Haywood Village Academy

Inspection of a school judged outstanding for overall effectiveness before September 2024: Haywood Village Academy 20 Whitney Crescent, Weston-super-Mare, North Somerset BS24 8ES

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Outcome

Haywood Village Academy has taken effective action to maintain the standards identified at the previous inspection.

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Outcome

The principal of this school is Craig Jones. This school is part of Cabot Learning Federation, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Steve Taylor, and overseen by a board of trustees, chaired by Professor Yvonne Beach.

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What is it like to attend this school?

Pupils flourish at this happy and caring school. The school places a great emphasis on knowing all pupils well. Relationships between staff and pupils are strong. Staff support pupils well in their learning. They listen carefully to any concerns pupils have. They take actions that help everyone to feel safe.

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What is it like to attend this school?

The school has very high expectations of what pupils can achieve. It has deliberately constructed a curriculum that makes sure all pupils, including disadvantaged pupils, thrive. The ‘street’ corridor and classrooms buzz with learning.

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What is it like to attend this school?

Pupils have impeccable attitudes to their work. They are highly motivated to build their knowledge. From pre-school, children engage well with their learning. They listen carefully and are keen to share their ideas. Pupils take great pride in how they present their work. Pupils work hard and achieve exceptionally well. They are very well prepared for their next stage of education.

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What is it like to attend this school?

Every pupil has a responsibility in the school. This includes the ‘safeguarding team’, who contribute their ideas about how to make the school a safe place. The ‘radio crew’ create and present a live weekly show, where they share news across the school. These roles empower pupils to contribute positively to their school. 13 and 14 May 2025

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

The quality of education is exceptional. The school has high expectations for all pupils. From the start of the early years, the school delivers a highly effective and ambitious curriculum. Its design supports pupils to build their knowledge exceptionally well. Teachers have strong subject knowledge across the curriculum. They reinforce knowledge and support pupils well to secure their understanding. They provide pupils with opportunities to use their knowledge and skills across the curriculum. Learning is carefully related to pupils’ experiences. For example, pupils reflect on their own experiences of extreme weather to understand the impact of climate change. This helps pupils to make sense of topics.

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

The school builds pupils’ speaking and listening skills immensely well. From the start of pre-school, this focus on vocabulary strengthens pupils’ reading, writing and access to the whole curriculum. Across the school, staff support pupils well to articulate their understanding in language-rich sentences. They expertly steer conversations to model ideas and reinforce key knowledge and vocabulary. As a result, pupils communicate well and articulate their ideas clearly.

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

Pupils with special education needs and/or disabilities (SEND) flourish during their time at the school. There is a clear process in place to identify their needs and barriers. High- quality support from staff and effective adaptions help pupils with SEND to access their learning and achieve well.

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

The school has a highly effective reading programme. Staff are expert in delivering this. From the Reception Year, children become familiar with sounds and words. As pupils move through the curriculum, staff expertly support them to accurately sound out and blend words. Pupils who are at risk of falling behind receive extra reading practice and build their reading fluency to become confident readers.

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

Teachers carefully check that pupils are building their knowledge across the curriculum. They probe to ensure that pupils secure their understanding. Across the curriculum, staff know exactly what pupils know, and they use this information to correct errors and challenge thinking. This approach supports pupils to secure and deepen their understanding across the curriculum.

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

The personal development programme is extensive. It supports pupils to have enriching experiences that help them make sense of the world. By learning about and celebrating difference, pupils value themselves and each other. The school’s work on creating ‘lovely people’ is exceptional. This enables pupils to demonstrate what a good citizen is. The ‘HVA citizenship certificate’ empowers pupils to demonstrate the school values and the fundamental British values in their actions. Pupils have a positive impact in school and in the wider community.

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

Playtimes are purposeful and positive. Pupils play well together across year groups. They are well supervised and cared for. Staff expertly support pupils who need extra help with their behaviour. This helps pupils to refocus so that there is no disruption to other pupils. 13 and 14 May 2025

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Leaders across the trust are ambitious for the school. They have an accurate view of the school. They ensure that the school continues to be highly effective in supporting pupils to achieve well.

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The school’s ambition goes beyond its pupils. It has a carefully designed professional development programme for staff, who build their expertise exceptionally well. They value the many opportunities they have to share good practice both within and beyond the trust.

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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 outstanding 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 outstanding for overall effectiveness in June 2019.

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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. 13 and 14 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). 13 and 14 May 2025

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School details

Website www.haywoodvillageacademy.clf.uk

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School details

Dates of previous inspection 18 and 19 June 2019, under section 5 of the Education Act 2005

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Information about this school

 The school is part of Cabot Learning Federation.  The school uses one registered and one unregistered alternative provision.  The school provides a breakfast club and an 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 their evaluation of the school.  The inspector held meetings with the principal, assistant principal, senior leaders, subject leaders and the special educational needs and/or disabilities coordinator.  The inspector met with the CEO, a trustee and the chair of the academy council. 13 and 14 May 2025

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 The inspector visited a sample of lessons, spoke to some pupils about their learning, heard pupils read and looked at samples of pupils’ work.  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 observed pupils’ behaviour in lessons and around the school site.  The inspector considered the responses to Ofsted’s online survey for parents, Ofsted Parent View, including parents’ free-text comments.

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Inspection team

Caroline Musty, lead inspector Ofsted Inspector 13 and 14 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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