Upwell Academy

Upwell Academy

Address: School Road, Upwell, Wisbech, Cambridgeshire, PE14 9EW Unique reference number (URN): 144017

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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.

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How we evaluate safeguarding

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

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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.

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Early years Strong standard

Leaders have established a well-organised and ambitious early years curriculum. Topics are chosen thoughtfully to capture children's interest and broaden their understanding of the wider world. Leaders have sequenced this curriculum so that it provides ample opportunities for children to develop their communication and language skills. Staff regularly revisit new knowledge and vocabulary through stories, discussion, rhymes and structured adult-led sessions.

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Early years Strong standard

Staff carefully design independent learning activities to enable children to develop and rehearse specific skills, such as how to draw with precision and control. High-quality phonics teaching ensures that children quickly experience success with reading. Staff make sure that every child can take part in all activities so that they have equal opportunities to learn.

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Early years Strong standard

Regular contact with children's nursery settings and families ensure that staff understand children's starting points before they begin school. Leaders regularly check children's progress and development, using this information to identify children's needs and adapt provision. Staff quickly spot children's misconceptions. They ensure that children receive regular opportunities to catch up with missed learning.

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Early years Strong standard

Children benefit from warm and respectful relationships with staff. This supports children to listen attentively, follow instructions well and engage positively with learning. As a result, children quickly learn the classroom routines and expectations. This helps everyone to settle, get along, take turns and share. Children are very well prepared for their next steps in learning.

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Attendance and behaviour Expected standard

Over time, pupils' levels of attendance have been lower than the national averages. Leaders have prioritised attendance and introduced rigorous systems to improve pupils' attendance and punctuality. They communicate high expectations clearly and follow procedures consistently. Leaders closely check patterns of pupils' absence and share information with governors, parents and carers. Staff work closely with families, external agencies and the local authority to identify and reduce barriers to regular attendance. This work has contributed to improving levels of attendance, including for pupils who are disadvantaged. Pupils' attendance is now close to the national averages.

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Attendance and behaviour Expected standard

Leaders have established clear expectations and routines for pupils' behaviour. These are easily understood by all, including pupils with special educational needs and/or disabilities (SEND). Staff and pupils appreciate the way these expectations, rules and routines contribute to a calm and orderly environment across the school. Pupils respond positively to these expectations. They are keen to do well and receive praise for their efforts. Staff manage pupils' behaviour well, providing additional support for pupils with SEND who need to manage their emotions and behaviour. Leaders monitor pupils' behaviour closely. They respond quickly and effectively to any rare incidents of bullying.

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Curriculum and teaching Expected standard

The curriculum is broad, ambitious and well sequenced. Leaders have designed it to provide pupils with insights into the world around them and equip them with important knowledge in reading, writing and mathematics. Staff check how well pupils progress through the curriculum. They provide swift support for pupils who need additional help to secure basic skills.

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Curriculum and teaching Expected standard

Leaders have strengthened the quality and consistency of pupils' learning experiences. They have ensured that staff know how to use the agreed, high-quality teaching approaches across the school. Typically, staff deploy these approaches well. For example, they provide many opportunities for pupils to rehearse subject-specific vocabulary. Overall, these approaches are enjoyable, accessible to all and effectively secure pupils' participation. This supports pupils, including those with special educational needs and/or disabilities, to remember important knowledge successfully. However, occasionally, staff do not use these teaching approaches in the way leaders' intend. This means that some pupils do not benefit, as they miss out on what teachers explain or demonstrate.

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Curriculum and teaching Expected standard

Reading is prioritised across the school. Pupils at the early stages of reading benefit from clear routines and precise teaching. They develop confidence and fluency in reading increasingly well. Leaders ensure that all pupils become familiar with a variety of high-quality texts. This supports pupils to learn more about a range of topics, as well as enjoy stories that provide inspiration for role play and writing.

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Inclusion Expected standard

Leaders identify pupils' needs carefully and ensure that pupils receive appropriate support to access education successfully. Staff use assessment information, including external advice where needed, to understand pupils' barriers to learning. Leaders provide staff with a range of training, including in communication needs, so that they can give pupils effective support in lessons. The adaptations staff make, such as providing additional visual resources, help pupils with special educational needs and/or disabilities to follow the same curriculum as their peers. This includes for pupils who attend 'The Hive'. This provides targeted support for pupils who require additional help with communication, confidence and independence. Leaders closely check pupils' progress to ensure that any additional support is having the right impact.

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Inclusion Expected standard

Leaders work effectively with external agencies, and with parents and carers, to secure appropriate support for pupils with multiple needs. They maintain detailed oversight of pupils who attend alternative provision. Leaders use additional funding with care to support pupils who are disadvantaged. This helps to reduce these pupils' barriers to learning and ensure that they participate fully in school life.

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Leadership and governance Expected standard

Leaders and those responsible for governance have an accurate understanding of the school's strengths and priorities for improvement. Leaders have taken purposeful and swift action to improve pupils' behaviour, strengthen the curriculum and raise expectations across the school. A refreshed vision that emphasises pupils' sense of belonging is having a positive impact. Leaders are committed to seeing these changes translate into better academic achievement for pupils. The trust has provided effective support during this period of change, including through curriculum development, professional guidance and regular monitoring.

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Leadership and governance Expected standard

Leaders' actions are contributing to greater consistency in pupils' experiences across the school. Pupils feel and are successful in lessons. Staff value this consistency, as it supports their wellbeing and ensures they can focus on teaching and supporting pupils. Staff appreciate the training and support they receive, including opportunities to work with trust colleagues and external professionals. Their professional development is linked closely to whole-school priorities and gives them the skills needed to meet pupils' needs. Local governors and trust leaders know the school well through regular visits and checks. They provide support and challenge and ensure that statutory responsibilities, including safeguarding duties, are met.

