Want2Achieve The Academy

Inspection of Want2Achieve The Academy Unit 1, Trent Walk, Stoke-on-Trent ST1 3HE

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Overall effectiveness Inadequate

The quality of education Insufficient evidence Behaviour and attitudes Insufficient evidence Personal development Insufficient evidence Leadership and management Inadequate Overall effectiveness at previous inspection Inadequate

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Overall effectiveness Inadequate

Does the school meet the independent school standards?

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What is it like to attend this school?

At the time of the inspection, there were no pupils attending this school. However, the Department for Education (DfE), which is the registration authority for independent schools, asked Ofsted to inspect this school. Most of the pupils who had been on the school’s roll had left recently. The majority of these pupils were in Year 11 and at the end of their secondary school education.

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What is it like to attend this school?

In the past, most of the pupils who attended this school typically joined with considerable gaps in their education. While they usually settled quickly, these pupils did not benefit from a curriculum that was designed to meet their needs. Consequently, gaps in their knowledge persisted.

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What is it like to attend this school?

The school’s expectations about what pupils should achieve are low. Pupils do not achieve well. They are not well prepared for the next stage of their education.

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What is it like to attend this school?

The proprietor has not ensured that the independent school standards (the standards) are met consistently. In particular, the arrangements for pupils’ welfare and safety, including fire safety, are not sufficiently well considered. The school’s actions to safeguard pupils are not effective. In addition, the school does not make sure that the actions it takes to improve pupils’ behaviour are effective enough.

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What is it like to attend this school?

The school provides some opportunities for pupils to explore the wider world. During the year, some pupils took part in sporting opportunities, while others visited a local museum as part of Armistice Day. Pupils also learned to cook and prepare food. However, the range of experiences available to pupils is limited. They are not designed around pupils’ specific needs and interests.

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better?

The school has not made sure that pupils access a broad curriculum. In subjects such as English and mathematics, the curriculum identifies some of the key knowledge that pupils need to learn. This is not the case in many other subjects. There are very few opportunities for pupils to receive an aesthetic and creative education, for example in art and design. Consequently, pupils have not developed the knowledge and skills across the curriculum to prepare them for future learning or to achieve well.

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better?

There are ineffective systems in place to check what pupils already know and understand when they join the school. Pupils’ books show that staff do not use information about how pupils learn in lessons to inform their next steps well enough. Often, misconceptions are not identified and addressed before pupils move on to new learning. This means that these misunderstandings and gaps in pupils’ knowledge persist. This makes it difficult for pupils to build their knowledge securely over time. 15 to 17 July 2025 The school does not have a suitable programme to support those pupils who are at the early stages of learning to read. The reading materials that pupils access are limited in range. Where pupils read fluently, the school provides too few opportunities for pupils to use their reading skills to broaden and deepen their knowledge of different subjects.

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better?

The systems to identify pupils with special educational needs and/or disabilities (SEND) are underdeveloped. Recently, the school has sought to better use the information in pupils’ education, health and care (EHC) plans. However, these changes have not had time to be fully enacted. Overall, pupils with SEND do not have their needs met well enough.

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better?

The school has recently strengthened its expectations of pupils’ behaviour, but these changes are in their infancy. They did not have time to impact positively on pupils’ learning before they left the school. Over time, when pupils’ behaviour prevented them from learning, the school’s actions were not effective enough in helping them to get back on track. Pupils’ attendance rates are mixed. When pupils struggle to attend school regularly, the actions that the school took to help them improve their attendance rates are not effective.

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better?

The personal, social, health and economic (PSHE) education programme enables pupils to learn about friendships and social skills. However, many aspects of PSHE education required by the standards, including relationships and sex education, are in the early stages of development. The school’s ambition for PSHE has not been realised in practice. Pupils have not secured all of the important knowledge that they need for their future lives.

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better?

The school’s careers programme has a number of gaps in its design. Pupils learn about workplace skills and behaviours. However, the school has not given enough thought to how pupils will learn about different jobs and careers. Pupils are not given the information that they need to make informed decisions about their future in order to realise their aspirations.

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better?

Policies, including the safeguarding policy, meet current statutory requirements. However, the school does not make all of the required information available to parents and carers. The proprietor ensures that the school meets the requirements of schedule 10 of the Equality Act 2010.

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better?

The proprietor has not ensured that the standards are met consistently. It does not know the school well enough. The proprietor does not have a clear enough oversight of the school’s strengths and weaknesses. There are significant weaknesses, including with regard to pupils’ safety, which have been allowed to persist over time.

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better?

