have a deep understanding of concepts such as diversity, equality and democracy. Pupils joining the school are welcomed and their backgrounds are valued and celebrated.

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

The school has designed a broad and ambitious curriculum which motivates pupils to think hard and learn more. The curriculum is organised so that important knowledge and skills successfully build over time. Pupils enjoy being challenged to make comparisons between what they already know and their new learning. For example, they learn how the economies of South American countries differ to the United Kingdom. They confidently explain the techniques and skills that they develop in subjects across the curriculum.

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

Reading is prioritised across the school. Starting in the early years, children acquire strong phonics knowledge. Where pupils need to catch up, there is a comprehensive programme of additional support. This ensures that pupils become confident and fluent readers.

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

Pupils enjoy the wide range of high-quality books to which they are exposed. They have a love of reading. In the Reception class, children use ideas from stories as a starting point for some of their play. Older pupils successfully use their knowledge of different types of writing as models for their own writing.

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

Staff access a comprehensive programme of training. This includes exploration of current research about teaching strategies. This knowledge is used to shape the highly effective delivery of the school’s curriculum. Strategies to ensure that pupils remember important knowledge, so that new learning can build on it successfully, are fully embedded in the school.

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

Staff make good use of assessment information to identify curriculum strengths and gaps in pupils’ knowledge. They then make adaptations to enable all groups of pupils to access the curriculum successfully. For example, in lessons, teachers use questioning skilfully to check what pupils know and to identify and then correct any misconceptions.

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

There are effective arrangements for identifying the needs of pupils with SEND when they join the school in the Reception Year, and for the many pupils who join the school in other year groups. Teachers make appropriate adaptations to learning activities to ensure that pupils can access the curriculum successfully.

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

Pupils confidently explain the expectations for behaviour in the school. They talked about the importance of respect for others. They also understand that some pupils need extra help to manage their emotions. Pupils are supportive of each other in lessons and when they are playing outside.

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

The school ensures that pupils’ regular attendance and punctuality are prioritised. It works closely with families and outside agencies to overcome the barriers that may stop some pupils from attending school. This work has led to a considerable fall in absence levels for some pupils. 10 and 11 December 2024

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The promotion of pupils’ personal development is embedded in the work of the school. Pupils understand how to stay safe in a variety of situations, including when they are online. They explained that they are elected to responsibilities and compared this to the work of Members of Parliament. Pupils enjoy learning about people from different cultures and backgrounds. They value the opportunity to care for the school’s animals in ‘Fred’s Farm’ and to work with local artists.

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Staff enjoy working at the school. They feel valued. They said that their workload and well-being are carefully considered when decisions are made about developments in the school.

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Trustees and members of the local governing body have a broad range of skills and experience. They have a detailed knowledge of the school and its context. They provide effective challenge and support to the school.

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Safeguarding

The arrangements for safeguarding are effective.

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Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024, graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

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Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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Background

This is the second ungraded inspection since we judged the predecessor school, Dean Oaks Primary School, to be good for overall effectiveness in May 2013. 10 and 11 December 2024

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How can I feed back my views?

find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with SEND; pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked-after children (children in local authority care) and/or children who left care through adoption or another formal route). 10 and 11 December 2024

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School details

School category Academy special sponsor-led

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School details

Dates of previous inspection 11 and 12 September 2019, under section 8 of the Education Act 2005

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Information about this school

 The school does not currently use any alternative provision.  The school has a breakfast and after-school club.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the school and has taken that into account in his evaluation of the school.  The inspector spoke to the principal, head of school, the special educational needs and/or disabilities coordinator, the CEO of the trust, teachers and support staff. This included discussions about the school’s development priorities and the organisation of the curriculum. 10 and 11 December 2024

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 The inspector met with members of the trust board and local academy committee, including the chair of trust.  The inspector visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work. The inspector also observed pupils, from key stages 1 and 2, reading to a familiar adult.  The inspector discussed the school’s approach to behaviour and attendance. He spoke with pupils about behaviour and observed pupils at lunchtime and when moving around the school.  The inspector reviewed a range of documents, including safeguarding records, behaviour records, attendance records, records of meetings from the local governing body, school policies and reports from external services.  The inspector considered the responses to Ofsted Parent View, including the free-text responses. He also spoke to parents and carers attending the infant nativity performance.  There were no responses to Ofsted’s online survey for pupils and staff.

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Inspection team

Keith Pullen, lead inspector Ofsted Inspector 10 and 11 December 2024

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achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked-after children, safeguarding and child protection.

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