St Weonard's Academy

St Weonard's Academy

Address: Mount Way, St Weonards, Hereford, Herefordshire, HR2 8NU Unique reference number (URN): 147406

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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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Early years Strong standard

Children in the early years benefit from consistently strong practice that enables them to achieve well and thrive. Leaders have established a clear and ambitious vision for early education, rooted in a detailed understanding of children’s needs and the school’s context. The curriculum is coherently structured and implemented with precision. Staff know exactly what children should learn and when. They use this knowledge skilfully to build secure foundations across all areas of learning. Phonics teaching is well embedded. Children confidently apply their sounds when reading and writing. Continuous provision is purposeful and well organised, with high ‑ quality interactions that extend children’s thinking and language. As a result, children sustain concentration, develop independence and make strong progress from their starting points.

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Early years Strong standard

Teaching in the early years is consistently effective. Staff use assessment intelligently to shape learning and adapt activities so that all children, including those with special educational needs and/or disabilities, access the curriculum successfully. Children in the pre ‑ school learn well from their Reception role models and routines support them to feel secure and confident. The environment is calm, nurturing and rich in opportunities for exploration. Children demonstrate positive attitudes, collaborate well and show pride in their achievements.

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Early years Strong standard

Children’s welfare and well ‑ being are promoted well. Staff know children and their families closely and respond quickly to any emerging needs. As a result, children feel safe, included and ready for the next stage of their education.

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Personal development and wellbeing Strong standard

Pupils experience a well ‑ structured and thoughtfully designed personal development programme that supports their wider growth well. They talk confidently about their social, moral, spiritual and cultural learning, including their understanding of world religions, festivals and customs. Pupils describe how they learn about equality and diversity and why these matter in school and in life. They show mature awareness of discrimination and can explain clearly the difference between bullying and unkind behaviour.

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Personal development and wellbeing Strong standard

Relationships, sex and health education is comprehensive and age ‑ appropriate. Pupils demonstrate a detailed knowledge and understanding of physical and mental health, healthy relationships and how to stay safe online and offline. They understand how they grow and develop and speak with assurance about topics such as emotional wellbeing. Pupils also develop a secure understanding of fundamental British values and can give examples of how these are reflected in their day ‑ to ‑ day experiences.

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Personal development and wellbeing Strong standard

Pupils’ wider experiences enrich their learning and broaden their horizons. They value opportunities such as residential visits, theatre trips, charity events, football tournaments and community links with the church and local organisations. Visitors, for example the emergency services, help pupils deepen their understanding of safety, responsibility and citizenship.

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Expected standard

The school’s pastoral support is a strength. Staff know pupils well and respond quickly when concerns arise. Pupils are confident that they have trusted adults they can talk to and that staff listen to them. Older pupils enjoy supporting younger pupils through reading buddies, which builds confidence and social responsibility. Pupils from the resource base are fully included in wider activities, strengthening their sense of belonging.

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Achievement Expected standard

Pupils’ achievement is typically secure across the curriculum. They access a broad curriculum and demonstrate secure knowledge across a wide range of subjects. Work in books shows full coverage of the school's intended curriculum and progression over time. Progress through the curriculum is clear to see when looking at examples of pupils' work or talking with them about what they have learned. Pupils develop an effective understanding of the topics and themes they encounter.

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Achievement Expected standard

However, weaknesses in foundational skills limit the overall quality of some pupils’ work. Some pupils struggle with accurate spelling, letter formation and presentation, which affects how well they communicate what they know, including in foundation subjects.

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Achievement Expected standard

Pupils with special educational needs and/or disabilities make progress in line with their starting points. Their targets are measurable, reviewed regularly and reflect their specific areas of need. Leaders use appropriate assessment tools, including neuro ‑ inclusive frameworks, to track progress and adjust support.

