Wybers Wood Academy

Inspection of a school judged good for overall effectiveness before September 2024: Wybers Wood Academy Timberley Drive, Grimsby, North East Lincolnshire DN37 9QZ

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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 head of academy is Teresa Rouse. This school is part of Delta Academies 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), Paul Tarn, and overseen by a board of trustees, chaired by Steven Hodsman.

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What is it like to attend this school?

‘Where you become empowered and reach for the stars’ aptly describes the school’s high ambition for all pupils. At Wybers Wood, pupils thrive because of the exceptional care they receive. Staff know and understand pupils very well. Pupils know they will be listened to by their ‘hear partner’ or any adult if they are worried. Pupils feel, and are, safe and supported.

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What is it like to attend this school?

Pupils love coming to school, as indicated by their high attendance. They are eager to learn and try their best. Pupils achieve well and are very well prepared for the next stage of their education.

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What is it like to attend this school?

The school expects the highest standards for pupils’ behaviour. There is a clear and well- considered approach to support and promote these expectations. Staff and pupils clearly understand what is expected of them. Pupils behave exceptionally well throughout the school. They show kindness and compassion to one another and are very respectful to adults.

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What is it like to attend this school?

Pupils have an excellent range of opportunities to develop their leadership skills. The junior leadership team makes important decisions, for example about charity fundraising and events. Pupil monitors busily attend to their duties across the school, updating attendance figures, tidying the library, and organising packed lunches. They know they have a valuable role to play in school. 7 and 8 May 2025

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

Pupils achieve exceptionally well at this school. The curriculum is highly ambitious. It begins in the early years, where the school has thought about the essential foundations that children need for future learning. Across the school, learning is connected to help pupils build knowledge effectively. The school thinks carefully about the order in which pupils learn key knowledge. This allows pupils to build on their knowledge over time. Pupils get many opportunities to practise and apply their understanding through well- considered activities. As a result, they become fluent in key skills and knowledge in all subjects. Pupils learn to think like, for example, an historian, artist, or mathematician.

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

There is a strong commitment to ensuring pupils with special educational needs and/or disabilities (SEND) have their needs swiftly identified. These pupils are well supported to access their learning alongside their peers. Across the school, staff thoughtfully adapt resources to enable pupils to be successful. The school provides pupils with highly appropriate support tailored to the specific needs of individual pupils. Pupils with SEND are fully included in all aspects of school life.

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

Reading is prioritised. Phonics is taught consistently well and helps pupils become confident readers. Pupils use the sounds they learn to decode and write words accurately. The school quickly identifies any pupils who are struggling to keep up with the programme. These pupils get the expert support they need to become confident, fluent readers. The school has developed a strong reading culture. Quality texts are woven through the entire curriculum. Older pupils enjoy talking about the many books that they read. They confidently use the vocabulary that they learn to enrich their own writing.

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

Provision in the early years is highly effective. Staff support children to engage well with the purposeful learning activities. These are carefully designed to ensure that they match children’s next steps in learning. Children are very well prepared for the next stage of their education.

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

The school provides high-quality professional development that helps staff teach the curriculum consistently well. Teachers have expert knowledge of the subjects they teach and present new information effectively. They check pupils’ understanding systematically and quickly address misconceptions. Lessons regularly revisit previous learning. As a result, pupils are highly confident in recalling content previously taught and connecting this with new learning. Pupils are highly engaged in lessons, and they take pride in their work.

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

The personal, social, health and education programme is very well structured. Pupils learn about fundamental British values and have a strong understanding of equality and difference. Pupils know how to keep themselves safe, including on the internet. They know the difference between healthy and unhealthy relationships. Pupils talk about many ways to support their own physical and mental health and understand how to deal with ‘big emotions.’ The school provides exemplary pastoral support for pupils. 7 and 8 May 2025

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Staff are overwhelmingly positive about the school. They appreciate the highly effective training and support they receive. Staff feel that leaders care and are considerate of their workload and well-being.

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Trustees hold leaders to account effectively while supporting the school’s vision and priorities. They are well informed about pupils’ achievements and the curriculum. They share leaders’ high aspirations for all aspects of the school’s work. The trust works effectively with the school in its pursuit of excellence for all pupils.

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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 first ungraded inspection since we judged the school to be good for overall effectiveness in June 2016.

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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. 7 and 8 May 2025

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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 special educational needs and/or disabilities (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). 7 and 8 May 2025

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School details

Date of previous inspection 11 February 2020, under section 5 of the Education Act 2005

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Information about this school

 The school is part of Delta Academies Trust.  The school does not use any alternative provision.

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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 their evaluation of the school.  The inspector met with senior leaders, including the head of academy and executive principal. She also met with the deputy CEO of the trust, representatives of the board of trustees and directors of learning.  The inspector visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work 7 and 8 May 2025

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 To evaluate the effectiveness of safeguarding, the inspector reviewed the single central record; took account of the views of leaders, staff, and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  The inspector spoke to some parents and considered the free-text responses to Ofsted’s survey for parents, Ofsted Parent View. She also considered the responses to the staff survey.  The inspector considered how the school caters for pupils’ broader development.

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Inspection team

Tracy Duffy, lead inspector His Majesty’s Inspector 7 and 8 May 2025

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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 children looked after, safeguarding and child protection.

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