St Weonard's Academy, located in Herefordshire, has recently undergone an ungraded inspection, maintaining its overall judgment of outstanding. The head of school, Angela Clarke, leads the institution, which is part of the Hereford Marches Federation of Academies. The inspection revealed that while the school continues to provide a welcoming and inclusive environment, certain areas require improvement, particularly in curriculum oversight and attendance monitoring.
The school promotes a strong ethos of kindness and care, fostering a safe atmosphere where pupils feel comfortable expressing their concerns. This supportive environment has proven beneficial for students who have previously struggled with school attendance. The community within the school is tight-knit, with pupils, families, and staff forming strong relationships. The mixed-age classes encourage collaboration and social interaction among students, enhancing their learning experiences.
St Weonard's Academy has implemented a flexi-schooling arrangement, allowing some pupils to combine home and school learning. This approach has attracted families from outside the local area, contributing to the school's growing reputation. Pupils engage in various extracurricular activities, including residential trips and sporting events, which enrich their educational experience.
The curriculum is designed to accommodate mixed-age classes, with a clear structure that enables pupils to build on their knowledge progressively. In subjects like history, students demonstrate a solid understanding of chronology and historical relationships. Mathematics instruction is tailored to ensure that flexi-schooled pupils do not miss essential teaching, with early years students actively participating in hands-on learning activities.
Despite these strengths, the inspection highlighted significant gaps in curriculum oversight. Subject leaders lack sufficient monitoring of how the curriculum is implemented in classrooms, particularly in the mainstream autism base. This oversight deficiency raises concerns about whether the intended curriculum is being delivered effectively. Additionally, the phonics program, while established, suffers from inconsistent staff training, leading to challenges in teaching phonics systematically and logically.
Pupils enjoy reading but often do not have access to books that align with their phonics knowledge, hindering their progress. There is also a noted desire among older students for a broader selection of contemporary reading materials. The school has made strides in identifying and supporting pupils with special educational needs and disabilities, ensuring they receive personalized assistance to access the curriculum.
Attendance remains a concern, as leaders do not fully utilize available data to identify trends or areas for improvement. While many pupils who previously faced educational disruptions now attend regularly, there is potential for further enhancement in attendance strategies.
Pupils exhibit positive behavior and demonstrate understanding and tolerance towards one another. They engage in community-building activities, such as visits to local landmarks, which help them connect with their surroundings. However, the school council's infrequent meetings limit opportunities for students to develop leadership skills.
Overall, while St Weonard's Academy continues to provide a supportive and enriching educational environment, it faces challenges in curriculum oversight, phonics instruction, and attendance monitoring. Addressing these areas will be crucial for maintaining its outstanding status and ensuring that all pupils receive the best possible education. The commitment of staff and leaders to continuous improvement is evident, and with strategic enhancements, the school can further elevate its educational offerings.