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Attendance and behaviour Expected standard

Pupils’ attendance is improving and leaders’ work is having a positive impact. The headline attendance figure is significantly affected by the very small cohort size and the school’s flexi ‑ schooling arrangements. Leaders track attendance carefully. When attendance is adjusted to reflect the time flexi ‑ schooled pupils are expected to attend, whole ‑ school attendance is in line with national figures. Persistent absence similarly reduces below the national average. Leaders act promptly when pupils are absent, using first ‑ day calling, supportive conversations and close work with the local authority attendance officer. They analyse patterns closely and provide tailored support for families who face barriers to regular attendance, including pupils with special educational needs and/or disabilities (SEND). As a result, most pupils attend regularly and benefit from the school’s inclusive approach.

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Attendance and behaviour Expected standard

Pupils behave well and show positive attitudes to learning. They understand the school’s expectations and respond well to the restorative approach used when they make mistakes. Staff apply behaviour routines consistently, supported by regular training and clear systems for recording incidents. Behaviour incidents are extremely rare. Pupils report feeling safe and well supported. Adjustments for pupils with SEND, including those in the resource base, are well considered and help them to participate fully in school life. As a result, pupils demonstrate positive conduct, strong relationships and a clear sense of belonging.

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Curriculum and teaching Expected standard

Leaders have established a clear curriculum structure and have taken purposeful steps to strengthen teaching since the previous inspection. The curriculum is broad and reflects the school’s context, with mixed ‑ age planning used thoughtfully to ensure coverage across subjects. In phonics, leaders have secured fidelity to the chosen scheme. Books now match the sounds pupils are learning, groups are organised appropriately and staff use consistent subject vocabulary. These improvements mean pupils are building firmer foundations in early reading. However, some pupils still lack confidence when applying phonics to decode unfamiliar words.

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Curriculum and teaching Expected standard

Teaching is generally effective and supports most pupils to learn the intended curriculum. Staff use resources well that help pupils recall prior learning. In some subjects, pupils collaborate positively and engage well with tasks. In the wider curriculum, teaching enables pupils to access a broad range of experiences. The teaching of basic skills in reading, writing and mathematics is not yet consistently effective. Leaders recognise this and have begun work to ensure that pupils secure the basic skills they need for future learning, for example letter formation and handwriting.

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Curriculum and teaching Expected standard

The curriculum is inclusive. Leaders adapt teaching so that pupils with special educational needs and/or disabilities, disadvantaged pupils and those who have previously struggled in other settings can participate fully. Staff make reasonable adjustments and draw on specialist advice when needed. Leaders’ work to improve curriculum implementation is ongoing. They recognise where further refinement is needed to ensure that all pupils build knowledge securely over time.

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Inclusion Expected standard

Leaders have established a well ‑ organised and responsive approach to identifying and meeting pupils’ needs. They have a detailed understanding of the school’s context. Pupils’ needs are identified accurately and reviewed regularly so that barriers to learning and wellbeing are reduced. Staff understand the wide range of needs in this small school and use a clear system to monitor pupils' development.

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Inclusion Expected standard

Leaders are experienced and well qualified. They draw on specialist advice from speech and language therapy, occupational therapy, educational psychology and local outreach teams. This ensures that pupils with special educational needs and/or disabilities, including those with education, health and care plans, receive support that reflects their specific needs. Documentation is well organised and shows that pupils typically meet the measurable targets set for them.

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Inclusion Expected standard

Pupils in the resource base experience highly attentive support. Staff use signs, symbols and communication boards skilfully so that preverbal pupils can participate meaningfully. Calm, consistent routines help pupils feel secure. Activities are adapted carefully to promote independence, physical development and language. Disadvantaged pupils receive additional staffing and targeted academic support. Pupils known to social care are supported appropriately, and leaders work with external agencies when needed. Overall, pupils’ needs are typically well met. The specialist resource provision plays an important role in the school’s inclusive culture. Leaders recognise the need to continue developing opportunities for pupils in the resource base to integrate more with mainstream classes.

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Leadership and governance Expected standard

Leaders have a clear understanding of the school’s context and have taken purposeful action to strengthen provision across the school. They recognise the complex needs of many pupils, including those who have previously struggled in other settings or have been out of education and shape their priorities accordingly. Strategic decisions are rooted in leaders’ knowledge of the school’s community. Leaders check that improvements are being implemented and evaluate their impact through regular monitoring, professional conversations and external challenge. Staff feel respected, supported and proud to work at the school.

