Spa Academy Askern

Spa Academy Askern

Address: Sutton Road, Askern, Doncaster, South Yorkshire, DN6 0AQ Unique reference number (URN): 146998

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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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Personal development and wellbeing Strong standard

Leaders have put the personal development and wellbeing of pupils at the heart of the school's work. Leaders have a deep understanding of each pupil and what their needs, interests and talents are. Pastoral care for all pupils is central to this. Pupils are supported in different aspects of their lives, including healthy eating, the importance of sleep and friendships. While there is a programme planned for this, leaders are also flexible and responsive to the emerging needs of the pupils and the community. There is also individual support for pupils who need it.

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Personal development and wellbeing Strong standard

There is a comprehensive curriculum to support pupils' personal development. This is well tailored to meet the needs of all pupils. Pupils have an impressive understanding of healthy relationships. Pupils' understanding of fundamental British values and protected characteristics is equally well developed. They have a strong sense of self and empathy for each other. Pupils are confident, respectful and articulate. They know how to keep themselves and others safe, both online and offline. Leaders have prioritised safety lessons which are particularly relevant to the area, such as water safety. Pupils are very well prepared for life beyond primary school.

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Personal development and wellbeing Strong standard

The school provides an extensive range of opportunities to support pupils' personal development and wider experiences. Pupils benefit from a variety of clubs and enrichment activities, which are informed, in part, by pupil voice. These change every half term, and leaders meticulously track the participation, to ensure an equal offer for all, including pupils with special educational needs and/or disabilities and those who are disadvantaged. High proportions of these pupils gain a great deal from attending these clubs.

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Personal development and wellbeing Strong standard

Displays around the school celebrate a range of awards and achievements, contributing to a positive culture of recognition and aspiration. Pupils are proud of these achievements. Leadership opportunities, including reading ambassadors and academy ambassadors, enable pupils to take on responsibility and contribute to school life.

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Inclusion Expected standard

Leaders demonstrate a clear commitment to supporting vulnerable pupils, including those with special educational needs and/or disabilities (SEND) and those who are disadvantaged. Leaders have established increasingly robust processes for the identification of pupils who may have additional needs. There is a proactive approach to securing additional and specialist support for pupils who need it. This includes the use of alternative provision where required. Leaders prioritise appropriate training for staff so they can meet a wide range of needs.

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Inclusion Expected standard

The provision for pupils with the highest levels of need is a particular strength. Pupils benefit from bespoke support, carefully adapted learning and the effective use of resources to help

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Needs attention

them learn. Staff model learning clearly and check pupils' understanding regularly.

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Needs attention

In lessons, teachers use a range of methods to support pupils with SEND. This includes the use of additional adults, different materials and adjusted work. Where more targeted work is needed for pupils to catch up, this is implemented effectively. Pupils with SEND progress well from their different starting points.

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Needs attention

The additional funding to support disadvantaged pupils is strategically planned and uses research to best meet pupils' needs.

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Leadership and governance Expected standard

Leaders' well-judged actions have brought about some notable improvements to this school. They have established a clear and ambitious vision and have taken the time to get to know the community in which they serve. Leaders understand the school's strengths and identify precisely the areas that require further development. These areas have been prioritised and actions are implemented with tenacity and purpose. Leaders evaluate their work regularly and refine their approaches when needed.

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Leadership and governance Expected standard

Leaders keep the best interests of the pupils central to their work. They want pupils to feel cherished while at school. Leaders are resolute in their commitment to ensuring that all pupils, regardless of their starting points or any barriers to learning, are supported to achieve well and develop confidently across all areas of school life.

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Leadership and governance Expected standard

The school is effectively supported by the local governing board and the trust. This has strengthened the leadership capacity and enabled the recent improvement. Governors and trust staff have maintained a balance of support and challenge to the leadership team. They have also ensured that all statutory duties are fulfilled. The introduction of robust systems and processes has been instrumental in making good progress in its improvement journey. Leaders have engaged with other schools within the trust to ensure secure transitions both in and out of the school are strengthened.

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Leadership and governance Expected standard

Leaders have prioritised staff training at all levels. Staff feel very well supported in their work and feel that their workload is manageable.

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Achievement Needs attention

Pupils' achievement across school is variable.

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Achievement Needs attention

While notable improvements have been made recently, pupils' outcomes at the end of key 2 in reading, writing and mathematics are not high enough over time. This means that pupils are not as well prepared as they could be for their next steps in their education. Disadvantaged pupils' outcomes are improving, with the gap between their non- disadvantaged peers narrowing in mathematics and reading. The systematic and rigorous approach leaders have taken to the teaching of multiplication tables has had a positive impact. In these measures, pupils are now consistently achieving above national averages in the year 4 multiplication check.

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Achievement Needs attention

Pupils in some year groups are not closing gaps in their foundational knowledge quickly enough. This limits the extent to which they develop secure knowledge and skills across the wider curriculum.

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Attendance and behaviour Needs attention

Over time, pupils' attendance has not been high enough. This includes pupils who are disadvantaged and those who have special educational needs and/or disabilities (SEND).

