Fosse Way Academy

Fosse Way Academy is recognized as a good school, maintaining its status since the last inspection in 2017. Pupils enjoy a supportive and inclusive environment where they feel safe and are encouraged to express themselves. The school has a well-structured curriculum that offers a broad range of learning opportunities, particularly excelling in early reading and the inclusion of pupils with special educational needs and disabilities (SEND). While leaders demonstrate high expectations for pupil behavior and learning, there are areas that require attention, particularly in monitoring the impact of the curriculum across all subjects.

Strengths

• Pupils appreciate the inclusive and supportive school environment.
• Leaders promote high expectations for student engagement and behavior.
• The curriculum is ambitious and prepares pupils well for future learning.
• Strong focus on early reading and phonics education.
• Effective pastoral support for pupils with SEND.
• Positive relationships between staff and pupils enhance the learning experience.
• Parents feel supported and valued by the school.

Areas for Improvement

• Inconsistency in monitoring the effectiveness of the curriculum in some subjects.
• Teachers' expectations for the quality of pupils' work are not consistently high.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Fosse Way Academy attended 94.9% of sessions (the national figure for primary schools was 94.8%). 11.2% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 0.4% of pupils at Fosse Way Academy were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Fosse Way Academy had 21.1 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 7.8% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 9.2% of pupils at Fosse Way Academy were on SEN support (nationally 15.4%) and 2.4% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2024–25 Fosse Way Academy received £6,257 and spent £6,058 for each of its 518 pupils. It ended the year with reserves of £122,000 (£236 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24). Academy figures include a share of the trust's central services, shared out by pupil numbers, and are rounded to the nearest £1,000. Premises costs were defined differently from 2024, so compare them across that gap with care.

• Primary Schools
• Secondary Schools

All schools in Lincoln · Lincolnshire local authority: places and applications

What is Fosse Way Academy's Ofsted rating?

The latest Ofsted rating for Fosse Way Academy is Good, from an inspection in May 2023.

When was Fosse Way Academy last inspected by Ofsted?

Fosse Way Academy was last inspected in May 2023.

How many pupils does Fosse Way Academy have?

Fosse Way Academy has 531 pupils on roll.

What age range does Fosse Way Academy cover?

Fosse Way Academy for pupils aged 3 to 11.

What are Fosse Way Academy's SATs (KS2) results?

In 2025, 60% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Fosse Way Academy?

Fosse Way Academy is at Ash Grove, North Hykeham, Lincoln, Lincolnshire, LN6 8DU.