Sir Thomas Wharton Academy

Sir Thomas Wharton Academy

Address: Tait Avenue, Edlington, Doncaster, South Yorkshire, DN12 1HH Unique reference number (URN): 144364

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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 Exceptional

Pupils access a meticulously planned personal development programme throughout key stages 3, 4 and 5. Pupils with special educational needs and those who are disadvantaged receive priority access to the programme. This has a positive impact on their attendance and belonging at school, and in helping to secure highly positive destinations in their next steps. Through 'Life' lessons and daily 'standing assemblies', pupils develop a detailed knowledge of relationships education, fundamental British values and online safety. Relevant and topical issues, such as misogyny and conflicts around the world, are discussed in regular debate lessons. This ensures that pupils develop a very broad understanding of life beyond school.

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Personal development and wellbeing Exceptional

The school’s impressive electives programme considerably enriches pupils’ personal development and transforms their future aspirations. The vast range of activities includes on-site and off-site options, such as horse riding, fishing and rowing with an Olympian. Leaders design the programme thoughtfully so that each elective has a clear curriculum purpose. These enable pupils to develop important character traits, such as resilience, teamwork and self-belief. In addition to this is an extensive extra-curricular offer. A wide range of opportunities, such as international trips and visits to places, such as Costa Rica, considerably broaden pupils’ horizons. Participation in the ‘An Audience With’ programme exposes pupils to ambitious role models, who motivate pupils to aim high.

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Personal development and wellbeing Exceptional

Pupil leaders, including those in post-16, have a significant impact on the school community. They play an active and meaningful role in their local community. Pupils who act as mental health first aiders mentor and support younger pupils with care. The pupil parliament plays an active role in the work of the local council’s regeneration board. The comprehensive careers programme is well designed to ensure that pupils receive timely and high-quality guidance. Regular employer and higher education encounters, alongside purposeful work experience in Years 10 and 12, prepare pupils extremely well for their next steps.

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Attendance and behaviour Strong standard

Attendance has a high priority at the school. Staff are aware of this and are involved in helping to raise attendance levels. Leaders know the pupils and their families well. They use this knowledge to apply bespoke strategies to help pupils improve their attendance. There is a particular focus on the most vulnerable pupils within this work. As a result, overall attendance has improved over time. The number of pupils who are persistently absent has decreased significantly. There is a notable improvement in attendance this year, particularly for those who are disadvantaged.

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Attendance and behaviour Strong standard

Leaders have created a culture of high expectations. Pupils' behaviour is extremely positive across all areas of the school. Classrooms are calm and focused learning environments. Pupils are active partners in their learning and they enjoy learning. Older pupils, including those in post-16, act as role models for younger pupils. Suspensions are used appropriately. Staff understand the systems to support behaviour and apply them consistently. When necessary, leaders take effective action to support pupils to improve their behaviour. Bullying and other forms of harassment are rare. If it does happen, it is effectively dealt with.

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Curriculum and teaching Strong standard

Pupils access an ambitious and well-planned curriculum. Leaders routinely check the quality of the curriculum and make appropriate adaptions as needed. For example, the curriculum in English has been adapted to ensure a focus on foundational skills, such as reading and writing in key stage 3. Teachers have secure subject knowledge. They use this knowledge to consistently make highly effective choices about what to teach and how to teach it.

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Curriculum and teaching Strong standard

Leaders have developed a pedagogical approach based on evidence-informed strategies to deliver the curriculum. Teachers consistently apply this approach. For example, they regularly revisit prior learning to ensure that pupils remember what they have been taught. Teachers routinely check learning to identify any gaps in knowledge. These gaps are swiftly addressed.

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Curriculum and teaching Strong standard

Leaders are acutely aware of pupils' starting points. Care is taken to identify pupils with gaps in their foundational mathematical and English knowledge. A range of support is in place to ensure that these pupils catch up quickly with their peers. Teachers receive precise training on how to adapt the curriculum so that all pupils can access the learning. These adaptations are consistently applied effectively.

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Inclusion Strong standard

Inclusion is the golden thread that runs through the school. It has the highest priority in all areas. Leaders leave no stone unturned when effectively identifying and removing barriers for pupils. This ensures that all pupils, regardless of need, have access to all areas of school life. Staff receive high levels of training to support them to consistently implement interventions and adaptations within classrooms. As a result, pupils with special educational needs and/or disabilities, and those who are disadvantaged achieve well from their starting points.

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Inclusion Strong standard

Leaders rigorously check the impact of the support that is in place for each pupil. They keep a close eye on pupils' academic progress, attendance, behaviour and access to the personal development programme, working closely with parents and carers. Leaders make effective use of the pupil premium funding.

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Inclusion Strong standard

For pupils with the highest needs, leaders have developed a number of internal inclusion support provisions, which are well planned and implemented. These pupils receive highly effective and tailored support, including in relation to their social, emotional and mental health needs.

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Inclusion Strong standard

Use of alternative provision is consistently in the best interests of pupils. Many pupils who access this thrive and are positive about their future. Leaders work closely with outside

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Expected standard

agencies, such as social care and the virtual school, to ensure that the most vulnerable pupils receive the best possible support.

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Leadership and governance Strong standard

School leaders and those responsible for governance have a detailed and insightful understanding of the schools' strengths and areas for development. Leaders prioritise the correct areas for improvement and ensure rapid improvement in these areas. The school's vision drives every decision that is made by leaders, with a clear focus on ensuring that pupils are prepared to lead successful and fulfilling lives. Those responsible for governance meet their statutory duties. They effectively challenge and support school leaders where appropriate.

