Wreake Valley Academy

Wreake Valley Academy

Address: Parkstone Road, Syston, Leicester, Leicestershire, LE7 1LY Unique reference number (URN): 137983

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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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Inclusion Expected standard

Leaders quickly and accurately identify when pupils need extra support. They share information about pupils with special educational needs and/or disabilities (SEND), and other barriers to learning, so that teachers understand where adjustments are needed. Leaders have planned classroom strategies and professional learning for staff to make sure that all pupils can succeed, whatever their starting points. Leaders and teachers check pupils’ progress carefully and review the support they provide, making changes where needed.

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Inclusion Expected standard

The school has a specially resourced provision for pupils with SEND known as the BINC (Bradgate Inclusion Centre). Pupils who attend the BINC thrive. They benefit from an ambitious, well-designed curriculum, as well as teaching and support that meets their needs precisely. A small number of pupils attend alternative provision that is carefully selected to meet their needs and interests.

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Inclusion Expected standard

Leaders work closely with the local authority, and other external agencies, to make school a positive experience for pupils who are looked after or known to social care. Typically, staff make sure that these pupils, and other disadvantaged or vulnerable pupils, receive the academic support they need. They provide access to the same extra-curricular opportunities for all pupils. Additional funding such as the pupil premium grant for disadvantaged pupils is used well to make sure that no pupils are left behind.

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Leadership and governance Expected standard

Leaders have a clear understanding of the school’s context. They recognise where improvements are needed. The relatively new leadership team has acted decisively and impactfully in a short period of time to bring about improvements to the curriculum, attendance and behaviour. While the positive impact of the changes leaders have made is evident, there is more to do. There are robust systems in place to monitor the effectiveness of all aspects of the school’s provision. Leaders continually reflect on the impact of their work and are determined that the school continues to improve.

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Leadership and governance Expected standard

Trustees are experienced and knowledgeable. They know the school and its priorities, well. Trustees and leaders from the multi-academy trust provide effective support and challenge to school leaders as they work to make further improvements. They ensure that the school fulfils its statutory duties, such as around safeguarding.

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Leadership and governance Expected standard

Staff are happy and proud to work at the school. They appreciate the high-quality professional learning programme that has been well designed to strengthen their expertise. Leaders prioritise staff's wellbeing and strive to make sure that workloads are manageable.

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Leadership and governance Expected standard

The majority of parents and carers are positive about the school. They told inspectors that they appreciate the improvements that have been made in recent years.

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Personal development and wellbeing Expected standard

The school prioritises pupils’ personal development. Leaders have planned an ambitious programme underpinned by ‘The Wreake Way’. This promotes values such as respect, resilience and readiness to learn. Through lessons in personal, social and health education (PSHE), assemblies and the tutor-time programme, pupils generally develop knowledge securely and are well prepared for adulthood.

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Personal development and wellbeing Expected standard

The curriculum for PSHE teaches pupils how to keep themselves physically and mentally healthy. Pupils learn how to maintain positive relationships and avoid risky behaviours. Topics emphasise the importance of active citizenship and the fundamental British values. Pupils learn about different faiths and cultures and are encouraged to celebrate diversity. They know about equality laws and understand their rights and responsibilities as citizens. The curriculum is enhanced by enrichment activities, for example a mock trial, which provides further opportunities for pupils to learn about life in modern Britain.

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Personal development and wellbeing Expected standard

The careers programme has been designed well to prepare pupils for their next stages in education, training or employment. All pupils benefit from personalised careers advice and opportunities to meet with employers and education providers.

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Personal development and wellbeing Expected standard

Pastoral care is excellent and actively supports pupils’ wellbeing. Caring staff keep a watchful eye over pupils. They identify when pupils are vulnerable or struggling with their social, emotional and mental health. Leaders make sure that pupils get the support they need to overcome any challenges.

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Personal development and wellbeing Expected standard

There is a wide range of extra-curricular opportunities available, including a variety of trips, both overseas and closer to home. The school offers pupils the opportunity to earn the Duke of Edinburgh’s Award. A variety of after-school clubs give pupils opportunities to develop their talents and interests in sports, games and the arts. All pupils benefit from these opportunities. Leaders make sure that disadvantaged pupils and pupils with special educational needs and/or disabilities can take part alongside their peers.

