Schools & FE · Report card

Wodensborough Ormiston Academy

Inspected 25 Nov 2025 · URN 139918

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Summary

No overall grade in this frameworkSafeguarding met

Stuart Clarkson (lead), Andrew Madden, Andrew Washbourne, Bianka Zemke, Dan Owen, Rob Hackfath

What we read, and from where

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Achievement verified
Needs attention
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Expected standard
Inclusion verified
Expected standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Expected standard
Post 16 provision verified
Expected standard
Framework verified
Report card
Inspection datesingle source
25 Nov 2025
Inspectors verified
Andrew Madden, Andrew Washbourne, Bianka Zemke, Dan Owen, Rob Hackfath, Stuart Clarkson
Postcode verified
WS10 0DR
Name on report verified
Wodensborough Ormiston Academy
Safeguarding verified
Met
URN verified
139918

Page 1 of 15

Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementNeeds attention
Attendance and behaviourExpected
Curriculum and teachingExpected
InclusionExpected
Leadership and governanceExpected
Personal development and wellbeingExpected
Post 16 provisionExpected

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+60Positivemore positive than 29% of reports of this type

In line with other reports of this type.

Praisepositiveeffectiveeffectivelyconsistentlyrespectfulfeel safeclearhigh expectations

Criticismconcernsgapspoormissednot high expectationsnot alwaysbelowlimited

How the report reads, start to finish

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FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1538w+58
Leadership213w+83
Safeguarding51w−11
What needs to improve62w+27

Strengths

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Concerns

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No strong criticism found.

Next steps

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What the report dwells on

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Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 15
Words of findings: 1,862; about usual (typical 1698)
Reading level: Hard; Flesch 49, typical 43
Average sentence: 15 words
Next steps: 3; typical 3
Hedged sentences: 9%; “some”, “not always”, “most”…

Where the words go

Findings 50%Leadership 7%Safeguarding 2%What needs to improve 2%About the inspection 39%

Full report text

Wodensborough Ormiston Academy

Address: Hydes Road, WS10 0DR Unique reference number (URN): 139918

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Attendance and behaviour Expected standard

The school has a clear strategy in place to tackle issues of poor attendance. Working with parents and carers to identify the barriers for pupils has been particularly effective. Careful analysis of attendance data ensures that the school can monitor the effectiveness of its actions for individual pupils or pupil groups. The school’s work on attendance is showing some improvements in how regularly pupils attend.

p.2

Attendance and behaviour Expected standard

Pupils’ behaviour at school reflects the high expectations that staff have. Pupils generally are polite and respectful as they enter the school grounds. These behaviours continue throughout the day. Pupils and students know and understand the rules and routines. Pupils say that staff apply these rules clearly and consistently. Reinforcement of behaviour expectations ensures that any lesson disruptions are addressed swiftly and fairly across school. At break and lunchtimes, most pupils behave sensibly. Any negative behaviour is dealt with quickly by staff.

p.2

Attendance and behaviour Expected standard

For those pupils who do not meet the school's high expectations, an effective approach to understanding their behaviour, along with support to reflect and adapt this, is in place. Older students in the sixth form have particularly positive attitudes to their learning. They set a clear example to younger pupils.

p.2

Curriculum and teaching Expected standard

Pupils and students in the sixth form benefit from a broad curriculum that enables them to study a range of academic and vocational qualifications. The curriculum is appropriately sequenced, enabling pupils to recall and apply prior learning. Leaders ensure the curriculum supports pupils who may have barriers to their learning, as well as providing challenge for pupils who can achieve above national standards. Professional development for staff builds their subject knowledge to help to drive improvements in teaching.

p.2

Curriculum and teaching Expected standard

Leaders typically have a clear understanding of the quality of curriculum, through regular checks on teaching and learning. For the most part, teaching is effective. Lessons typically follow a structured approach, so pupils know what is expected of them. This helps in creating a calm and orderly environment that supports learning.

p.2

Curriculum and teaching Expected standard

However, this is not consistent across the school. Staff in some subjects do not always check precisely whether pupils know and understand the most important knowledge they are learning. In these cases, gaps in learning and misconceptions are not addressed. Learning is not adapted to take this into account and ensure that pupils secure important knowledge. Leaders are working to ensure that teaching is consistently effective and meets the needs of all pupils.

p.2

Curriculum and teaching Expected standard

The school continues to develop pupils’ basic knowledge well. Leaders have prioritised reading. Where pupils join the school without the skills they need, leaders are swift to identify this and put actions in place. However, this is not at the same high standard in writing and mathematics.

p.2

Inclusion Expected standard

Pupils with special educational needs and/or disabilities (SEND), those who are disadvantaged and those with other vulnerabilities are generally supported well. The views of pupils and their parents and carers are used to shape the support that the school provides. Staff receive extensive and regular training to support pupils, particularly those with SEND, well. Through the systems in place, the school identifies precise strategies to benefit each pupil. Staff make appropriate adaptations or adjustments to learning for pupils with SEND and for those who join the school having missed periods of their education.