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Leadership and governance Strong standard

Staff have access to a highly effective professional learning programme. Leaders use innovative methods to allow staff to self-reflect and to share good practice. Staff access bespoke training that is matched to their career ambitions. Staff, including teachers in the early years of their careers, are well supported by leaders. Leaders consider workload and wellbeing when making decisions. Staff appreciate this.

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Leadership and governance Strong standard

Pupils' best interests, in particular those with special educational needs and/or disabilities, and those who are disadvantaged, are at the heart of leaders' decisions. Leaders have developed an innovative approach to both inclusion and personal development. This includes the highly inclusive practice developed through, for example, the 'exceed', 'explore', 'engage' and 'thrive' provisions, which ensure the most vulnerable pupils receive high-quality support. The school's 'electives' programme provides an extraordinary range of opportunities for pupils to develop their talents and interests. This support and these opportunities help ensure that pupils, especially the most vulnerable, thrive and belong at the school.

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Achievement Expected standard

Pupils' achievement has improved over time. Pupils, including disadvantaged pupils, generally achieve well. They develop secure knowledge and skills over time. This results in pupils producing work that is usually of a high quality.

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Achievement Expected standard

Over time, pupils in key stage 4 typically make secure progress from their starting points. Disadvantaged pupils at the school achieve close to the national average for disadvantaged pupils.

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Achievement Expected standard

Sixth-form students attain broadly in line with national averages. Leaders recognise the need to ensure that students achieve consistently highly. They are taking steps to support this.

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Achievement Expected standard

Pupils are well prepared for their next steps. At the end of key stage 4, pupils secure appropriately ambitious destinations. Students from the sixth form go on to further education, training or employment. An increasing number of students continue studying at university.

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Post 16 provision Expected standard

Leaders have devised an appropriate 16 to 19 study programme. The curriculum is well planned and sequenced. Leaders consider the starting points and needs of all pupils, particularly those who are disadvantaged, when designing the curriculum. This helps to ensure that all students can access the learning. The curriculum is generally well taught by subject specialists. There is some work to do in a small number of subjects to ensure that the curriculum is consistently taught well.

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Post 16 provision Expected standard

Students typically achieve well. Published outcomes show that, in many measures, students achieve close to the national average. Leaders are aware that some students do not make as much progress as they could. The quality of work and students' knowledge of the curriculum indicates that current students progress better than their peers did historically.

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Post 16 provision Expected standard

Students have access to an extensive range of wider opportunities. These ensure that students are very well prepared for life beyond sixth form. Students learn how to manage their money and live independently. In Year 12 there is a focus on developing students' independent study skills. All students have access to an extensive enrichment and student leadership offer. Students receive a wide range of careers advice and guidance. A very high percentage move on to sustained high-quality destinations.

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

Pupils enjoy coming to school at Sir Thomas Wharton Academy. They enjoy learning here. Leaders have high expectations of all pupils. Pupils' behaviour is calm and respectful. There is no disruption to learning in classrooms. Pupils in key stage 4 and sixth-form students are highly regarded role models for younger pupils. Pupils feel safe in school. Leaders work with pupils to address any areas of concern or undue worry. If pupils have a concern, they know how to seek support and are confident this would be forthcoming.

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

Pupils generally achieve well and secure the skills needed to succeed in their learning and later life. The comprehensive careers programme ensures that pupils are well informed about their next steps.

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

Pupils thrive as a result of the school's innovative approach to personal development. Pupils choose a wide range of experiences across their time at the school. Pupils' faces light up when they talk about 'electives' and the confidence they gain through the programme. Pupils value the opportunity to try new things, develop their talents and make new friends. Understanding and appreciation of differences underpin relationships between staff and pupils. The respectful and tolerant environment of the school means bullying is rare.

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

Pupils who face barriers to their learning, such as those with with special educational needs and/or disabilities or those known to social care, are very well supported. There is a commitment to all pupils having a wide range of experiences and opportunities. This enables the most vulnerable to develop their skills and achieve their aspirations. Pupils feel they belong at the school and are proud be part of the local community. Pupils who start Year 7 with gaps in their learning receive highly effective support to catch up with their peers in the 'explore' provision.

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Next steps

Leaders should ensure that the post-16 curriculum is consistently taught well so that students achieve highly in all subjects. Leaders should continue their work to ensure that pupils achieve highly in national tests and examinations.

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About this inspection

This school is part of the Maltby 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), David Sutton, and overseen by a board of trustees, chaired by Glyn Staves.

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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 principal, the CEO, 3 trustees and 2 members of the local governing body.

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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 makes use of 9 alternative provisions, 2 registered and 7 unregistered.

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Team inspectors:

Harkireet Sohel, Ofsted Inspector Joe Barton, Ofsted Inspector Gill Senior, Ofsted Inspector John O'Hara, 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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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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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) 48.9% 45.9% Close to average

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national average

2022/23 (final) 54.0% 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 (revised) 43.3 46.0 Close to average

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national average

2023/24 (final) 46.9 45.9 Close to average

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national average

2022/23 (final) 49.7 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) -0.07 -0.03 Close to average

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national average

2022/23 (final) 0.07 -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

2023/24 (final) 32.3% 25.8% Close to average

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national average

2022/23 (final) 23.8% 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 (revised) 31.8 34.9 Close to average

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national average

2022/23 (final) 34.7 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) -0.59 -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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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

2024/25 (2 term) 8.4% 8.1% Close to average

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national average

2023/24 (3 term) 9.8% 8.9% Close to average

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national average

2022/23 (3 term) 10.1% 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

2024/25 (2 term) 25.2% 21.9% 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

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