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Attendance and behaviour Needs attention

Leaders have recently improved their systems to manage attendance. They have an accurate understanding of the barriers pupils face and work increasingly effectively with families to improve attendance. Leaders have also prioritised making school a place where the pupils want to be by introducing a range of rewards and incentives to promote high attendance. Pupils speak positively of these. There has been an improvement in attendance this year. The proportion of pupils, including those with SEND, who are persistently absent is falling. However, attendance remains below the national averages.

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Attendance and behaviour Needs attention

Pupils respond admirably to leaders' high expectations around behaviour. This is reflected in their mature conduct around school. Pupils behave respectfully, with positive attitudes to their learning. Pupils mix well and play energetically at playtimes. Any incidents of poor behaviour are managed well. Bullying is uncommon and dealt with appropriately. Pupils with additional needs receive the help they need to manage their emotions and conduct. Over time, pupils rely less on this support as they become more confident and independent in managing their behaviour.

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Curriculum and teaching Needs attention

Leaders have significantly developed the curriculum. They have high ambitions for a well- sequenced and coherent curriculum and plans in place reflect this. Leaders have worked with the feeder schools to develop a progressive curriculum across the school in all subjects. Work in books highlights pupils' regular opportunities to revisit prior learning. This helps pupils remember important concepts in the long term.

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Curriculum and teaching Needs attention

However, there are inconsistencies in the implementation of leaders' expectations and the curriculum across classrooms. This is particularly evident in pupils' foundational skills and knowledge. Variability exists in how staff support pupils with their writing, number formation and pencil grip. While examples of effective practice are evident, these are not yet sufficiently widespread to ensure that pupils develop secure and consistent foundational skills across all classes.

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Curriculum and teaching Needs attention

Similarly, assessment of pupils' work is not always effective in helping to identify gaps or moving learning on. At times, work is assessed incorrectly or pupils make recurring errors without adults addressing them. This means that mistakes are being reinforced and pupils' progress is not as strong as it might be. Leaders acknowledge that there is more to do, particularly in the teaching of handwriting and spelling, and they have begun to act. However, this is at an early stage and too soon to see an impact.

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

Pupils who attend Spa Academy Askern are happy, settled and feel safe. They are proud of their school and of the achievements they make, both in school and while representing the school at various events. There are many leadership opportunities, which promote pupils' confidence. There are a range of clubs to engage and inspire pupils. Leaders actively seek the views of the pupils to ensure there is something for everyone.

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

Pupils benefit from a well-sequenced curriculum and a wide range of extra opportunities. Many pupils make positive progress from their starting points. Leaders are working to strengthen this achievement as pupils move through school. Pupils who are disadvantaged and those who have special educational needs and/or disabilities benefit fully from life at the school.

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

Pupils receive a warm welcome from staff as they arrive at school each morning. There are adjustments to the start time and pastoral support for those pupils who need it to help encourage attendance. Clear routines and expectations help support pupils' transition into school. Pupils benefit from a caring, dedicated team of staff who care deeply about them and strive to provide a warm and nurturing school environment where everyone thrives. Many pupils attend school regularly, but some do not. Attendance is a whole-school priority and is improving.

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

There is a real sense of belonging at the school. Leaders have worked hard to instil this in the pupils, and it is evident when walking around the building. Pupils are polite and respectful to one another and to all adults in the school. Behaviour is calm and harmonious around school. Lessons are focused and purposeful. Pupils say that bullying does happen sometimes, but the adults deal with it quickly. Pupils are aware of the behaviour expectations and say that adults are fair and consistent when applying the behaviour policy.

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Next steps

Leaders should ensure that all staff teach the curriculum consistently and effectively so that pupils build foundational skills and knowledge across all subjects. Leaders should continue to work on improvement strategies so that all pupils achieve as high as they possibly can, across the curriculum, before leaving the school. Leaders should embed their work to increase pupils' attendance to ensure that improvements are sustained over time.

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Lead inspector:

Lorraine Bamforth, His Majesty's Inspector

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Team inspectors:

Liam Colclough, Ofsted Inspector Rimah Aasim, 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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About this inspection

This school is part of Leger Education 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), Adam Dale, and overseen by a board of trustees, chaired by Nicola Bailey. There is an executive headteacher, Sarah Lathlane.

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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 (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher and other senior leaders during the inspection, including from the trust. They also met with the CEO, chair of the trust board and members of the local governing board. Inspectors spoke with some pupils, staff and parents and carers.

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About this inspection

The school currently makes use of 3 alternative provisions, including 1 that is unregistered.

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About this inspection

The school has undergone a significant change since the last inspection. This includes the appointment of a new headteacher, deputy headteacher and special educational needs coordinator. There is also a new chair of the trust and the local governing body.

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About this inspection

Headteacher: Kathryn Housley Close to average

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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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average

2024/25 (final) 61% 62% Close to average

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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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average

2024/25 (final) 69% 75% Close to average

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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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average

2022/23 (final) 70% 71% Close to average

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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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average

2024/25 (final) 71% 74% Close to average

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average

2023/24 (final) 67% 73% Close to average

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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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average

2024/25 (final) 48% 47% Close to average

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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

2024/25 (final) 56% 63% Close to average

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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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average

2024/25 (final) 48% 59% Close to average

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average

2022/23 (final) 61% 58% Close to average

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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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average

2024/25 (final) 59% 61% Close to average

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average

2022/23 (final) 46% 59% Close to average

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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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Persistent absence

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

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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. 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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