Schools & FE · Report card

Waverley Academy

Inspected 9 Sept 2026 · URN 145933

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Summary

No overall grade in this frameworkSafeguarding met

Marcus Newby (lead), Stephanie Innes-Taylor

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Strong standard
Curriculum and teaching verified
Expected standard
Early years verified
Strong standard
Inclusion verified
Strong standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
9 Sept 2026
Inspectors verified
Marcus Newby, Stephanie Innes-Taylor
Postcode verified
DN4 0UB
Name on report verified
Waverley Academy
Safeguarding verified
Met
URN verified
145933

Page 1 of 16

Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourStrong
Curriculum and teachingExpected
Early yearsStrong
InclusionStrong
Leadership and governanceExpected
Personal development and wellbeingExpected

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+42Positivemore positive than 17% of reports of this type

In line with other reports of this type.

Praisepositivevery wellsuccessfullyfeel safewarmhappyconfidentlyskilfully

Criticismnot consistentlylackgapsweaknessesconcernstoo fewfall behindnot always

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1424w+43
Leadership208w+79
Safeguarding51w−11
What needs to improve62w−56

Strengths

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Concerns

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Interventions to address this are not sufficiently refined to respond to individuals' gaps. p.4

Next steps

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What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 16
Words of findings: 1,742; about usual (typical 1698)
Reading level: Hard; Flesch 41, typical 43
Average sentence: 12 words
Next steps: 3; typical 3
Hedged sentences: 6%; “some”, “not always”, “most”…

Where the words go

Findings 50%Leadership 7%Safeguarding 2%What needs to improve 2%About the inspection 38%

Full report text

Waverley Academy

Address: Douglas Road, Doncaster, DN4 0UB Unique reference number (URN): 145933

p.1

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.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Attendance and behaviour Strong standard

The school establishes a calm and orderly environment where pupils behave very well. Routines are highly consistent. Pupils settle quickly to their work, show respect for others and very rarely lose learning time. Relationships between adults and pupils are warm and positive. Pupils say that the behaviour seen during the inspection is typical.

p.2

Attendance and behaviour Strong standard

Staff respond promptly when pupils need additional help with regulating their emotions. Support is tailored to individual needs and helps pupils manage their feelings and take part successfully in learning. Suspensions are very low. When instances do occur, staff follow them up carefully and help pupils understand the impact of their actions.

p.2

Attendance and behaviour Strong standard

Attendance is high and sustained. Attendance for disadvantaged pupils and pupils with special educational needs and/or disabilities is also high. Staff know the barriers that can prevent individual pupils from attending regularly and work closely with families to overcome them.

p.2

Attendance and behaviour Strong standard

The school uses attendance information carefully to identify where support is needed. Staff respond quickly when pupils' attendance begins to fall. This work helps pupils, including those facing more complex circumstances, attend regularly and benefit from their education. Pupils respond positively to these expectations throughout the school day.

p.2

Early years Strong standard

Children make a very positive start in Nursery and Reception. They are happy, settled and increasingly independent. The environment is calm, purposeful and carefully organised around what children need to learn. Resources are accessible, and children use them confidently.

p.2

Early years Strong standard

Adults interact skilfully with children throughout the day. They introduce new vocabulary, extend children’s responses and encourage them to explain their thinking. Adults actively involve children who are less likely to join conversations. Stories, songs and rhymes are prominent, and language development is woven through everyday routines.

p.2

Early years Strong standard

Phonics begins promptly. Books match the sounds children know, and adults provide additional help when children need it. Children also encounter purposeful opportunities for early writing, mathematics and physical development. Activities are chosen carefully to respond to identified needs.

p.2

Early years Strong standard

Children with special educational needs and/or disabilities participate fully because staff adapt provision thoughtfully. Adults understand individual needs and make sure that support does not restrict children’s independence.

p.2

Early years Strong standard

There is strong continuity between Nursery and Reception. Reception builds deliberately on children’s earlier learning. Children develop confidence across the areas of learning and are

p.2

Expected standard

prepared very well for Year 1. The proportion reaching a good level of development is above the relevant contextual comparison over time.

p.3

Inclusion Strong standard

Inclusion is central to the school’s work. Staff know vulnerable pupils well and understand the barriers that may affect their learning or wellbeing. The school identifies the needs of disadvantaged pupils, pupils with special educational needs and/or disabilities and those known to children’s social care precisely. Staff adapt support quickly when pupils’ needs change.

