Widnes Academy

What Ofsted said

From the inspection on 21 March 2023

Pupils, including those with special educational needs and/or disabilities (SEND), enjoy attending Widnes Academy. There is a strong sense of community. Parents and carers value the approachability of staff. The cheerful greetings extended by the staff each morning help pupils to feel positive and secure as soon as they arrive. Pupils get on well together and play happily with their friends at social times. They understand that everyone should be treated with respect, regardless of their differences. Pupils said that staff are kind and caring. They are confident that if they reported any worries, staff would do their best to help them. Leaders act decisively to resolve any concerns about bullying. This helps pupils to feel safe. Pupils understand that leaders want them to do their best. Pupils generally behave well and work hard in lessons to meet their teachers' high expectations. Pupils appreciate the wide variety of extra-curricular activities on offer, such as circus skills, choir and dodgeball clubs. Many pupils go on regular residential visits from Year 2, which helps them to develop their independence. Pupils are eager to contribute to their school by taking on special responsibilities, such as being anti-bullying ambassadors and school councillors.

What the school should improve

• In a few subjects, the most important knowledge that pupils need to learn and when it should be taught is not made clear enough to teachers. At times, this can result in important knowledge being omitted, which prevents pupils from developing their understanding of some important concepts over time. Leaders should make sure that teachers are clear about the essential knowledge that pupils need for subsequent learning.
• In one or two subjects, teachers do not choose the most appropriate teaching methods to help pupils learn the curriculum as intended. This prevents some pupils from achieving as well as they could. Leaders should ensure that teachers develop their expertise and confidence in selecting the most appropriate approaches to deliver these curriculums as intended.
• A few staff do not ensure that routines and expectations of pupils' learning behaviour are established and consistently applied. This means that pupils experience occasional disruption to their learning. Leaders should ensure that all staff are supported to deal with pupils' behaviour consistently well.

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