Wingfield Academy

Wingfield Academy

Address: Wingfield Road, Rotherham, South Yorkshire, S61 4AU Unique reference number (URN): 139992

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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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Achievement Strong standard

Pupils, including those who are disadvantaged, make excellent progress at the school from their starting points. 'Progress 8' published data shows that pupils consistently make better progress than their peers nationally. In many subjects, disadvantaged pupils outperform their peers nationally for both achievement and attainment at the end of key stage 4.

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Achievement Strong standard

Pupils, including those with special educational needs and/or disabilities and those who are disadvantaged, consistently produce high quality work across all areas of the curriculum and across different year groups. Their recall of current and prior knowledge shows that they are progressing and achieving well.

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Achievement Strong standard

Pupils develop foundational knowledge in mathematics, reading and writing. If there are any gaps in this knowledge, leaders put appropriate support in place to ensure that these gaps close quickly.

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Achievement Strong standard

Pupils are well prepared for their next steps in education. A high proportion move on to further education and employment.

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Attendance and behaviour Strong standard

Leaders have devised a robust and evidence informed attendance strategy. Attendance data is analysed in detail to ensure that any trends and patterns are quickly identified. When necessary, tailored interventions and support are put in place to help pupils to improve their attendance. There is a particular focus on the most vulnerable pupils and ensuring that they feel a sense of belonging at the school. This strategy is consistently implemented. As a result, the school has shown a rapid and notable improvement in overall attendance this year and a notable reduction in persistent absenteeism.

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Attendance and behaviour Strong standard

Leaders have high expectations for all pupils’ behaviour, including those with special educational needs and/or disabilities. Routines within lessons and at social times are meticulously followed. The behaviour system is clear and is consistently implemented by staff. As a result, pupils’ behaviour is excellent across the school. Bullying and discrimination is rare. When it does happen, it is effectively dealt with. Suspensions are used appropriately and are reducing. Staff consistently praise and recognise pupils when they achieve well or meet the high expectations of staff. Postcards and merit points are regularly given to praise and reward pupils. Pupils are proud of receiving this recognition.

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Curriculum and teaching Strong standard

Leaders have devised an ambitious curriculum that is well planned and sequenced. Leaders closely monitor the impact of the curriculum and make adaptations when necessary. For example, the recent introduction of booklets in mathematics helps pupils to focus on fluency and problem solving. Leaders have developed an evidence informed teaching and learning model. This teaching model is consistently applied across all subjects and year groups. Within this teaching and learning model teachers regularly revisit prior learning, model new learning and provide opportunities for pupils to work independently. Teachers regularly check learning and address any misconceptions through a range of different techniques. Teachers display excellent subject knowledge. Pupils progress over time is monitored closely. This includes checking pupils' knowledge and how they apply this knowledge. Accurate feedback allows pupils to understand where they went wrong and what they need to do next time to improve.

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Curriculum and teaching Strong standard

As a result of the consistent application of this teaching and learning model pupils make excellent progress through the curriculum.

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Curriculum and teaching Strong standard

Teachers receive training to help them to adapt the curriculum for pupils who may have additional needs. These adaptations are consistently and effectively applied. As a result, the majority of pupils can access the curriculum in mainstream lessons.

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Inclusion Strong standard

Leaders quickly and accurately identify any pupils with special educational needs and/or disabilities. A range of different levels of support are available for these pupils, depending on their individual need. For example, the 'Aim' hub provides bespoke curriculum support for the pupils who require support outside of their mainstream lessons. Leaders meet weekly to assess the impact of this support. If necessary, these strategies are skilfully adjusted to ensure that the support offered is having the maximum impact.

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Inclusion Strong standard

Pupils who are known (or previously known) to social care are well supported by the school. Leaders know these pupils and their families extremely well. Some of these pupils face significant barriers and challenges outside of school. These pupils see school as their safe place with trusted adults available to support them when needed.

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Inclusion Strong standard

The pupil premium funding is used effectively. Strategies to remove barriers for pupils eligible for this funding are clearly identified. These strategies are understood and consistently implemented by staff. As a result, pupils eligible for the pupil premium funding make excellent progress.

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Inclusion Strong standard

One pupil captured the inclusive culture at the school perfectly by stating: ‘Everyone is ready to support each other; pupil to pupil, staff to pupil and staff to staff, it’s like a second home.’

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Leadership and governance Strong standard

Leaders, including those responsible for governance, care passionately about the pupils and the local community. Those responsible for governance meet their statutory responsibilities. Leaders have a detailed understanding of the school's context, strengths and areas for development. They have identified the correct areas for improvement. For example, the development of the personal development offer to be more tailored to the school’s context and pupils' aspirations. Leaders are making rapid progress towards this development priority.

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Leadership and governance Strong standard

Since the previous inspection, the trust has grown. As a result, there have been a number of changes to leadership roles within the school. The trust supports the school to ensure that

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Expected standard

any changes in school leadership are seamless and do not have a negative impact on pupils' experience at the school. The shared trust vision of ‘Child centred, progress focussed. Overcoming barriers and opening doors to a brighter future.’, is lived out and modelled by leaders on a daily basis. This ensures that all decisions are made in the best interests of pupils.

