School etc

University Academy Warrington

University Academy Warrington
Insall Road
Padgate
Warrington
WA20LN

01925 822632

Headed by Mrs Alison Sherman

School holidays for University Academy Warrington via Warrington council

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659 pupils aged 11—19y mixed gender
830 pupils capacity: 79% full

360 boys 55%

11y5412y5013y7014y7615y7016y1517y25

300 girls 46%

11y4912y5813y5514y5515y5516y1217y14

Last updated: Aug. 7, 2014


Secondary — Academy Sponsor Led

URN
139072
Education phase
Secondary
Establishment type
Academy Sponsor Led
Establishment #
4001
Open date
Jan. 1, 2013
Reason open
New Provision
OSGB coordinates
Easting: 362846, Northing: 390564
GPS coordinates
Latitude: 53.411, Longitude: -2.5604
Accepting pupils
11—18 years old
Census date
Jan. 16, 2014
Region › Const. › Ward
North West › Warrington North › Poulton North
Area
Urban > 10k - less sparse
Admissions policy
Comprehensive
Sixth form
Has a sixth form
Free school meals %
20.60
Trust school
Is supported by a Trust
Learning provider ref #
10039918

Ofsted report transcript

16 March 2015
Mr Neil Harrison
Head of School
University Academy Warrington
Insall Road
Warrington
WA2 0LN
Dear Mr Harrison

Requires improvement: monitoring inspection visit to University Academy
Warrington, Warrington

Following my visit to your academy on 13 March 2015 I write on behalf of Her

Majesty’s Chief Inspector of Education, Children’s Services and Skills to report the

inspection findings. Thank you for the help you gave me and for the time you made
available to discuss the actions you are taking to improve the academy since the
most recent section 5 inspection.
The visit was the first monitoring inspection since the academy was judged to
require improvement following the section 5 inspection in November 2014. It was
carried out under section 8 of the Education Act 2005.
Senior leaders and governors are taking effective action to tackle the areas requiring
improvement identified at the recent section 5 inspection.

Evidence

On the day of the visit the academy was holding a Year 8 and 9 review day and
consequently no teaching was taking place. During the visit, meetings were held
with the head of school, senior leaders, the heads of English and mathematics, the
Chair of the Interim Executive Board (IEB) and the Executive Principal and a
representative of the University of Chester Academies Trust. Academy improvement
plans were evaluated. Documents summarising other actions taken since the section
5 inspection were also scrutinised. A tour of the academy was undertaken to meet
staff and speak with parents and students attending the review day.

CfBT Inspection Services
Suite 22
West Lancs Investment
Centre
Maple View
Skelmersdale
WN8 9TG
T 0300 123 1231
Text Phone: 0161 6188524
enquiries@ofsted.gov.uk
www.ofsted.gov.uk
Direct T 01695 566850
Direct F 01695 729320
Direct email: dmccarrick@cfbt.com

Context

Since the last inspection a new head of English and five English teachers have been
appointed.

Main findings

The academy’s post inspection improvement plans tackles the key recommendations

arising from the November inspection. Monitoring and tracking systems are well
focused and actions to elicit improvement clearly stated, reviewed and actioned.

Current academy tracking and monitoring data indicate that students in Year 11 and
10 are making better progress and GCSE results in 2015 are projected to register a
significant improvement. Intervention programmes to improve attainment and
achievement in English and mathematics are well targeted and monitored. There is a
stronger focus to ensure that work in lessons meets the learning needs of all
students. Teachers now have appropriate data and information to enable them to
better plan learning activities and meet the needs of all students. Staffing in English is
now stable and strategies to enable better outcomes are beginning to impact.
Work through the teaching school alliance is having a positive impact on improving
teaching, learning and assessment. There are now well focused continual professional
development programmes that are building the capacity of staff to improve the
quality of provision across all the academies work.

The recently introduced student behaviour policy is beginning to impact upon
student attitudes. Exclusion rates have declined significantly. Academy data indicates
that behaviour policy is more systematically and routinely implemented by staff.
Attendance rates are improving.
Academy leaders acknowledge that more work is required to embed literacy,
numeracy and oracy skills especially at Key Stage 3. A student culture of reading for
pleasure has not yet been sufficiently embedded across the academy.
Systems and processes for holding senior and middle leaders more accountable for
their areas of responsibility have been strengthened. Departmental heads are now
fully involved in the observation of teaching and learning. Consequently they have a
more accurate view of the strengths and areas of improvement within their
departments. Target setting is now more ambitious so as to enable both teachers
and students to have higher expectations for their performance.
Governors receive regular, detailed and informative reports on academy
performance. They are very well led by a highly experienced Chair who keeps a
sharp eye on academy improvement across provision. Governors have a strong
understanding of student monitoring and tracking evidence and on how well
students are doing in their studies. They have a good understanding of the use of
pupil premium funding (additional government money), the performance of different
groups of students and the performance of different subject areas.
Ofsted may carry out further visits and, where necessary, provide further support
and challenge to the academy until its next section 5 inspection.

External support

Network meetings provided by the teaching school alliance are now playing a key
role in developing high-quality and well focused continuous professional
development. This work is building capacity of senior and middle leaders as well as
teaching staff to improve both systems and the impact of improved teaching and
learning on outcomes for students. The University of Chester Academies Trust has
sharpened the quality of its support so as to better promote accelerated
improvement and higher expectations for staff and students within the academy.

I am copying this letter to the Chair of the IEB, the Director of Children’s Services for
Warrington and as below.

Yours sincerely
Patrick Geraghty

Her Majesty’s Inspector

The letter should be copied to the following:

 Appropriate authority - Chair of the Governing Body/Interim Executive Board
 Local authority – including where the school is an academy
 Contractor providing support services on behalf of the local authority - where appropriate
 The Education Funding Agency (EFA) if the school has a sixth form
 Diocese – for voluntary aided and voluntary controlled schools
 The person or body responsible for appointing foundation governors if the school has a

foundation

 For academies [CausingConcern.SCHOOLS@education.gsi.gov.uk]
 For free schools, UTCs and studio schools [open.FREESCHOOLS@education.gsi.gov.uk]
 The Education Funding Agency (EFA) if the school is a non-maintained special school

[hns.efa@education.gsi.gov.uk]

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