p.3

Inclusion Expected standard

Students in the sixth form are supported effectively through the school's specialist provision. Students with complex needs develop key skills in English and mathematics. They have access to the world of work in preparation for when they leave school. Pupils who attend alternative provision are supported with their emotional wellbeing. These placements effectively build pupils' confidence in learning and help them to become resilient to change.

p.3

Inclusion Expected standard

The school’s use of the pupil premium funding is effective. Leaders have a thorough knowledge of their disadvantaged pupils and the barriers they face. The school uses research-based strategies and collaborates with other providers to ensure it has the most effective interventions in place. Leaders’ actions have a positive impact. Most pupils are starting to make improved progress from their starting points.

p.3

Leadership and governance Expected standard

Leaders understand the school’s context, strengths and areas for improvement. They take appropriate actions to improve. They are committed to providing an inclusive education for all pupils and students. Leaders are dedicated to serving their community well.

p.3

Leadership and governance Expected standard

Where leaders identify aspects of their work that fall below their high standards, action is taken quickly and effectively. Robust challenge and meaningful support from those responsible for governance sets the tone for how leaders across the school are held to account. Trustees, as well as school leaders, are rigorous in their checks for improvement. Information they gather is used to identify precisely what needs to be prioritised next.

p.3

Leadership and governance Expected standard

All staff, including teaching and support staff, know that their wellbeing and professional development are a priority. Staff value the professional learning they receive from the school, the trust and from pursuing wider leadership qualifications. Their voice is heard when key decisions are made. Leaders have ensured this is a happy and collaborative place to learn, work and thrive together.

p.3

Leadership and governance Expected standard

Leaders at all levels have a clear understanding of the further work required to improve pupil achievement. They have developed a more consistent and embedded approach to curriculum and teaching, and attendance. Staff are proud to work at the school and are committed to driving further improvements.

p.3

Personal development and wellbeing Expected standard

Pupils are well prepared for life outside of school. The school teaches them the knowledge they need to lead healthy and safe lives. This includes learning how to keep safe online and being alert to the impact of social media. The curriculum responds to any ongoing needs that leaders identify, for example the harmful effects of vaping. Pupils have an age- appropriate understanding of sex education and healthy relationships. For pupils who need additional support, the school uses a range of strategies to support their mental health and wellbeing. This is enhanced by the positive relationships that exist between staff and pupils. The school also ensures that pupils are taught about diversity in modern Britain. Pupils demonstrate some knowledge and understanding of the fundamental British values and the protected characteristics.

p.4

Personal development and wellbeing Expected standard

The school has carefully mapped out a series of core opportunities for pupils. These align to the school’s themes for personal development of belonging, experience and philanthropy. There is a wide offer of opportunities to develop pupils’ talents and interests. Pupils generally speak highly of these, especially visits to the theatre, talent shows and trips to the beach. The school is proud of the money raised for local charities, with pupils having a key role in leading these initiatives. The school promotes these enrichment opportunities effectively to increase participation from all groups of pupils, including those who are disadvantaged. Leaders put in place carefully targeted interventions to support this, ensuring all pupils have the opportunity to participate in the wider life of the school.

p.4

Personal development and wellbeing Expected standard

The school’s careers education prepares pupils well for future education, employment or training. Pupils have meaningful visits with local employers and higher education providers. These increase pupils’ aspirations for what they can do in the future. Tailored advice enables pupils, including those who face barriers to their learning and/or wellbeing, to understand the steps they need to take to achieve their ambitions.

p.4

Post 16 provision Expected standard

The sixth form is a unique and personalised provision that supports students with high and complex levels of need. It is a place where students are championed to remain in education, employment or training. Leaders have an accurate understanding of students’ needs and their individual starting points. The school has developed a provision whereby the right priorities for each student have been identified. Despite limited examination information available for the sixth form, students do make progress and achieve well. This is seen in the high-quality work they produce.

p.4

Post 16 provision Expected standard

Behaviour in the sixth form is positive. Students want to achieve, and most show purposeful engagement in their learning. Relationships with staff are caring. Decisions are taken with students’ best interests at heart. Attendance remains variable, due to medical or more complex needs.

p.4

Needs attention

Students have a say in what they are learning in the sixth form. They value this. Students enjoy representing their school by raising money for local charities and taking part in events such as sporting competitions and shows.

p.5

Achievement Needs attention

Pupils’ academic outcomes in examinations at the end of key stage 4 remain below the national average. The school’s work to improve outcomes for pupils, including those who may face barriers to their learning, is beginning to show some positive improvements. Where staff successfully identify gaps in learning, pupils respond well and learn the intended knowledge. However, too many pupils still do not achieve as well as they should.

p.5

Achievement Needs attention

Students in the sixth form build on their prior learning well. There is an individual programme of study in place for each student to meet their specific needs. This includes English, mathematics and subjects such as art and physical education. Woven through this, students learn important life skills. Qualifications are tailored to their bespoke needs.

p.5