The school does not meet the health and safety, and premises requirements as outlined in the standards. While teaching spaces are bright, clean and mostly well resourced, other aspects of the building are not well maintained. There is a safe outdoor area that pupils can spend time in at breaktimes and to play sports. 15 to 17 July 2025 However, this is not well resourced. The school does not have the knowledge or expertise needed to bring about the urgent changes required to secure pupils’ safety, achievement and preparedness for their future lives. The school does not have the capacity to ensure that the standards are consistently met.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

There were no pupils on roll at the time of this inspection. However, recent records relating to the safeguarding of pupils that were on roll this academic year indicate serious weaknesses in safeguarding practice. The school does not check thoroughly enough the well-being of those pupils who are persistently absent. It is not assured that these pupils are safe. When safeguarding concerns are identified, the school does not take action swiftly enough to ensure that pupils receive the help and support that they need. This places pupils at risk of harm.

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(Information for the school and proprietor)

 The school does not implement its safeguarding policy effectively enough. Staff do not take suitable action in relation to safeguarding concerns swiftly enough to assure themselves that pupils are safe. The proprietor should ensure that all members of the school community understand their safeguarding duties and adhere to the school’s agreed safeguarding procedures so that pupils are safe.  The school and the proprietor do not maintain sufficient oversight of the school’s effectiveness. The standards are not consistently and securely met. As a result, the arrangements for pupils’ welfare are not suitable, for example in terms of fire safety. The proprietor should make sure that leaders have the knowledge and expertise that they need to ensure that the standards are consistently and securely met.  Pupils do not study a broad curriculum. They do not have opportunities to experience some areas of the curriculum, such as aesthetic and creative

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(Information for the school and proprietor)

education. As a result, pupils lack the breadth of knowledge they need for future learning. The school should make sure that pupils study a broad curriculum that equips them with the knowledge that they need to achieve well.  The school does not check what pupils know and remember carefully enough. Nor does it provide suitable support to those pupils who are at the early stage of learning to read. Pupils have many gaps in their knowledge that are not identified or addressed. As a result, these gaps persist. The school should make sure that staff check, and then address, gaps in pupils’ learning, including their knowledge to read with fluency and accuracy.  The school’s actions to help pupils manage their behaviour and engage in learning have not been effective enough. This means that pupils do not receive the 15 to 17 July 2025 support that they need. The school should ensure that it takes suitable actions

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(Information for the school and proprietor)

that help the behaviour of individual pupils to improve over time.  The school does not provide pupils with a suitable range of experiences to promote their personal development, foster their interests or expand their understanding of the world. As a result, pupils are not well prepared for their future lives. The school should ensure that pupils benefit from a rich set of experiences that enable them to build on their talents and prepare them well for their next steps in life.  Pupils do not receive the guidance that they need to make informed decisions about their potential future careers. This means that they do not get the help that they need to enable them to fulfil their aspirations. The school should make sure that pupils receive the information and support that they need to help plan their next steps in life.

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How can I feed back my views?

or to 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. 15 to 17 July 2025

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School details

Unique reference number 148829 DfE registration number 861/6031

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School details

Inspection number 10342187 Type of school Other independent school

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School details

Proprietor Want2achieve The Academy Limited

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School details

Annual fees (day pupils) £29,250 to £43,875

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School details

Email address enquiries@want2achieve.co.uk

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School details

Dates of previous inspection 7 to 9 February 2023 15 to 17 July 2025

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Information about this school

 The school does not currently make use of any alternative provision.  The school operates from one site based at Unit 1 Trent Walk, Hanley, Stoke-on- Trent ST1 3HE.  The school is registered to admit up to 15 pupils. The school caters for pupils who have been out of education for extended periods.  At the time of this inspection, there were no pupils on roll. There had been seven pupils on roll this academic year, who left the school between May and June 2025.  Pupils’ places are commissioned and funded by the local authority.  The school’s previous standard inspection took place on 7 to 9 February 2023. Since then, the DfE has commissioned three progress monitoring inspections. These took place on 17 October 2023, 5 March 2024 and 24 September 2024.

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Information about this inspection

Inspectors carried out this inspection under section 109(1) and (2) of the Education and Skills Act 2008. The purpose of the inspection is to advise the Secretary of State for Education about the school’s suitability for continued registration as an independent school.

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Information about this inspection

The school has failed to meet the independent school standards. These are the requirements of the schedule to the Education (Independent School Standards) Regulations 2014.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with leaders and have taken this into account in their evaluation of the school.  Inspectors met with the chair of the proprietor body and one director, the headteacher and members of staff.  Inspectors carried out deep dives in these subjects: English, including early reading, mathematics and PSHE. For each deep dive, inspectors met with subject leaders, considered curriculum plans, spoke to staff and looked at samples of pupils’ work. As there were no pupils on roll, they were not able to speak with pupils.  Inspectors also talked to leaders and staff about some other subjects.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders and staff; and considered the

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Information about this inspection

extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  During the inspection, inspectors reviewed a range of documents, including those relating to safeguarding, pupils’ behaviour and attendance. They also reviewed 15 to 17 July 2025 information relating to the standards. They also looked at records of pupils’ behaviour and attendance.  Inspectors made a tour of the premises to check compliance with the standards.  There were no responses to Ofsted Parent View or to Ofsted’s online surveys for pupils and staff.

