Booth Wood Academy

Booth Wood Academy

Address: Old Ashby Road, Loughborough, Leicestershire, LE11 4PG Unique reference number (URN): 151155

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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 achieve well across the school. Work in pupils' books shows clear progress over time. Pupils develop strong skills in writing, including handwriting, grammar and composition. Pupils take pride in their work and present it neatly. Pupils build secure knowledge across subjects. Pupils read confidently and talk clearly about texts. In reading, they use phonics to help them to read unfamiliar words. In mathematics, pupils develop secure number skills and apply them well.

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Achievement Strong standard

Pupils with special educational needs and/or disabilities and those who are disadvantaged achieve well. They access the same learning as others and receive support that helps them make progress.

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Achievement Strong standard

Children in the early years build secure foundations. They move from mark-making to early writing successfully. Older pupils produce well-structured writing and show clear progress.

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Achievement Strong standard

Pupils' outcomes at the end of key stage 2 are above the national average. Pupils leave well prepared for the next stage.

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Attendance and behaviour Strong standard

Attendance is strong. Most pupils attend regularly. Overall attendance is above national figures. This is because leaders set high expectations and act quickly when attendance drops. Leaders identify pupils at risk of poor attendance early and offer tailored support. They work closely with families and provide practical help, such as home visits and daily contact. Leaders track attendance carefully and use this information to take action. They focus on improving attendance for vulnerable pupils, including those with special educational needs and/or disabilities (SEND) and those who are disadvantaged. These actions help reduce persistent absence over time and support pupils to attend school more regularly.

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Attendance and behaviour Strong standard

Pupils behave consistently well and show mature and positive attitudes to learning. They follow the school's rule to 'be kind' and treat others with respect. Pupils stay focused in lessons and work hard. They cooperate well with each other during learning and playtime. Staff support pupils to manage their emotions and make good choices. Bullying is rare because staff deal with any friendship concerns quickly and effectively. The school creates a safe and calm environment where pupils feel confident to share worries. Teachers adapt support when needed so all pupils, including those with SEND, can succeed.

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Curriculum and teaching Strong standard

Leaders provide a clear and well-organised curriculum. They set high expectations, especially in English. Pupils improve their handwriting, spelling and presentation over time. The curriculum builds strong foundations in reading, writing and mathematics from the early years onwards. Teachers show secure subject knowledge. They teach phonics in a clear and structured way. Pupils learn to read with confidence and enjoy books. In mathematics, teachers follow a consistent approach that helps pupils develop fluency and understanding. Teachers use a range of resources, including technology, to support learning and build independence. As a result, pupils respond positively to teaching. The curriculum includes a range of meaningful experiences, such as outdoor learning opportunities for all year groups, which enrich learning. Subjects such as history and geography help pupils build knowledge over time and understand historical concepts.

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Curriculum and teaching Strong standard

Teachers use assessment to support pupils’ progress. Teachers give pupils regular feedback and adapt teaching during lessons. They group pupils carefully to provide the right level of support and challenge. Teachers ensure that pupils with special educational needs and/or disabilities and those who are disadvantaged access the same curriculum as others. Teachers thoughtfully adapt tasks so all pupils can take part and succeed.

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Inclusion Strong standard

The school meets the needs of a wide range of pupils well. Staff identify pupils' needs quickly and carry out early assessments. They put support in place without delay. This helps reduce barriers to pupils' learning and wellbeing.

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Inclusion Strong standard

Pupils with special educational needs and/or disabilities (SEND) receive effective support. Teachers adapt lessons so these pupils learn alongside their peers. Staff use clear plans with specific targets. They review these often and adjust support when needed. As a result, pupils with SEND make good progress. The school supports disadvantaged pupils carefully. Leaders use funding to provide targeted support, including additional teaching and resources. This helps pupils keep up with their learning. It helps close gaps in other pupils' knowledge.

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Inclusion Strong standard

Staff also support pupils facing other challenges, including those known to social care. They work closely with families and outside agencies. They provide early help and ongoing support. Pupils feel safe and included as a result.

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Inclusion Strong standard

All pupils take part in the same curriculum and wider opportunities. Staff use practical adaptations and technology to support access. This helps pupils grow in confidence and independence. The school removes a range of barriers for pupils. As a result, pupils feel that they belong, and they achieve well.

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Leadership and governance Strong standard

Leaders provide clear direction and maintain a strong focus on improving the school. They understand the school’s strengths and priorities well. They take effective action to improve teaching and raise pupils’ achievement, especially in reading, writing and mathematics. This work has strengthened the curriculum and improved outcomes for pupils.

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Leadership and governance Strong standard

Leaders support staff well. They provide regular professional development that builds staff's knowledge and confidence. Staff feel valued and work well together as a team. They refer to themselves as 'team Booth Wood'. Leaders consider staff's workload and take steps to reduce unnecessary pressure. This creates a positive and supportive working environment.

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Expected standard

Parents speak positively about the school. They describe it as caring, inclusive and welcoming. They value the support their children receive, especially for those with additional needs. Leaders communicate regularly with families and build strong relationships.

