Waterhead Academy

What Ofsted said

From the inspection on 14 January 2025

Most pupils are happy to be part of this very welcoming school community. Pupils from a wide range of backgrounds mix well with each other. Staff care for pupils' well-being and safety. Pupils know who to speak to if they are worried or upset. The school is ambitious for all pupils to succeed, including those with special educational needs and/or disabilities (SEND) and those who are disadvantaged. Pupils benefit from the recent improvements that the school has made to the quality of education it provides. However, pupils learn better in some lessons than in others. This is because the curriculum is not delivered consistently well. As a result, pupils do not achieve as well as they should. The school has raised its expectations of how pupils should behave in school. Although a minority of pupils struggle to live up to the school's expectations, the majority behave well in lessons and as they move around the school during social times. Pupils appreciate how behaviour incidents are dealt with consistently and fairly by staff. However, a small group of pupils do not attend school often enough and do not benefit from these raised expectations. Pupils enjoy a wide range of extra-curricular opportunities provided by the school, with sports and performing arts among the most popular. Many pupils relish the chance to demonstrate their leadership skills across different areas of school life.

What the school should improve

• Teachers do not consistently use suitable techniques to help pupils understand subject content. As a result, some pupils have gaps in their knowledge and understanding, which hinders their progress through the curriculum. The school should ensure that teachers are equipped to deliver curriculum content consistently well so pupils know and remember essential knowledge.
• Some teachers do not check that pupils have understood what has been taught before introducing new learning. This means staff do not gain a clear picture of pupils' understanding and what they are ready to learn next. The school should ensure that staff use assessment strategies more effectively to identify and then address gaps in pupils' learning.
• Some staff do not ensure that pupils with SEND receive the support they need in lessons. This means that pupils are not able to overcome barriers to learning. This affects the progress they make through the curriculum. The school should ensure that staff are suitably equipped with the knowledge and skills they need to support pupils with SEND effectively.
• A minority of pupils struggle to live up to the school's expectations of behaviour. This means that, occasionally, pupils' education or other experiences are interrupted by the poor conduct of this minority. The school should further enhance its strategies to challenge and support the behaviour of these pupils.
• The attendance of some disadvantaged pupils and some pupils with SEND is low. As a result, these pupils miss out on important education and opportunities for their personal development. The school should further refine and sharpen its strategies to improve the persistent absence of this minority of pupils.

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