The Wilmslow Academy, located in Wilmslow, Cheshire, is recognized as a good school following its inspection in September 2019. Pupils express enjoyment in attending the school, feeling safe and supported by approachable staff. The school environment promotes calm playtimes and well-supervised interactions among students. The behavior of pupils is commendable, with reports of good conduct and rare instances of bullying, which are addressed promptly when they occur. The school fosters a culture of respect and hard work, with high expectations set for all students, including those with special educational needs and disabilities.
Pupils are encouraged to take on responsibilities, such as participating in the school council and serving as e-safety officers, which aids in their preparation for future challenges. The school maintains strong community ties, hosting events like the Sunday morning park run and offering a variety of extracurricular clubs, including bell ringing, choir, and sports. Older students benefit from residential trips that provide opportunities to face new challenges. The school’s values of friendship, respect, excellence, and determination are embraced by the pupils, who take pride in their school.
While the school has made significant strides in curriculum development, leaders acknowledge that some subjects have not been as coherently designed as core subjects like reading, writing, and mathematics. Recent efforts have been made to improve curriculum plans, ensuring that they clearly outline the knowledge pupils should acquire at various stages. Although these changes are still in the early stages of implementation, pupils have responded positively, appreciating the more structured approach to their learning.
Teachers collaborate within the Aspire Educational Trust to share best practices and utilize assessment data effectively to identify gaps in pupils' understanding. This targeted support helps students catch up quickly, and lessons are generally well-matched to pupils' needs, resulting in minimal disruption. Attainment in reading, writing, and mathematics aligns with national averages, although strategies for assessing knowledge retention in other subjects are still being refined.
In mathematics, younger pupils demonstrate confidence in using practical resources, while older students articulate how foundational work supports their progression to more complex tasks. Teachers effectively build on prior knowledge, using questioning techniques to reinforce learning. In geography, for instance, pupils apply their local knowledge to research broader topics.
The school prioritizes reading, with a strong emphasis on fostering a love for literature among pupils and staff. Reading instruction is a top priority, and pupils engage enthusiastically with stories, often recommending books to peers. Early reading skills are developed in the Reception class, where children learn letter sounds and begin reading simple texts. Most pupils meet expected standards in phonics assessments, demonstrating accuracy and comprehension.
Pupils with special educational needs receive appropriate support, ensuring they can access the full curriculum. Leaders enhance learning through various trips, enriching the educational experience. The governing body is committed to maintaining high standards and holding leaders accountable for the school's performance.
Safeguarding measures are effective, with thorough checks in place to ensure the safety of pupils. Staff are well-trained to recognize signs of abuse and neglect, and they receive regular updates on potential risks. The school collaborates with local authorities to provide timely support for vulnerable pupils.
To further improve, the school must embed recent curriculum changes and develop strategies to assess pupils' knowledge retention across all subjects. This will enable teachers to adapt their planning and ensure all pupils achieve the school's ambitious educational goals.