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Leadership and governance Expected standard

Governance is effective. Those responsible for governance fulfil their statutory duties, including oversight of safeguarding, safer recruitment and the single central record. Governors work closely with leaders, understand the school’s strengths and areas for development, and provide appropriate challenge. They engage with pupils through the pupil council and maintain a clear focus on pupils’ welfare and learning.

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Leadership and governance Expected standard

Leaders take staff workload and wellbeing seriously. Staff report that leaders are considerate of workload and provide professional development that helps them carry out their roles effectively. Leaders ensure that systems such as behaviour management, pastoral support and safeguarding are well understood and consistently applied. They work productively with external agencies, including the local authority, particularly in relation to attendance. Leaders’ actions demonstrate their commitment to securing the best possible experiences for pupils, and they understand where further refinement is needed to strengthen provision over time.

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Leadership and governance Expected standard

Leaders’ work to support pupils with special educational needs and/or disabilities, disadvantaged pupils and pupils previously known to social care is well understood and appropriately prioritised. Leaders engage positively with parents and the wider community, who value the school highly.

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

Pupils arrive at school happy and ready to learn. They enjoy greeting friends in the playground and move calmly into their classrooms, showing that routines are familiar and well established. Pupils feel safe because adults know them well and respond with care and consistency. They say they know who to talk to if they are worried and trust staff to help them. Pupils behave sensibly throughout the day. They play cooperatively, particularly enjoying football under the trees, and pupils from the resource base are fully included in these social times. Pupils understand the difference between bullying and unkind behaviour and are confident that staff deal with concerns fairly. They describe the school’s values clearly and explain how these help them treat others with respect.

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

Pupils enjoy their learning. In early years, children engage enthusiastically in practical activities that build early language, motor skills and confidence. Older pupils talk with pride about subjects such as art, geography, history and science, recalling key knowledge and vocabulary. Reading buddies give pupils a sense of responsibility and strengthen relationships across year groups. Pupils with the most complex needs participate meaningfully because adults use signs, symbols and communication boards skilfully. Calm routines help these pupils feel secure and able to explore with increasing independence.

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

Pupils typically achieve well, although some find early reading and writing more difficult. They persevere and benefit from adults’ encouragement. Pupils value wider experiences such as residential visits, theatre trips, charity events and community activities. These help them feel part of a wider community and broaden their understanding of the world.

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

Pupils feel they belong. They describe their school as friendly and inclusive, and they show genuine appreciation for the support they receive. Overall, pupils thrive socially, emotionally and academically and they enjoy being part of this school.

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Next steps

Leaders should ensure that the teaching of reading, writing and mathematics is consistently effective so that pupils secure the foundational writing skills needed for future learning. Leaders should ensure that pupils’ attendance continues to be monitored closely, taking the school’s unique context into account, to sustain improvements in attendance over time.

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About this inspection

This school is part of the Hereford Marches Federation of Academies, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Alison Taylor, and overseen by a board of trustees, chaired by Matt Ashcroft.

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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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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 14 July 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. Inspectors spoke with school leaders, including the headteacher and members of the senior leadership team. They also spoke with representatives from the board of trustees and local governing body during the inspection.

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What does this mean?

Inspectors visited lessons to look at pupils' work and the curriculum and to speak with pupils about their learning and wider school activities. Inspectors also spoke to pupils at social times and met with groups of pupils.

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What does this mean?

The inspectors confirmed the following information about the school:

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What does this mean?

The has a mainstream autism base currently attended by nine pupils.

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What does this mean?

Some of the pupils are electively home educated but receive part of their education at school through flexi-schooling. They are registered on the school’s roll.

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What does this mean?

The school currently uses no alternative provision.

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What does this mean?

Alison Taylor: Executive Headteacher National average: 272

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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 6 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 needs support at the school. National average: 15%

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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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What does this mean?

The type of Special Educational Needs provision provided at the school (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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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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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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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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national average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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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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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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