Wreake Valley Academy

What Ofsted said

From the inspection on 28 April 2026

Pupils increasingly feel a sense of belonging at Wreake Valley Academy. They feel safe at school. Pupils recognise that the culture is changing for the better and that new leadership has had a positive impact. ‘The Wreake Way’ encourages pupils to be ‘ready, resilient and respectful’. This guides the way they learn and behave. Pupils’ wellbeing is a high priority. Caring staff provide nurture and support when pupils are vulnerable. Attendance has begun to improve, although too many pupils are still absent from school too often. In recent years, pupils, and students in the sixth form, have not achieved as well as pupils and sixth-form students nationally. Leaders are determined to address this. They have strengthened the curriculum offer in key stages 4 and 5. There are raised expectations of what pupils can achieve, supported by improvements in the quality of teaching. The school is inclusive. Pupils with special educational needs and/or disabilities (SEND), including those in the specially resourced provision for pupils with SEND, are well supported to thrive alongside their peers. Disadvantaged pupils benefit from all of the opportunities that the school has to offer. Behaviour has improved. The vast majority of pupils follow the rules and routines without fuss. Classrooms are typically calm and purposeful. However, a minority of pupils do not show the high level of respect for others that is expected of them when they move around the school. Bullying is rare and most pupils are confident that staff will deal with incidents quickly and fairly. Pupils benefit from a wide range of extra-curricular opportunities. These include overseas trips and after school clubs offering sports, games and the arts. Many pupils proudly take on leadership responsibilities and participate in the annual school drama productions.

What the school should improve

• Leaders should ensure that teachers accurately check pupils’ understanding and consistently adapt teaching to address pupils’ misconceptions and help pupils build on what they have learned previously, so they are well prepared for ambitious next steps in education, training and employment.
• Leaders should ensure that staff consistently apply agreed teaching strategies that have been designed to help pupils overcome any barriers to learning and achieve well.
• Leaders should ensure they continue to work effectively on improving attendance for all pupils.
• Leaders should ensure that all staff have high expectations of pupils and consistently challenge lateness to lessons and poor behaviour, especially during unstructured times and as pupils move around the school.

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