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Leadership and governance Expected standard

Leaders communicate openly with families. They have established clear expectations regarding attendance and behaviour. Some parents recognise that expectations are high and routines are more consistent than they were previously. Leaders have worked carefully to strengthen the school's place within the local community. The trust provides additional support where needed, helping leaders to respond effectively to challenges and maintain a clear focus on continued improvement.

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Personal development and wellbeing Expected standard

Leaders have designed a carefully structured programme to support pupils' wider development effectively. Pupils learn knowledge and skills that help them become increasingly confident and independent. Older pupils take on responsibilities, including as house captains and pupil leaders. They value the opportunities that they have to contribute to school life. A wide range of clubs, visits and experiences enrich the curriculum further. Leaders work thoughtfully to ensure that these opportunities are accessible for all pupils.

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Personal development and wellbeing Expected standard

Leaders and staff are rightly proud of how they support pupils to feel a sense of belonging. Leaders have prioritised creating an environment where pupils feel included, valued and part of the school's community. Pupils speak positively about the school and are proud of their achievements and responsibilities. Staff support pupils' wider interests and talents well. Pupils enjoy taking part in sports events, musical performances and trips to explore the natural world around them.

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Personal development and wellbeing Expected standard

Leaders have established a range of wellbeing support, including through work with external agencies where appropriate. Pupils benefit from calm routines and individual approaches that help them to manage their emotions and engage positively with school life. This supports pupils to learn how to respect and be kind to each other.

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Needs attention

The personal, social, health and economic education (PSHE) curriculum is well sequenced. The school adapts PSHE lessons to meet the needs of pupils. Pupils learn how to stay safe, including online. Staff teach these topics in an age-appropriate way. Pupils develop secure understanding of healthy relationships and wider social issues through assemblies, PSHE and religious education. They learn about the importance of fundamental British values. For example, pupils understand that people may have different beliefs and backgrounds and are respectful towards others. As a result of this work, pupils are being prepared well for life in modern Britain.

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Achievement Needs attention

Over time, too many pupils do not achieve as well as they should by the end of key stage 2. Their attainment in reading, writing and mathematics is below the national averages. To address these weaknesses, leaders have introduced more consistent approaches to curriculum and teaching. While improvements to teaching are beginning to strengthen pupils' achievement, it is too soon to see the impact on pupils' attainment in Year 6. These pupils are not as well prepared for their next steps as they should be.

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Achievement Needs attention

Pupils achieve positively in phonics and early reading. They become increasingly fluent and accurate in reading texts that are matched to their phonics knowledge. Across the curriculum, pupils generally remember important knowledge from recent learning. In some subjects, pupils recall prior learning successfully and apply this in lessons. However, some pupils do not remember important knowledge from earlier learning.

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Achievement Needs attention

Older pupils benefit from catch up support in the basics, as well as support to develop independence and personal organisation in readiness for the expectations and routines of secondary school.

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What it's like to be a pupil at this school

Pupils are greeted with smiles and encouragement by leaders as soon as they step onto the school site. Dedicated staff understand pupils’ needs well. This supports pupils to feel safe and included. They are confident that staff promptly deal with any concerns, including if bullying happens. Pupils know and appreciate the school’s expectations and routines. They understand that it helps them to concentrate on their learning and participate fairly in class discussions and activities. Pupils behave well and are keen to make their teachers proud. They enjoy receiving recognition and praise for their efforts, such as badges that are linked to the school's values.

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What it's like to be a pupil at this school

Children in the early years get off to a flying start to their early education. They settle quickly in a nurturing environment where stories, topics and activities inspire their imagination. Pupils engage enthusiastically with their learning and make progress from their starting points. Generally, teachers effectively support pupils to understand and apply new knowledge and skills. Staff provide additional support to reduce any barriers to learning that pupils may face. As a result, pupils experience greater success across a range of subjects, including in mathematics and reading. However, pupils do not achieve as well as they should, including in reading, writing and mathematics, by the time that they leave the school.

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What it's like to be a pupil at this school

Pupils appreciate the wider opportunities available to them that broaden their horizons and prepare them well for life in modern Britain. Pupils enjoy taking part in experiences, such as hockey tournaments, visits to a wetland centre and history-focused themed days. They also value opportunities to contribute to school life through taking on leadership roles, such as house captains. Leaders help pupils to overcome any barriers to wellbeing that they may face, to ensure that these opportunities benefit all.

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Next steps

Leaders should continue to support staff to consistently deploy high-quality teaching approaches, so that all pupils learn and remember more. Leaders should ensure that pupils' achievement improves over time, so that a greater proportion of pupils are well prepared for their next stage of education, including the move to secondary school.

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About this inspection

This school is part of Eastern Multi-Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Paul Shanks, and overseen by a board of trustees, co-chaired by David Wilde and Graham Pearson.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMI.

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About this inspection

Inspectors spoke with leaders, staff, parents and pupils during the inspection. The lead inspector also spoke with representatives of the trust board and the local governing committee.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school currently makes use of one unregistered alternative provision.

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About this inspection

The headteacher took up post in September 2025.

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Team inspectors:

Jo Nutbeam, Ofsted Inspector Tim Leah, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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average

2022/23 (final) 50% 60% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2022/23 (3 term) 6.3% 5.9% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2022/23 (3 term) 18.8% 16.2% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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