Wixams Academy

What Ofsted said

From the inspection on 3 March 2026

Pupils benefit from the improvements that leaders have made. They follow an ambitious curriculum and enjoy learning a range of different subjects. Improved teaching supports most pupils to learn well. The school is a growing positive community due to the improved behaviour culture, where pupils are safe. Leaders have high expectations of pupils. Typically, pupils behave well. In classes, pupils focus on their learning with little disruption. Around the school, pupils are generally respectful to adults and each other. Pupils understand and live by the values of 'kindness' and 'hard work'. Pupils trust adults to sort out their concerns. Serious incidents, such as any bullying, are dealt with effectively. Many pupils value the improved support they get in class. Students in the post 16, in particular, benefit from small class sizes and individualised help and guidance. While many pupils get the help and support they need, some still do not. Leaders have recently improved how staff staff identify and support pupils, including those with special educational needs and/or disabilities and those who are disadvantaged. However, this is not yet having the intended impact. Barriers to pupils' success are not fully reduced and so these pupils find school life harder. They do not attend as often as they should. There are a wide range of clubs that enhance school life for pupils, including for those students in the sixth form. Pupils try something different like crochet or participate in a range of well-resourced sports. Post-16 students are proud of their leadership roles and the opportunity to improve the school. They are positive role models for younger pupils. The junior leadership team and new school council builds a sense of community. The revitalised personal, social, health and economic education curriculum is preparing pupils well for life beyond the school. Pupils learn about important topics, such as how to manage their finances or how to form respectful relationships with each other.

What the school should improve

• Leaders should further embed the improvements to the school's approach to inclusion, including how staff access information and training, so pupils' needs and barriers to success are accurately identified and effectively addressed.
• Leaders should improve attendance for all pupils, including pupils with special educational needs and/or disabilities and those who are disadvantaged.

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