Upwell Academy
| Type | Primary / Academy sponsor led |
| Age Range | 4-11 |
| Religion | Does not apply |
| Address | School Road Upwell Wisbech Cambridgeshire PE14 9EW |
| Phone | 01945773220 |
| Reference Number | 144017 |
Upwell Academy demonstrates a good overall performance, having created an environment where pupils feel happy and are eager to learn. The school has established a supportive culture, with strong relationships between staff and pupils. Parents are positive about the impact the school has had on their children’s lives. There is a commendable balance of academic and extracurricular activities, contributing to a rich educational experience for all pupils. The school's commitment to kindness and effective leadership is evident, and it successfully engages pupils in their learning journey.
General Makeup
| Number of pupils | 192 |
| Boy/Girl ratio |
Boys: 52.6%
Girls: 47.4% |
| Percentage of students eligible for free school meals | 25% |
| Percentage of students where English is not their first language | 3.6% |
Class Sizes
| Average size of one teacher classes | 27.7 |
| Average size of Key Stage 1 classes taught by one teacher | 26 |
| Average size of Key Stage 2 classes taught by one teacher | 28.5 |
Year Groups
| Year | Boys | Girls | Total |
|---|---|---|---|
| 1 | 16 | 10 | 26 |
| 2 | 15 | 11 | 26 |
| 3 | 14 | 10 | 24 |
| 4 | 17 | 13 | 30 |
| 5 | 12 | 16 | 28 |
| 6 | 13 | 16 | 29 |
Ethnicities
| Ethnicity | Percentage |
|---|---|
| White, British | 94.3% |
| White, Other | 2.1% |
| Unclassified | 1.6% |
| Overall Ofsted Rating | Good |
| > Quality of education | Good |
| > Behaviour & Attitude | Good |
| > Personal Development | Good |
| > Leadership & Management | Good |
| > Early Years Provision | Good |
| Last Report Date | 23 Nov 2021 |
| Date | Report |
|---|---|
| 23 Nov 2021 | School inspection: |
Strengths
- Pupils enjoy attending school and care for one another.
- The curriculum is ambitious and well-sequenced.
- Strong emphasis on reading ensures pupils learn quickly.
- Effective support for pupils with special educational needs and/or disabilities (SEND).
- High expectations for pupil behaviour contribute to a calm and orderly environment.
- A robust personal, social and health education (PSHE) programme.
Areas for Improvement
- Some curriculum plans lack detail, leading to occasional unhelpful activity choices by teachers.
- Information about the needs of pupils with SEND who do not have EHC plans is unclear, which can hinder effective support.
How many students meet the standards
| Reading, Writing & Maths | School Score | Percentile (local) | Percentile (nationwide) |
|---|---|---|---|
| Pupils meeting the expected standard | 31% | ||
| Pupils meeting a higher standard | 0% |
Average Scaled Score
Results are converted into scaled scores to allow accurate comparisons of performance over time even if the difficulty of the test varies over time. Scaled scores range from 80 to 120.
| Subject | School | Percentile (local) | Percentile (nationwide) |
|---|---|---|---|
| Reading | 101 | ||
| Maths | 97 |
Progress Scores
A progress score is a way to measure how well a student progressed in comparison to other students of a similar starting ability. A score of zero means would mean that a student made the same progress as others that had a similar starting a ability. A positive score would mean that the student made more progress than other students of similar starting ability. The scores below are for the whole school so is the average progress score across all students.
| Metric | School Score | Percentile (local) | Percentile (nationwide) |
|---|---|---|---|
| Reading | -0.8 | ||
| Writing | -0.8 | ||
| Maths | -2.8 |
How many students meet the standards
Sample
UnlockAverage Scaled Score
Results are converted into scaled scores to allow accurate comparisons of performance over time even if the difficulty of the test varies over time. Scaled scores range from 80 to 120.
Sample
UnlockProgress Scores
A progress score is a way to measure how well a student progressed in comparison to other students of a similar starting ability. A score of zero means would mean that a student made the same progress as others that had a similar starting a ability. A positive score would mean that the student made more progress than other students of similar starting ability. The scores below are for the whole school so is the average progress score across all students.
Sample
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| Number of Applications | Number of Offers | |
| First Preference | ||
| Second Preference | 1 | 0 |
| Third Preference | 6 | 0 |
| From another Local Authority | 2 | 1 |
Previous Years
Sample
Unlock| Name | Distance |
|
Beaupre Community Primary School
Church Drove, Outwell, Wisbech, Cambridgeshire, PE14 8RH |
1.44 miles |
|
Friday Bridge Community Primary School
Maltmas Drove, Friday Bridge, Wisbech, Cambridgeshire, PE14 0HW |
2.59 miles |
|
Emneth Academy
Hollycroft Road, Emneth, Wisbech, Cambridgeshire, PE14 8AY |
2.97 miles |
|
Emneth Nursery School
Hollycroft Road, Wisbech, PE14 8AY |
3.11 miles |
|
Townley Primary School
Crown Road, Christchurch, Wisbech, Cambridgeshire, PE14 9NA |
3.24 miles |
|
Elm CofE Primary School
Main Road, Elm, Wisbech, Cambridgeshire, PE14 0AG |
3.32 miles |
|
Elm Road Primary School
Elm Road, Wisbech, Cambridgeshire, PE13 2TB |
4.86 miles |
|
Ramnoth Junior School
Ramnoth Road, Wisbech, Cambridgeshire, PE13 2JB |
4.89 miles |
| Name | Distance |
|
The Old School House
1 March Road, Friday Bridge, Wisbech, Cambridgeshire, PE14 0HA |
2.62 miles |
|
Shelldene House School
Shelldene House, 20 Main Road, Friday Bridge, Wisbech, Cambridgeshire, PE14 0HJ |
2.64 miles |
|
Cambian Home Tree School
172 March Road, Friday Bridge, Wisbech, Cambridgeshire, PE14 0LP |
3.03 miles |
|
Begdale House School
Begdale Road, Elm, Wisbech, Cambridgeshire, PE14 0AZ |
3.71 miles |
|
Meadowgate Academy
Meadowgate Lane, Wisbech, Cambridgeshire, PE13 2JH |
4.53 miles |
|
Thomas Clarkson Academy
Corporation Road, Wisbech, Cambridgeshire, PE13 2SE |
4.55 miles |
|
The Wisbech Academy
Weasenham Lane, Wisbech, Cambridgeshire, PE13 2RU |
4.62 miles |