The monitoring inspection of The Winsford Academy, conducted on July 11, 2024, revealed that the school continues to require improvement. Despite some efforts made by leaders, insufficient progress has been observed in enhancing the overall quality of education. The inspection highlighted ongoing challenges, particularly in staffing, which has led to instability in senior leadership and difficulties in filling teaching vacancies. This instability has adversely affected the educational experience of pupils.
The pace of improvement has notably slowed since the last inspection, with leaders not acting swiftly enough to address the quality of education. While the curriculum is well-organized, the delivery of this curriculum remains inconsistent, with many staff lacking the necessary expertise. This inconsistency has resulted in pupils not developing a secure understanding of the subjects, leading to underachievement.
The school has recognized the need to refine its processes for monitoring and evaluating the quality of education. A senior leader has been appointed to oversee quality assurance, but staff require additional support to effectively utilize these processes for improvement. Although the school has prioritized reading, with effective support for pupils struggling with literacy, high levels of absence continue to hinder progress. Many pupils are not benefiting from the reading support available, which further impacts their overall learning.
The governing body has strengthened its role in holding the school accountable for improvements. Governors are now more engaged in overseeing priority areas, allowing them to gather valuable information to challenge the school effectively. The trustees have also gained insight into the school's shortcomings, and with their support, the school is beginning to stabilize after a tumultuous academic year.
Efforts to improve pupil behavior have been initiated through the implementation of a behavior policy known as The Winsford Way. While there are signs of progress, such as quicker reintegration of pupils into lessons, challenges remain. Some pupils continue to disengage during lessons, and inconsistencies in the application of the behavior policy contribute to a negative learning environment. Many pupils express dissatisfaction with the behavior of their peers, which affects their overall educational experience.
The school is actively working to enhance attendance rates, with additional resources allocated to the attendance team and improved data analysis. However, attendance remains a significant concern, with nearly half of the pupils classified as persistently absent. This issue, combined with the weaknesses in curriculum delivery, further impedes academic achievement.
The turbulence in staffing has resulted in pupils lacking consistent relationships with their teachers, contributing to a diminished enjoyment of school. Some pupils who adhere to school rules feel overlooked and desire recognition for their positive behavior. The school is seeking external support to address attendance issues, primarily relying on assistance from the trust. However, many changes implemented are too recent to have significantly improved the quality of education.
In summary, The Winsford Academy faces considerable challenges in its journey toward improvement. While there have been some positive developments, the overall progress remains insufficient. The school must continue to address staffing issues, enhance curriculum delivery, and improve pupil attendance and behavior to create a more conducive learning environment for all students.
