Edgar Wood Academy

Strengths

• Pupils typically progress well through the curriculum and produce high-quality work.
• Pupils with additional barriers, including SEND and disadvantaged pupils, benefit from effective support.
• Leaders have prepared the first Year 11 cohort well for GCSE examinations through training and support.
• Reading and mathematics support is particularly effective.
• Attendance is rising and persistent absenteeism has fallen markedly.
• The attendance of disadvantaged pupils and pupils with SEND is in line with national averages for those groups.
• A calm and orderly environment has been established, with a noteworthy reduction in suspensions.
• Pupils enjoy school, value their education and behave respectfully in lessons.
• Bullying and discriminatory language are resolved decisively by staff.
• Staffing has been stabilised and teaching is typically effective despite many new staff.
• The curriculum has been reviewed and is ambitious and logically ordered, with the 'Edgar Wood Way' embedded.
• Leaders have a highly accurate understanding of teaching quality and school priorities.
• Inclusion is a priority, and pupils feel known, valued and a deep sense of belonging.
• Governance and trust support provide clear support and effective challenge.
• Staff are overwhelmingly positive about working at the school and appreciate improvements to workload and wellbeing.
• Personal development is comprehensive, including PSHE, extracurricular activities and careers guidance.
• Pupils have opportunities to take on leadership roles and influence school change.
• Safeguarding standards are met, and pupils feel safe.

Areas for Improvement

• Overall rates of attendance are still not high enough, and some pupils do not attend school as often as they should.
• Persistent absence remains above national averages, although it is improving.
• Strategies for improving pupils' writing and handwriting are at an earlier stage.
• Some pupils have not received timely help to secure their writing knowledge.
• Some staff do not adjust their teaching in response to assessment checks, so misunderstandings are not always addressed swiftly.
• A few parents remain concerned about some aspects of provision and whether improvements will be sustained.

• Primary Schools
• Secondary Schools