Winterbourne Academy

Winterbourne Academy

Address: High Street, Winterbourne, Bristol, BS36 1JL Unique reference number (URN): 145502

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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 Expected standard

Generally, pupils, including those with special educational needs and/or disabilities, achieve well. They have a secure understanding of reading, writing and mathematics. The achievement of pupils is improving over time, with many subjects achieving above national averages at GCSE. At post-16, achievement is in line with national averages. Any gaps in pupils' knowledge are usually closed quickly. Disadvantaged pupils progress steadily through the curriculum. They achieve well compared with others nationally.

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Achievement Expected standard

Pupils routinely recall what they have learned previously. They become adept at using this existing knowledge to help them to learn new content. Consequently, pupils' knowledge builds progressively. Over time, pupils use subject-specific language with increasing accuracy.

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Achievement Expected standard

Pupils are prepared well for their next steps in education, employment or training. Post-16 students progress to appropriate destinations, such as university or employment.

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Attendance and behaviour Expected standard

Pupils, including those who are disadvantaged or with special educational needs and/or disabilities (SEND), attend school as regularly as their peers nationally. Leaders take effective action to improve attendance further. Leaders have created a sense of belonging so that most pupils want to attend, and they understand the importance of coming to school. Leaders understand the patterns of absence and the reasons that pupils miss school. Staff put in place reasonable adjustments to remove barriers for pupils with SEND, enabling them to improve their rates of attendance. These actions have led to an improving trend over time.

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Attendance and behaviour Expected standard

Pupils behave positively. They understand the school rules and follow clear routines. They show courtesy and respect to each other and to staff. This contributes to a calm and orderly atmosphere around the school, including during social times and lesson changeovers. Generally, pupils display positive attitudes and remain focused on their learning. When pupils need additional help to change their behaviour, leaders act effectively. Leaders use alternative provision appropriately to support pupils. This has contributed to low levels of suspensions. Leaders address any instances of bullying, discrimination or harassment promptly.

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Curriculum and teaching Expected standard

The curriculum is broad and ambitious. Leaders have carefully set out what pupils will learn so that they build their knowledge and understanding. They review how well teachers implement the curriculum and make improvements when required.

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Curriculum and teaching Expected standard

Leaders prioritise professional learning for staff. As a result, the curriculum is generally taught well across the school. Teachers use their secure subject knowledge to explain concepts clearly. They typically adapt activities effectively to meet pupils' needs, including for those with special educational needs and/or disabilities. Staff usually check what pupils have retained and change learning activities to address any misconceptions. However, this is not consistent across some subjects or across key stages. Leaders have an accurate understanding of the quality of the curriculum and teaching. They use this understanding to provide additional training and support where needed.

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Curriculum and teaching Expected standard

Leaders prioritise developing pupils' literacy and core mathematics skills. They identify pupils who have not secured the foundations of reading. Well-trained staff provide support that helps these pupils to catch up with their peers.

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Inclusion Expected standard

Leaders prioritise actions to ensure that all pupils feel part of Winterbourne Academy. Staff identify the individual educational and pastoral needs of pupils when they join the school. They plan support for pupils in partnership with other agencies that is well-matched to their needs, including for pupils who are known (or previously known) to social care. For example, the school provides a wide range of support for pupils experiencing mental health challenges. This includes the 'Wellbeing Hub', where staff support pupils to look after their mental health. Pupils also receive support to address any gaps in their learning, for example to improve their reading. As a result, pupils receive the help they need.

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Inclusion Expected standard

Leaders use additional funding appropriately to support disadvantaged pupils. Leaders systematically review the effectiveness of additional support. This helps leaders to identify when changes need to be made to further improve pupils' experiences. The alternative provision used by the school is well matched to pupils' needs.

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Inclusion Expected standard

Staff use their skills to identify and support pupils with special educational needs and/or disabilities (SEND). Teachers typically use strategies effectively to support pupils with SEND to learn as well as their peers. However, where this is not consistent, some pupils do not learn as well.

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Leadership and governance Expected standard

Leaders, including those responsible for governance, ensure a culture of high expectations at the school. They make sure the interests of pupils and their families are at the forefront of every decision taken at Winterbourne Academy. This includes acting in the best interests of pupils, including those with special educational needs and/or disabilities (SEND) and those who are disadvantaged. Leaders, including those responsible for governance, ensure that they sustain a clear sense of community. Leaders work effectively with other external agencies to contribute to the wellbeing and safety of pupils.

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Leadership and governance Expected standard

Those responsible for governance fulfil their statutory duties effectively. They support and challenge leaders effectively and prioritise staff wellbeing. Together with leaders, they have an accurate knowledge of the school's strengths and areas of development. They take largely effective action to bring about sustainable improvements in all areas of the school's provision, including for disadvantaged pupils and those pupils with SEND. Trustees and those responsible for governance ensure that there are robust checks to ensure that pupils are safe and cared for. Staff, including those who are at the start of their careers, benefit from high-quality, research-informed professional learning that supports leaders' aims. Leaders design this thoughtfully to help teachers continuously improve while also maintaining staff’s sense of wellbeing. Their workload is carefully considered. Staff are positive about the leadership of

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Leadership and governance Expected standard

Leaders and governors engage constructively with parents and carers. A majority of parents are positive about the support the school provides for their children.

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Personal development and wellbeing Expected standard

Pupils, including at post-16, receive highly effective pastoral support. Leaders use their clear understanding of pupils' needs to make sure individuals get the help they need. For example, pupils can access the 'Wellbeing Hub' when they need help with their mental health. Pupils feel they belong to the school community, with older pupils acting as positive role models for younger ones.