p.3

Inclusion Strong standard

Pupils with additional needs usually learn alongside their peers. Staff use appropriate resources and adult support to help pupils participate successfully without limiting their independence. A small number of pupils use the school’s NEST provision. Here, carefully planned support responds to sensory, communication and social and emotional needs.

p.3

Inclusion Strong standard

The school uses pupil premium funding carefully. Staff regularly check whether support is making the intended difference and adjust it when needed. This contributes to particularly positive academic achievement for disadvantaged pupils. Leaders work closely with families and external professionals when pupils need additional support.

p.3

Inclusion Strong standard

The school checks who takes part in clubs, trips and leadership opportunities. This helps pupils who face barriers benefit from the wider life of the school. The school’s approach is well understood by staff and makes a sustained difference to pupils’ experiences. This work is coordinated and consistently reflects ambitious expectations for pupils.

p.3

Achievement Expected standard

Most pupils attain well at the expected standard. Over the past 3 years, the proportion attaining the expected standard in reading, writing and mathematics has been above that of that seen nationally. Reading is a particular strength. Many pupils achieve above that seen nationally. Disadvantaged pupils attain particularly well.

p.3

Achievement Expected standard

However, attainment at greater depth is less secure. Across 3 years, too few pupils attained the higher standard in reading, writing and mathematics. A small minority of pupils lack fluency in writing and do not apply their knowledge of spelling and grammar securely. Similarly, pupils who are ready for more demanding work do not consistently receive this at pace.

p.3

Achievement Expected standard

Pupils read well. The school develops a passion for reading, immersing pupils in a diverse range of texts. Those in the earliest stages of reading successfully secure foundational phonics knowledge. Furthermore, staff provide targeted support to ensure that any pupils who begin to fall behind quickly catch up. In other subjects, pupils learn the curriculum well. This includes pupils with special educational needs and/or disabilities. Pupils gain the specific vocabulary they need to confidently explain their ideas.

p.3

Curriculum and teaching Expected standard

The curriculum is well structured, and pupils generally learn it well. Teaching is calm, purposeful and well organised. Common routines, language and expectations are evident across classrooms. Teachers explain new knowledge clearly and use questioning effectively to involve pupils. Pupils generally know what to do, and little learning time is lost.

p.4

Curriculum and teaching Expected standard

Early reading is taught particularly well. Phonics teaching begins promptly. Books match the sounds pupils know, and pupils who need extra help receive additional teaching quickly. Staff receive regular training and coaching. Mathematics teaching is also consistent. Teachers use modelling, repetition, mathematical vocabulary and practical resources to help pupils build knowledge over time. However, at times, pupils who understand new concepts and ideas quickly are not always moved on, with sufficient pace, to more demanding learning.

p.4

Curriculum and teaching Expected standard

However, the quality of a small minority of older pupils’ writing is more variable. Here, pupils lack fluency in handwriting, spelling and grammar. Interventions to address this are not sufficiently refined to respond to individuals' gaps.

p.4

Leadership and governance Expected standard

Leaders establish clear expectations for teaching, behaviour and inclusion. These expectations are understood by staff and are evident across the school. Professional development is closely connected to classroom practice. Leaders are high profile around the school as they support staff to develop their knowledge and skills. Staff value frequent coaching, timely feedback and opportunities to work with colleagues across the trust. Newer teachers and early career teachers feel particularly well supported.

p.4

Leadership and governance Expected standard

Staff are highly positive about the support they receive for their workload and wellbeing. Leaders listen to staff and adjust expectations when pressures arise. The school works closely with families and provides practical support where this is needed. Parents and carers who spoke with inspectors describe leaders as approachable and responsive.

p.4

Leadership and governance Expected standard

Those responsible for governance use a wide range of information to understand the school. They consider attendance, attainment, safeguarding, mobility and staff's views. They test what they are told through visits and discussions with pupils and staff. The trust provides useful capacity through curriculum support, coaching and leadership development.

p.4

Leadership and governance Expected standard

Leaders know the community well and maintain high expectations for pupils. Their work contributes to high levels of pupil attendance, pupils' positive academic outcomes at the expected standard and the effective support in place for vulnerable pupils.

p.4