Winton Community Academy is recognized as a good school, demonstrating a culture of care and ambition for all students. The school has experienced growth recently, allowing leaders to enhance resources and expand options in the arts. Most students, including those with special educational needs and disabilities, are making good progress through the well-structured curriculum. The school offers a variety of extracurricular activities, which students appreciate, such as a recent photography trip to New York.
Leaders maintain high expectations for behavior, and most students exhibit politeness and respect. The majority of students feel safe at school and understand that bullying is not tolerated, although it does occur occasionally. Students know whom to approach if they encounter issues, and staff effectively address these concerns. The school takes discrimination seriously, with pupil focus groups working on anti-discrimination initiatives related to racism and homophobia. Parents and students generally appreciate the actions taken by staff regarding bullying and discrimination, and leaders are working to improve communication with parents.
Leaders are ambitious for all students and have developed a broad curriculum from Year 7 onwards, preparing students for future educational and career opportunities. The review of subjects, particularly at Key Stage 4, has led to an increase in students taking languages and pursuing the English Baccalaureate. Subject leaders collaborate with the trust to ensure the curriculum is well-organized, with knowledge sequenced logically. Most teachers are enthusiastic specialists who present information clearly and provide opportunities for students to practice their learning.
Teachers regularly check for understanding and offer constructive feedback. Leaders identify how to support students with special educational needs and ensure teachers are equipped to provide this support. However, there are instances where teaching does not consistently enable students to recall and apply their learning effectively.
Reading is a priority for leaders, and students needing assistance in reading fluently receive effective support. Staff accurately identify gaps in knowledge and target help accordingly, leading to improvements in fluency and comprehension. The new library promotes reading for pleasure, providing students with opportunities to explore diverse texts.
Staff build positive relationships with students, contributing to a purposeful school atmosphere. However, since returning from COVID-19 restrictions, some students' conduct has not met the school's high expectations. Leaders have responded decisively through the behavior policy, and support staff assist those with additional social and emotional needs. Leaders recognize that ongoing efforts are needed to improve behavior as the school grows.
The personal development curriculum is well-structured, teaching students about healthy relationships and providing strong careers education. This includes opportunities to engage with various partners from the world of work and education. Disadvantaged students and those with special educational needs receive tailored support to ensure they understand their post-Year 11 options.
Governance is strong, with effective systems for support and challenge. Staff feel supported and appreciated, contributing to a positive work environment. The safeguarding arrangements are effective, with leaders prioritizing the safety of students. Staff undergo regular training to understand the risks students face, and there are robust systems for reporting concerns.
While the school is performing well, there are areas for improvement. The delivery of the curriculum is not consistently effective across all lessons, and some staff do not apply behavior systems effectively, leading to disruptions. Leaders should continue to support staff training to ensure effective teaching and consistent behavior management throughout the school.