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Expected standard

Leaders have a sharp focus on inclusion. They know the pupils well, especially the most vulnerable. Leaders ensure that any pupils with additional needs are supported to achieve well at school.

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Expected standard

The vast majority of staff are proud to work at the school. They appreciate leaders’ considerations for their workload and wellbeing. Staff appreciate activities such as 'golden ticket days'.

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Expected standard

All staff have access to a highly effective professional learning programme. The positive impact of this can be seen in the consistent delivery of the curriculum.

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Personal development and wellbeing Expected standard

Leaders have devised a coherent and appropriate personal development programme. When necessary, the personal development programme is effectively adapted so that all pupils, including those with special educational needs and/or disabilities, can access the content. During taught lessons, pupils learn about British values, relationships and how to stay safe online. Pupils develop an age-appropriate understanding of these topics. They develop a detailed knowledge of different faiths and beliefs through lessons, assemblies and 'drop down' days. Pupils regularly debate current local and global issues, such as conflicts around the world. This helps improve pupils' understanding of the world around them and prepare them for life beyond school.

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Personal development and wellbeing Expected standard

Leaders recognise the need to further develop the personal development programme so that it is carefully tailored to the context and aspirations of the pupils. Work is ongoing to develop a carefully planned programme of trips and visits to enhance pupils' knowledge and further develop an understanding of the life beyond the local area.

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Personal development and wellbeing Expected standard

Pupils have an extensive range of opportunities to develop their talents and interests. All pupils in key stage 3 access enrichment during curriculum time through the 'electives programme'. Pupils select to take part in activities such as cheerleading, debate club, cross stitch and special effects. These activities help to develop pupils' attributes such as leadership and communications skills.

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Personal development and wellbeing Expected standard

Some pupils have leadership roles within the school, for example, as cultural ambassadors. The cultural ambassadors lead recognition of different cultural and religious festivals. These events help pupils to develop their understanding of diversity and develop respect for people's differences. Pupils have access to a well-planned careers offer. Through this offer pupils have many opportunities to engage with employers and further education providers. This includes access to work experience in Year 10. The careers programme effectively prepares pupils for future education, employment or training.

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Personal development and wellbeing Expected standard

Pupils have access to effective, tailored and responsive pastoral support.

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

Pupils are happy and enjoy attending this vibrant school. Warm and positive relationships exist between pupils and staff creating a 'family feel' at the school. Pupils feel safe here. They know that if they have any concerns, they can share them with trusted adults and they will be acted on.

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

Pupils, particularly those who are disadvantaged, make excellent progress at the school. This is reflected in published 'progress 8' data. Pupils achieve well across most areas of the curriculum. Pupils with special educational needs and/or disabilities achieve particularly well from their starting points. Pupils access a curriculum and careers offer, that is designed to reflect their aspirations and the context of the local labour market. As a result, pupils are very well prepared for their next steps.

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

Pupils behave with respect and courtesy for each other. They move around the building with maturity and in a calm manner. At social times, pupils interact well with each other. In lessons pupils are active participants in their learning. They enjoy learning. Pupils are proud when they receive positive recognition, often stopping staff on the corridor to show them their ‘praise postcards.’ Pupils, including those with special educational needs and/or disabilities, feel a real sense of belonging here. As a result, they attend well.

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

Pupils develop an understanding and an appreciation for the '3 R's': respect, responsibility and resilience. Pupils demonstrate these characteristics during lessons and at social times. This helps to ensure that there is an inclusive culture at the school. Pupils attend a range of extra-curricular activities such as sports clubs and the arts. Pupils and staff eagerly anticipate the annual musical theatre production which includes nearly 100 pupils.

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About this inspection

This school is part of New Collaborative Learning Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Richard Fletcher, and overseen by a board of trustees, chaired by Diane Heritage.

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

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Team inspectors:

Elizabeth Cresswell, Ofsted Inspector Gill Senior, Ofsted Inspector Brian Kelly, Ofsted Inspector James Evans, His Majesty's 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. Inspectors spoke with the headteacher, the CEO, the chair of the trust, a trustee and three members of the local governing body, including the chair, during the inspection.

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What does this mean?

The inspectors confirmed the following information about the school:

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What does this mean?

In April 2025 a new headteacher took up post.

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What does this mean?

The school does not currently use any alternative providers of education.

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What does this mean?

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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What does this mean?

Headteacher : Jordon O'Neill National average: 1,067

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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. National average: 13.4%

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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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English and maths GCSE

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

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national average

2024/25 (final) 49.5% 45.4% Close to average

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national average

2023/24 (final) 50.6% 45.9% Close to average

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national average

2022/23 (final) 53.0% 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

2024/25 (final) 47.0 46.1 Close to average

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national average

2023/24 (final) 48.0 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) 30.8% 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

2024/25 (final) 38.7 34.9 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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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

2024/25 (3 term) 8.7% 8.4% Close to average

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national average

2023/24 (3 term) 8.9% 8.9% 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

2024/25 (3 term) 21.3% 23.4% Close to average

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national average

2023/24 (3 term) 25.8% 25.6% 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

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