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Inspection team

Jen Sloan, lead inspector His Majesty’s Inspector

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Inspection team

Jane Dennis His Majesty’s Inspector 15 to 17 July 2025

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Part 1. Quality of education provided

 2(1)The standard in this paragraph is met if the proprietor ensures that- - 2(1)(b) the written policy, plans and schemes of work– - 2(1)(b)(i) take into account the ages, aptitudes and needs of all pupils, including those pupils with an EHC plan.  2(2) For the purposes of paragraph (2)(1)(a), the matters are- - (2)(e) for pupils receiving secondary education, access to accurate, up-to- date careers guidance that– - 2(2)(e)(ii) enables them to make informed choices about a broad range of career options; and -2(2)(e)(iii) helps to encourage them to fulfil their potential.  3 The standard in this paragraph is met if the proprietor ensures that the teaching at the school– - 3(g) demonstrates that a framework is in place to assess pupils’ work regularly and thoroughly and use information from that assessment to plan teaching so that pupils can progress.

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Part 3. Welfare, health and safety of pupils

 9 The standard in this paragraph is met if the proprietor promotes good behaviour amongst pupils by ensuring that– - 9(c) a record is kept of the sanctions imposed upon pupils for serious misbehaviour.  12 The standard in this paragraph is met if the proprietor ensures compliance with the Regulatory Reform (Fire Safety) Order 2005.  15 The standard in this paragraph is met if the proprietor ensures that an admission and attendance register is maintained in accordance with the Education (Pupil Registration) (England) Regulations 2006.

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Part 5. Premises of and accommodation at schools

 25 The standard in this paragraph is met if the proprietor ensures that the school premises and the accommodation and facilities provided therein are maintained to a standard such that, so far as is reasonably practicable, the health, safety and welfare of pupils are ensured.  27 The standard in this paragraph is met if the proprietor ensures that–

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Part 5. Premises of and accommodation at schools

- 27(b) external lighting is provided in order to ensure that people can safely enter and leave the school premises. 15 to 17 July 2025

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Part 6. Provision of Information

 32(1) The standard about the provision of information by the school is met if the proprietor ensures that– - 32(1)(a) the information specified in sub-paragraph (2) is provided to parents of pupils and parents of prospective pupils and, on request, to the Chief Inspector, the Secretary of State or an independent inspectorate; - 32(2)(b) the information specified in sub-paragraph (3) is made available to parents of pupils and parents of prospective pupils and, on request, to the Chief Inspector, the Secretary of State or an independent inspectorate; - 32(1)(d) following an inspection under section 108 or 109 of the 2008 Act, a copy of the report of the inspection (if it has been sent to the proprietor) is published and maintained on the school’s internet website, and provided to the parents of each registered pupil, by any date specified by the body who conducted the inspection; - 32(1)(j) particulars of any action specified in sub-paragraph (4) are

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Part 6. Provision of Information

published and maintained on the school’s website or, where no such website exists, are provided to parents. - 32(2) The information specified in this sub-paragraph is– - 32(2)(a) the school’s address and telephone number and the name of the head teacher; - 32(2)(b)(ii) where the proprietor is a body of persons, the address and telephone number of its registered or principal office; - 32(2)(c) where there is a governing body, the name and address for correspondence of its Chair; and - 32(2)(d) a statement of the school’s ethos (including any religious ethos) and aims. - 32(3)(e) particulars of the school’s academic performance during the preceding school year, including the results of any public examinations; - 32(3)(f) details of the complaints procedure referred to in paragraph 33, and the number of complaints registered under the formal procedure during the preceding school year; and - 32(3)(g) a copy of the report of any inspection carried out under sections

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Part 6. Provision of Information

108 or 109 of the 2008 Act or section 87(1) of the 1989 Act.

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Part 8. Quality of leadership in and management of schools

 34(1) The standard about the quality of leadership and management is met if the proprietor ensures that persons with leadership and management responsibilities at the school– - 34(1)(a) demonstrate good skills and knowledge appropriate to their role so that the independent school standards are met consistently; - 34(1)(b) fulfil their responsibilities effectively so that the independent school standards are met consistently; and - 34(1)(c) actively promote the well-being of pupils. 15 to 17 July 2025 to 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

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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