Schools & FE · Report card

Wensleydale School

Inspected 12 May 2026 · published 29 Jun 2026 · URN 121679

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Summary

No overall grade in this frameworkSafeguarding met

Lyndsey Reed (lead), Malcolm Kirtley, Richard Wakefield

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Expected standard
Inclusion verified
Strong standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
12 May 2026
Inspectors verified
Lyndsey Reed, Malcolm Kirtley, Richard Wakefield
Postcode verified
DL8 5HY
Name on report verified
Wensleydale School
Safeguarding verified
Met
URN verified
121679

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Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourExpected
Curriculum and teachingExpected
InclusionStrong
Leadership and governanceExpected
Personal development and wellbeingExpected

Tone of the report

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

+43Positivemore positive than 17% of reports of this type

In line with other reports of this type.

Praiseeffectivelypositiveeffectivestronghighly effectivefeel safeclearrespectful

Criticismconcernsdisruptionpoorinconsistentnot consistentlyvariablegapspersistently absent

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1385w+30
Leadership273w+81
Safeguarding51w−11
What needs to improve46w+71

Strengths

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Concerns

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Next steps

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What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Anatomy of the report

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

Pages: 14
Words of findings: 1,749; about usual (typical 1698)
Reading level: Hard; Flesch 45, typical 43
Average sentence: 12 words
Next steps: 3; typical 3
Hedged sentences: 3%; “some”, “not always”, “most”…

Where the words go

Findings 47%Leadership 9%Safeguarding 2%What needs to improve 2%About the inspection 40%

Full report text

Wensleydale School

Address: Richmond Road, Leyburn, North Yorkshire, DL8 5HY Unique reference number (URN): 121679

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:

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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.

p.1

Inclusion Strong standard

Inclusion threads through all aspects of Wensleydale School and is a key strength of the school. Staff support leaders to identify pupils’ barriers quickly and accurately. This includes information that comes to light from concerns about attendance or behaviour. Leaders share 'pupil passports’, which accurately set out the targets that pupils are working towards and which outline how teachers can help them achieve these. Leaders regularly review the passports, together with teachers and parents. Support is expertly adjusted or refined over time to ensure pupils' needs are met.

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Inclusion Strong standard

Leaders seek advice from a wider range of professionals when needed. Support staff receive training to ensure that the help they provide makes a difference. As a result, pupils, including those who attend the school's targeted mainstream provision, build social confidence and emotional resilience.

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Inclusion Strong standard

Leaders use alternative provision sparingly. Careful consideration ensures that it is well matched to pupils’ needs. Leaders foster a sense of belonging by providing consistency and familiarity for pupils, including those who are known (or previously known) to social care. Leaders use extra funding, such as the pupil premium, effectively. They consider pupils’ circumstances and the barriers that they face to identify appropriate support. Staff receive professional learning that supports them in implementing approaches effectively. Leaders make adaptations to ensure that all pupils can access the wide range of opportunities and experiences the school offers.

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Achievement Expected standard

Overall, pupils achieve well. Attainment in national tests is broadly in line with national averages, including for disadvantaged pupils. Pupils talk positively about their learning. They can link new knowledge to that secured previously. As a result, pupils know more and remember more over time. The quality of pupils’ written work is more variable and often inconsistent across subjects, which impacts how well some pupils build knowledge.

p.2

Achievement Expected standard

Pupils with special educational needs and/or disabilities make appropriate progress from their starting points. They make progress in their classroom subjects and in their wider skills. For example, pupils develop their speech and language skills, or their ability to manage their emotions. This enables pupils to engage effectively in learning.

p.2

Achievement Expected standard

Leaders provide support that closes gaps in pupils’ foundational knowledge and skills, such as reading and numeracy. As a result, pupils can progress to the next stage of their learning. Almost all pupils progress to the appropriate next steps in education, employment or training. These next steps are in line with their ambitions.

