Winterton Community Academy has been recognized as a good school following its inspection in February 2020. The school has undergone significant changes since the appointment of a new headteacher two years prior, who has implemented high aspirations for all students. These changes have led to a reduction in the use of temporary teachers and improvements in the curriculum, allowing students to learn more effectively across various subjects. As a result, students are achieving well and making good progress.
Students have observed positive changes in the school environment, particularly in behavior, which has improved due to higher expectations set by leaders and teachers. The atmosphere in the school is described as calm and purposeful, with students showing respect towards one another and staff. While most students report that bullying is infrequent and are confident that teachers will address any incidents promptly, a small number of parents have expressed concerns regarding student behavior.
The school offers a variety of extracurricular activities, including sports clubs, musical performances, and outdoor trips, which students enjoy and actively participate in. The headteacher has taken decisive actions to enhance the school further, addressing weak teaching and leadership, which has resulted in a more stable staffing situation. Most staff members feel supported by senior leaders, who consider their well-being and workload in decision-making processes.
The school's behavior policy has been revised, leading to clear routines and expectations for student conduct. Most students behave well in lessons and throughout the school, with support provided for those who struggle to meet these expectations. Although bullying is not tolerated, leaders do not routinely analyze behavior data, which could help in evaluating the effectiveness of their actions.
The curriculum is designed to align with the English Baccalaureate, and leaders have worked to ensure it remains ambitious and provides a quality education for all students. While some subjects have successfully embedded recent changes, others, such as design technology, are still in the early stages of implementation. In most subjects, students learn in depth, which contributes to their overall achievement.
Disadvantaged students and those with special educational needs also perform well, thanks to the additional support provided by staff. Subject leaders carefully plan the order of topics taught, enabling students to build foundational knowledge that aids in understanding more complex concepts later on. Teachers demonstrate strong subject knowledge and assess student understanding effectively, particularly in mathematics and English. However, there is a need for stronger connections between subjects to help students utilize their prior knowledge in new learning contexts.
Overall attendance is in line with national averages, but disadvantaged students tend to have lower attendance rates. The school is actively working to promote the importance of good attendance. Students have opportunities for leadership roles, such as participating in the school council or becoming anti-bullying ambassadors.
The safeguarding arrangements in place are effective, with a strong culture of safety promoted throughout the school. Staff are well-trained in safeguarding practices, and students are aware of how to stay safe, including online. The school is committed to ensuring the safety of all students, including those in alternative education provisions.
To improve further, leaders need to develop explicit links between different subjects to enhance students' ability to draw upon prior knowledge. Additionally, a more strategic analysis of attendance and behavior data is necessary to evaluate the impact of their initiatives effectively. Continued efforts are required to improve attendance rates among disadvantaged students.
