Washington Academy

What Ofsted said

From the inspection on 21 April 2026

Washington Academy is a happy school. Pupils and staff enjoy warm, respectful relationships. The school’s value to ‘care about every child’ is lived out in practice. It helps pupils develop a deep sense of belonging. Over time, pupils have not achieved as well as they should in national tests and examinations. Historically weaker teaching and low attendance has impacted negatively on pupils’ success. However, pupils now benefit from a curriculum that is well-designed and typically well taught. Pupils enjoy their learning and want to do well. Pupils’ attendance is also improving. The positive culture in the school means more pupils want to be there. However, there is more to do to ensure pupils’ attendance and achievement meets leaders’ high expectations and national benchmarks. Pupils from all backgrounds and those who face barriers to learning have a place in the school. Pupils’ strengths, worries and challenges are known to staff. Pupils feel confident turning to one of the adults if they need help. Bullying is rare and pupils appreciate the tolerant environment that exists around them. Pupils’ behaviour typically meets the schools high and clear expectations. Staff’s calm approach helps pupils feel welcome and safe. Within lessons and around school, there is a settled and focused atmosphere. Pupils are polite and keen to talk to visitors. If pupils do make mistakes, the school helps them to learn from this. They infrequently make the same mistakes again. Pupils have a broad range of opportunities to experience activities beyond the classroom. They undertake trips as part of ‘cultural capital Saturday’. This includes visits to larger cities such as Liverpool and London. Pupils also participate actively in shaping the extra-curricular offer. Many enjoy attending clubs including sports, Korean and the unique, but highly popular, cheese club.

What the school should improve

• Leaders should build upon and sustain improvements in pupils' attendance over time, ensuring more pupils consistently benefit from the high-quality provision in school.
• Leaders should ensure that highly effective teaching is consistent across all subjects and embeds pupils’ learning over time, helping them to achieve as well as their peers nationally.
• Leaders should ensure that teachers make carefully chosen, subject-specific adaptations to learning activities that meet the individual needs of pupils with special educational needs and/or disabilities.

Read the full Ofsted report (opens in a new tab)