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Achievement Needs attention

Over time, pupils, including students in the sixth form, have not achieved as well as they might have done in national examinations.

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Achievement Needs attention

At key stage 4, the proportion of pupils, including disadvantaged pupils, who achieve basic pass grades in English and mathematics is similar to the national average. However, too few pupils achieve a strong set of qualifications. This limits the opportunities available as pupils move to their next stage of education or training.

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Achievement Needs attention

Sixth-form students’ attainment and progress in A-level courses is below the national average. In vocational courses, achievement is similar to other students nationally. The improving curriculum is driving better progress for all pupils. In key stage 3, the curriculum supports pupils to strengthen basic knowledge, skills and vocabulary so that they are prepared for the next stage. In key stages 4 and 5, raised expectations and an improved range of courses to choose from have had a positive impact.

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Attendance and behaviour Needs attention

Attendance rates are lower than the national average and have been for some time. Overall, the proportion of pupils who are frequently absent from school is higher than the national average, although this is not the case in the sixth form. Leaders are determined that attendance should improve. They monitor attendance data carefully. Leaders work closely with pupils and their families to help them overcome any barriers to regular attendance. This is having an impact. Attendance rates have begun to improve, including for disadvantaged pupils and those with special educational needs and/or disabilities.

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Attendance and behaviour Needs attention

In classrooms, pupils typically behave well and show positive attitudes to learning. Most pupils move around the school sensibly and make every effort to get to lessons on time. However, a minority of pupils demonstrate poor behaviour as they make their way to lessons. Pupils arriving late to lessons cause disruption for other pupils. The school has raised expectations of pupils’ behaviour and has introduced new systems to promote positive choices. However, staff do not consistently challenge poor behaviour around the school, That said, the vast majority of pupils are polite and respectful. Incidents of bullying or discriminatory behaviour are rare. When they do occur, leaders act quickly and fairly to resolve matters.

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Curriculum and teaching Needs attention

Despite recent improvements, the quality of teaching is variable. Although teachers have good subject knowledge, they do not consistently make sure that pupils gain knowledge securely and remember what they have learned. The planned routines for checking pupils’ understanding and adapting teaching to address any misconceptions or knowledge gaps are used well in some classrooms. However, sometimes, teachers do not check carefully enough what pupils know, or provide useful feedback to help them deepen their understanding or improve their work.

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Curriculum and teaching Needs attention

Leaders provide detailed information to teachers, identifying pupils who face barriers to learning along with strategies to support them. Often this guidance is used well to help pupils overcome their barriers. However, this is sometimes not the case.

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Curriculum and teaching Needs attention

Leaders are well aware that the delivery of the curriculum needs to improve. They have designed a broad and ambitious curriculum. Staff benefit from high-quality professional learning that is driving improvements.

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Curriculum and teaching Needs attention

Leaders have made sure that the curriculum provides opportunities for pupils to revisit prior learning and reinforce foundational knowledge such as reading, writing and number skills. For example, curriculum leaders have worked alongside feeder primary schools to identify where pupils have weak basic knowledge and skills. They have planned opportunities to strengthen these.

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Post 16 provision Needs attention

Over time, students in the sixth form have not achieved as well as other students nationally in external examinations. Leaders recognise this. They have taken steps to strengthen the curriculum and improve the quality of teaching in the sixth form. This is having an impact, although there is still some variability. There are signs that, increasingly, students are progressing well from their starting points. More students are successful in achieving the grades they need to progress to aspirational destinations than previously. However, this is not yet reflected in the published outcomes.

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Post 16 provision Needs attention

The sixth form offers an extensive and inclusive enrichment programme. This includes leadership roles, volunteering and opportunities to mentor younger pupils at the school. There is an active student union as well as debating and medical societies. The sixth form offers a range of cultural experiences and community-focused activities. Leaders track participation and prioritise opportunities for students with special educational needs and/or disabilities, as well as those who are disadvantaged or vulnerable.

