Wayland Academy, located in Watton, Norfolk, underwent an inspection on July 11 and 12, 2023, and received an overall effectiveness rating of good. The school has shown significant improvement since its previous inspection, which rated it as requiring improvement. The quality of education, behavior and attitudes, personal development, and leadership and management were all rated as good, indicating a positive trajectory in the school's performance.
The school culture is characterized by high expectations and clear structures, which help students understand what is expected of them. Pupils are familiar with routines, such as lining up after lunch and engaging in starter activities in lessons. This consistency contributes to a safe and positive learning environment. Generally, students behave well, listen attentively, and engage constructively in lessons. While most students treat each other with respect, there are instances of unkind behavior, such as name-calling. Although these occurrences are infrequent and typically addressed effectively, some students express concerns about whether such issues will be managed appropriately.
Extracurricular activities have expanded, providing students with a broader range of opportunities outside the classroom. The school offers various sports clubs and has reintroduced a school production, along with more trips than in the past. This allows students to explore their interests and try new experiences.
The relationship between school leaders and the trust has been instrumental in driving improvements. Leaders have implemented effective strategies that enable students to learn subjects thoroughly over time. Teachers follow a logical curriculum sequence, revisiting essential knowledge to reinforce learning. They assess students' understanding and adapt their teaching accordingly, which has led to positive learning outcomes.
However, some subjects are less developed than others, and while plans are in place, certain teaching aspects require refinement. For instance, ensuring that students understand the purpose of their work is an area for growth. There are still gaps in students' knowledge and understanding that need to be addressed.
Students with special educational needs and disabilities benefit from a well-structured curriculum that revisits key knowledge. Their individual needs are identified and supported effectively, allowing them to access the same curriculum as their peers. The high standards set by leaders and the consistent application of these standards by teachers help students who struggle with behavior to engage more effectively in their learning.
Reading is a priority for school leaders, who have implemented various strategies to support students who struggle with reading. All students read regularly in school, and teachers are trained to assist students in developing their reading skills across subjects. This focus on reading has led to noticeable improvements in students' reading abilities.
While behavior routines are generally effective, some students misbehave when not supervised, leading to instances of unkindness. This is not the norm, but it highlights a need for increased confidence among students in reporting such behavior to staff. The school provides education on important topics, such as healthy relationships and consent, and is expanding its extracurricular offerings to enhance students' experiences.
Staff overwhelmingly support the leadership team, feeling well-supported and engaged in the changes being implemented. The cohesive leadership team continues to drive school improvement effectively.
The safeguarding arrangements are effective, with leaders ensuring that staff are trained and aware of their responsibilities. Students know whom to approach if they have concerns, and the school promotes a culture of safety and awareness.
To further improve, the school needs to ensure that teaching consistently follows the curriculum plans and addresses gaps in students' knowledge. Additionally, leaders must ensure that all incidents of unkind behavior are addressed effectively, fostering a culture of trust and confidence among students.