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Personal development and wellbeing Expected standard

Leaders ensure that pupils develop their interests, social skills and wider understanding during their time at school. They carefully plan activities and remove barriers so that all pupils can participate, including those who are disadvantaged and those with special educational needs and/or disabilities. Many events are within the school day. There are opportunities outside lesson time, such as sports clubs, the debate club and the music technology club, where pupils create their own compositions. Pupils raise money for local charities and are involved in personal challenges such as the Duke of Edinburgh's Award. Pupils from different year groups take part in school drama productions in both performance and backstage roles. Enrichment days at the end of the school year bring learning to life, for example through the Year 7 camp.

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Personal development and wellbeing Expected standard

Leaders carefully plan pupils' personal development. Teaching about relationships and personal safety, at the right age, helps pupils understand how to keep themselves safe online and in the wider community. Leaders use pupils' feedback to ensure that the content remains relevant and meets their needs. The wider curriculum, including physical education, supports pupils' physical and mental health. As a result, pupils are well prepared for life in modern Britain. A small number of pupils have not yet gained all the knowledge leaders expect.

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Personal development and wellbeing Expected standard

A wide range of careers events for each year group means pupils are very well informed about their future options. This includes chances to work with employers and learn about the world of work.

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Post 16 provision Expected standard

Students follow a well-designed study programme. It includes a wide range of vocational and academic courses delivered in partnership with 2 other schools locally. The courses are carefully matched to students’ individual needs and aspirations. In examinations for both vocational and academic qualifications, students achieve in line with national averages.

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Post 16 provision Expected standard

Leaders ensure that subject curriculums are thoughtfully structured and mostly taught well. However, in a small number of lessons, teaching is less effective, meaning students do not achieve as well. Teachers use effective strategies to support students, including those with special educational needs and/or disabilities and others who face disadvantage. Students’ work is typically of depth and high quality.

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Post 16 provision Expected standard

Beyond their studies, leaders make sure students receive a considered personal development programme. For example, students learn financial skills. They learn how to keep themselves safe and healthy. They feel this prepares them well for adult life. Students enjoy leadership opportunities, such as taking part in the school council, along with younger pupils.

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Post 16 provision Expected standard

All students benefit from high-quality careers education. They appreciate the support the school provides with preparing their university applications. A wide range of activities prepares students well for their next steps. This includes work experience, meeting employers and university outreach programmes.

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

Pupils enjoy being part of Winterbourne Academy. They feel safe and well cared for. They receive support from staff when they need it. Pupils know exactly who to turn to if they need help. Pupils attend regularly. They generally behave well in lessons and are keen to learn. Sixth-form students act as positive role models for younger pupils, showing self-discipline and maturity.

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

Pupils respect differences between people. They typically get along well with each other, and bullying is uncommon. On the rare occasions it does occur, pupils are confident that staff take it seriously and will resolve it quickly. They can also get support from other pupils, such as anti-bullying ambassadors.

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

Most pupils enjoy their learning. They receive a curriculum that meets their needs, including pupils with special educational needs and/or disabilities (SEND). Overall, pupils achieve well. Pupils with SEND and disadvantaged pupils are supported to progress well through the curriculum from their individual starting points.

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

Pupils develop their confidence through a wide variety of activities. They experience a range of events and visits. Many enrichment opportunities take place during the school day, meaning that all pupils participate. They include trips to theatres, museums and universities and learning new skills such as putting up a tent. Pupils enjoy taking part in experiences such as drama productions, sports and the Duke of Edinburgh's Award. They relish taking on leadership roles, such as representing their peers in the school council and raising money for charity to support the local community. Pupils support one another in other leadership roles, such as reading mentors and equalities and diversity ambassadors. Sixth- form students enjoy work experience. These activities foster their sense of responsibility. Pupils leave very well prepared for the next stage of their education.

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Team inspectors:

Deborah Wring, Ofsted Inspector Frances Bywater, His Majesty's Inspector Mike Thomas, Ofsted Inspector Leanne Mills, Ofsted Inspector Andrew Raistrick, Ofsted Inspector

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Next steps

Leaders should ensure that teachers use assessment strategies skilfully to address misconceptions so that all pupils progress well from their starting points. Leaders should ensure that teachers consistently use their knowledge of pupils to make effective adaptations that remove barriers to learning. Leaders should refine and evaluate actions to remove barriers to attendance so that pupils attend regularly.

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About this inspection

This school is part of Olympus 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 (CEO), Claire Moloney-Banks, and overseen by a board of trustees, chaired by Sarah Williams.

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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, the chair of the board of trustees, the chair of the local governing board and additional governors, the CEO and other members of the school's leadership team during the inspection.

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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 currently makes use of 9 alternative provisions, including 6 that are unregistered.

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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. National average: 28.9%

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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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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) 50.0% 45.9% Close to average

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national average

2022/23 (final) 52.7% 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) 47.9 45.9 Close to average

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national average

2022/23 (final) 49.9 46.3 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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national average

2023/24 (final) -0.16 -0.03 Close to average

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national average

2022/23 (final) 0.06 -0.03 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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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) 23.3% 25.8% Close to average

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national average

2022/23 (final) 16.1% 25.2% 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) 36.2 34.9 Close to average

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national average

2023/24 (final) 30.7 34.6 Close to average

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national average

2022/23 (final) 36.1 35.0 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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national average

2022/23 (final) -0.32 -0.57 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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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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national average

2024/25 (final) 35.19 35.00 Close to average

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national average

2023/24 (final) 33.97 34.38 Close to average

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national average

2022/23 (final) 30.83 34.16 Close to average

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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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national average

2024/25 (final) 0.0 0.0 Close to average

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national average

2023/24 (revised) 0.0 0.0 Close to average

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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) 8.1% 8.4% Close to average

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national average

2023/24 (3 term) 8.3% 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) 21.6% 23.4% 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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