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Post 16 provision Needs attention

Careers education in the sixth form is well planned and delivered effectively. Students benefit from personalised advice and impartial guidance about the range of options available to them after they leave the school.

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

Pupils increasingly feel a sense of belonging at Wreake Valley Academy. They feel safe at school. Pupils recognise that the culture is changing for the better and that new leadership has had a positive impact. ‘The Wreake Way’ encourages pupils to be ‘ready, resilient and respectful’. This guides the way they learn and behave.

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

Pupils’ wellbeing is a high priority. Caring staff provide nurture and support when pupils are vulnerable. Attendance has begun to improve, although too many pupils are still absent from school too often.

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

In recent years, pupils, and students in the sixth form, have not achieved as well as pupils and sixth-form students nationally. Leaders are determined to address this. They have strengthened the curriculum offer in key stages 4 and 5. There are raised expectations of what pupils can achieve, supported by improvements in the quality of teaching.

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

The school is inclusive. Pupils with special educational needs and/or disabilities (SEND), including those in the specially resourced provision for pupils with SEND, are well supported to thrive alongside their peers. Disadvantaged pupils benefit from all of the opportunities that the school has to offer.

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

Behaviour has improved. The vast majority of pupils follow the rules and routines without fuss. Classrooms are typically calm and purposeful. However, a minority of pupils do not show the high level of respect for others that is expected of them when they move around the school. Bullying is rare and most pupils are confident that staff will deal with incidents quickly and fairly.

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

Pupils benefit from a wide range of extra-curricular opportunities. These include overseas trips and after school clubs offering sports, games and the arts. Many pupils proudly take on leadership responsibilities and participate in the annual school drama productions.

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Next steps

Leaders should ensure that teachers accurately check pupils’ understanding and consistently adapt teaching to address pupils’ misconceptions and help pupils build on what they have learned previously, so they are well prepared for ambitious next steps in education, training and employment. Leaders should ensure that staff consistently apply agreed teaching strategies that have been designed to help pupils overcome any barriers to learning and achieve well. Leaders should ensure they continue to work effectively on improving attendance for all pupils. Leaders should ensure that all staff have high expectations of pupils and consistently challenge lateness to lessons and poor behaviour, especially during unstructured times and as pupils move around the school.

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About this inspection

This school is part of Bradgate Education Partnership, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Gareth Nelmes, and overseen by a board of trustees, chaired by Stephen Cotton.

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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 the headteacher, deputy headteachers, other school leaders, staff and pupils during the inspection. Inspectors also spoke with trustees and leaders from the trust, including the CEO and chair of trustees.

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About this inspection

The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

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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 includes a specially resourced provision for 45 pupils with communication and interaction needs.

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Team inspectors:

Gillian Martin, Ofsted Inspector Ellenor Beighton, Ofsted Inspector Caroline Barton, Ofsted Inspector melanie Wicks, 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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1,482

Above average The school currently makes use of 14 alternative provisions, including 13 that are unregistered.

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1,482

The headteacher was appointed in September 2024.

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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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What does this mean?

The type of Special Educational Needs provision provided at the school (if applicable).

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English and maths GCSE

Percentage of pupils who achieved grade 5 or above in English and maths GCSE.

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national average

2023/24 (final) 44.7% 45.9% Close to average

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national average

2022/23 (final) 41.5% 45.3% Close to average

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Attainment 8

A measure of pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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national average

2023/24 (final) 42.4 45.9 Close to average

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Progress 8

How much progress pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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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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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils achieving grade 5 or above in English and maths GCSE.

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national average

2024/25 (final) 18.9% 25.8% Close to average

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national average

2023/24 (final) 19.0% 25.8% Close to average

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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national average

2023/24 (final) 30.0 34.6 Close to average

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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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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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils who achieved grade 5 or above in English and maths GCSE.

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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A-level average point score

The average points that students achieved per A-level entry.

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A-level value added

A score showing students’ progress between the end of key stage 4 and the end of their academic qualification studies.

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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) 9.6% 9.0% 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

2023/24 (3 term) 29.6% 25.6% Close to average

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national average

2022/23 (3 term) 27.2% 26.5% 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

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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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