Willoughby Academy
Catchment Area, Reviews and Key Information

Primary & Secondary
Post 16
Special school

South Road
Bourne
PE10 9JD
01778425203
Pupils
98
Ages
2 - 19
Gender
Mixed
Type
Academy special converter
4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(20/9/16)
Full Report - All Reports

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92%
NATIONAL AVG. 92%
Happiness Rating
24.7%
NATIONAL AVG. 8.2%
Persistent Absence
6.9%
NATIONAL AVG. 21.2%
Pupils first language
not English
23.1%
NATIONAL AVG. 16.8%
Free school meals

This school is now an academy. If no data is available for the new academy,
we link to the last available data set as this type of academy is treated as a continuing school

School Description

The governing body and staff team have maintained the good quality of education in the school since the last inspection. At the heart of this good-quality work is the desire to meet the needs of individual pupils. All staff and governors spoken to during the inspection demonstrate a fierce determination to improve the school further. You joined the school in 2015 after the long serving headteacher moved to a different school. This change resulted in some turbulence and changes to how the school operates. It is testament to governors and all staff that pupils continue to experience a good-quality education. Pupils make good progress at the school as a result of effective teaching. Since the last inspection, the provision for pupils who have profound and multiple learning difficulties has improved significantly. There is good use of objects of reference and symbol systems to support pupils’ communication. This work has a positive impact on developing pupils’ early reading skills. Pupils have access to a range of books and materials to promote their improving recognition of letters and words. During the last inspection, the school was asked to improve the quality of teaching by making use of assessment information in better ways. School leaders have acted upon this and effective assessments in key areas are used well to inform the next steps of pupils’ learning. There is considerable rigour related to the collection and analysis of pupil performance information in English, mathematics, science and personal and social development. You recognise that these assessment systems need to be as rigorous in other subjects and that all teaching needs to be of a consistently high quality. The quality of care and support for pupils is good. Inspectors observed pupils being respectfully supported to achieve tasks both in and out of the classroom. Relationships between staff and pupils are excellent. The governing body provides effective challenge. Governors use a wide range of information about the school to inform their plans. There are excellent clerking arrangements in place to ensure that meetings are recorded accurately. This supports the governing body to maintain focus on its three core functions of: ensuring clarity of vision, ethos and strategic direction holding the headteacher to account for the educational performance of the school and its pupils, and for the performance management of staff overseeing the financial performance of the school and making sure its money is well spent. Over a three year period, pupils’ attendance has continued to be a challenge for the school. While many pupils require significant medical support from clinicians, more needs to be done to enable pupils to attend school regularly. Safeguarding is effective. Systems to ensure the safe recruitment of staff are in place and well understood by leaders. The single central record is up to date and contains appropriate information on each staff member. The school building and site is well maintained and ensures pupils are not put at unnecessary risk. Systems for the management of medicines are robust and adequate support is provided from specialist nurses based at a partner school. The headteacher and deputy safeguarding lead have undertaken appropriate training in relation to child protection arrangements. They have a good understanding of their respective roles. Regular safeguarding training takes place for all staff; as a result, they are clear about what to do if they have a concern about a child. Inspection findings The strong focus on improving the quality and use of assessment across the school has been effective. Teachers’ improved use of this information is contributing to pupils’ progress in key areas. Where teaching is strongest, teachers and teaching assistants work seamlessly together to ensure that pupils have clear targets for their work; no time is wasted; communication aids and resources are readily available and pupils are being inspired to try their very best.

Willoughby Academy Catchment Area Map

This school is an academy and does not conform to the general school admission criteria set down by the Local Education Authority.


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