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Expected standard

The academy scrutiny committee provides effective support and challenge. Members understand the school and its community. They know the school's key priorities. They check the school’s work carefully through visits and discussions with leaders. They ask questions and make sure leaders take the right actions. The trust supports leadership with ongoing training and guidance. It provides support during periods of change, which helps leaders improve practice across the school. Leaders respond well to this support.

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Personal development and wellbeing Strong standard

Leaders provide a clear and well-planned programme for personal development and wellbeing. Pupils learn about online safety, relationships and mental health. This helps them understand how to stay safe when using digital devices and how to manage risks in everyday life. Pupils learn how to care for themselves and others. Pupils develop strong social, moral and cultural understanding. They learn about important values such as democracy, tolerance and individual liberty. Pupils explain these ideas clearly and give examples from their own experiences. They understand equality and respect people who are different from themselves. Pupils talk confidently about different cultures, beliefs and family structures. They show kindness and treat others with respect. The school’s clear values shape how pupils behave and interact.

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Personal development and wellbeing Strong standard

Pupils benefit from a wide range of opportunities beyond lessons. They take on leadership roles, including head boy and head girl. Pupils understand how to earn these roles and take great pride in them. They share ideas, represent their peers and help improve the school. Pupils explain their responsibilities clearly and take them seriously. Pupils also enjoy trips, events and activities that build confidence and broaden their experiences.

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Personal development and wellbeing Strong standard

The school creates a welcoming and inclusive environment. Pupils feel they belong and are free to be themselves. Pupils take part in activities such as talent shows and cultural events where everyone joins in. Staff make sure that all pupils take part fully. This includes careful consideration of those with special educational needs and/or disabilities, disadvantaged pupils and those known or previously known to social care.

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Personal development and wellbeing Strong standard

Pastoral care is strong. Staff know pupils well and build positive relationships. Pupils describe staff as kind and supportive. Pupils feel safe and confident to ask for help. As a result, pupils grow into confident, respectful and well ‑ rounded individuals who are ready for their next steps.

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Early years Expected standard

Leaders provide clear direction for the early years. Staff understand what children need to learn and what they must achieve before Year 1. Teachers plan a well-organised and stimulating environment that supports all the areas of learning.

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Early years Expected standard

The curriculum covers a wide range of activities. Children develop communication, language and physical skills through well-planned opportunities. They enjoy exploring and learning through play. Children practise both fine and gross motor skills using a range of resources. Staff provide activities that help children build knowledge and confidence.

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Early years Expected standard

Children enjoy their learning. They engage well with adults and each other. They talk confidently and use new vocabulary during play. They recall learning, such as explaining life cycles, which shows good understanding. Children develop positive relationships and feel happy and safe.

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Early years Expected standard

Staff lead activities effectively and support children’s learning. However, adults do not always make the most of opportunities during independent play. At times, they do not correct mistakes or extend children's learning, especially in early writing.

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Early years Expected standard

Leaders work with the trust to improve teaching, planning and staff training in the early years. This work continues to improve staff's practice.

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

Pupils feel safe and happy at this school. They know adults care about them. Pupils say they can talk to trusted adults if they feel worried. They also use simple systems to share concerns. Pupils value the support they receive. They speak very positively about this, including support for difficult experiences such as bereavement.

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

Pupils behave well in lessons and around the school. They follow the simple rule 'be kind'. They treat others with respect. Pupils get on well together and handle small disagreements sensibly. Lessons are calm and focused. Pupils concentrate on their work and try their best. They enjoy learning and talk confidently about what they have learned.

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

Pupils benefit from an inclusive school where everyone belongs. They celebrate differences and respect each other. Pupils understand that families and people can be different. They speak openly about equality and fairness. Pupils say everyone belongs and no one feels left out. Pupils enjoy events such as talent shows and cultural days, where everyone can take part.

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

Pupils learn well across the curriculum. Pupils take pride in their work. They can explain their learning clearly and show secure knowledge in different subjects. Pupils enjoy a wide range of opportunities beyond lessons. They take on leadership roles such as school councillors and eco warriors. They take these roles seriously and explain how they help improve the school. Pupils learn about democracy by voting for representatives and sharing ideas. These experiences help pupils grow in confidence and responsibility.

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

Pupils attend school regularly. Most come to school every day and enjoy being there. The school works closely with families to help pupils attend well. Pupils arrive ready to learn and take part fully in school life. Pupils are well prepared for their next stage in education.

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Team inspectors:

Gayle Bacon, Ofsted Inspector CT Atwal, 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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Next steps

Leaders should continue to embed the use of assessment in the early years so that learning opportunities across the provision support more children to reach a good level of development. Leaders should continue to rigorously monitor the impact of recent curriculum refinements so that all pupils reach the highest possible standards.

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About this inspection

This school is part of the David Ross 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, Simon Rose, and overseen by a board of trustees, chaired by David Ross.

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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 held meetings with various senior leaders and members of the trust board and academy scrutiny committee.

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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 does not currently use any form of alternative provision.

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About this inspection

The school has undergone a significant change since the last inspection. The new headteacher was appointed in 2024.

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About this inspection

Headteacher: Heather Sharpe This data is from 16 June 2026

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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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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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