p.2

Attendance and behaviour Expected standard

Leaders have an informed and accurate understanding of attendance. Overall, pupils attend well, including those with special educational needs and/or disabilities. The number of pupils who are persistently absent is reducing, including those who are disadvantaged. Leaders provide thoughtful support to pupils who experience barriers to their attendance. Leaders use their knowledge of pupils’ individual circumstances to identify the best way to help. This encourages pupils to attend school more regularly. Leaders make reasonable adjustments for pupils who need them.

p.3

Attendance and behaviour Expected standard

Leaders have established clear and consistent routines, which pupils understand. Staff and pupils follow these, contributing to a safe and calm environment. In lessons, pupils routinely behave well. They focus on their learning. There is little low-level disruption. Pupils benefit from positive, respectful relationships with staff and with their peers. Leaders set clear behaviour expectations. Incidents of poor behaviour happen occasionally. Staff help pupils manage these through talk and restorative practice. Staff diligently record any instances of derogatory language or bullying. Leaders respond to these concerns quickly and effectively. Leaders carefully consider pupils' needs when exploring their response to behaviour concerns. Leaders explicitly teach techniques to help pupils meet expectations. Suspensions and permanent exclusions are used appropriately.

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Curriculum and teaching Expected standard

Leaders are reflective. They make informed decisions about how the curriculum and teaching should adapt and evolve. The curriculum is broad and well designed. This enables pupils’ knowledge and skills to build on what they already know. The curriculum is generally taught well. Leaders identify that high-quality teaching is not yet consistent across the school and are addressing this through targeted training.

p.3

Curriculum and teaching Expected standard

Teachers use information from ‘pupil passports’ to inform their teaching. Leaders ensure that teachers have secure subject knowledge in the subjects they teach. Staff who teach outside of their specialism speak highly of the support they receive to ensure that this is the case.

p.3

Curriculum and teaching Expected standard

Leaders carefully consider the curriculum for pupils with an education, health and care plan. They provide an alternative curriculum for a small number of pupils in the ‘nurture group’, reflective of their starting points. For some other pupils, leaders provide curriculum adaptations through the targeted mainstream provision. Here, pupils are well supported to develop their skills for adult life.

p.3

Curriculum and teaching Expected standard

Leaders support pupils to secure their foundational skills in reading, writing and numeracy. Regular oracy lessons in key stage 3 improve pupils’ communication skills. Pupils develop their interaction styles for different contexts and learn to argue respectfully through debate.

p.3

Leadership and governance Expected standard

Leaders are committed to providing an effective education for the wide and varied community that the school serves. Leaders and governors understand the school’s strengths and areas for development. They take appropriate action to drive forward improvements. Leaders are role models for others and have high expectations. They do not settle and are always striving for better.

p.3

Leadership and governance Expected standard

Governors are knowledgeable, with a broad experience and skills base. This enables them to provide effective support and challenge, which school leaders welcome. Governors meet their statutory duties effectively.

p.4

Leadership and governance Expected standard

Conscientious leaders take carefully considered actions during periods of change. As a result, staff feel valued and involved with decision-making in the school. Leaders are proactive in understanding the pressures on teachers. They hold termly one-to-one meetings with staff. Leaders’ commitment to staff wellbeing has shaped school practices. Teachers welcome recent changes in feedback approaches, which they feel have reduced their workload.

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Leadership and governance Expected standard

The professional learning programme is evidence informed. This is well matched to the priorities for school improvement and individual needs. Staff value this personalised approach. Teachers in the early stages of their careers speak highly of the support that they receive. Leaders seek opportunities for staff to broaden their experiences. This is achieved through collaborative working with other schools and trusts. Leaders are outward facing and welcome challenge from external monitoring visits. They share good practice with nearby schools.

p.4

Leadership and governance Expected standard

Leaders and governors develop positive relationships with parents and the local community. The school has links with the local church, the young farmers club and the armed forces services in the area. Pupils benefit from 'The Friends of Wensleydale School' and their collaboration with local businesses.

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