Wallingford School


Name Wallingford School
Website http://www.wallingfordschool.com/
Ofsted Inspection Rating Good
Inspection Date 14 March 2017
Address St George’s Road, Wallingford, Oxfordshire, OX10 8HH
Phone Number 01491837115
Type Academy
Age Range 11-18
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 1242 (49% boys 51% girls)
Number of Pupils per Teacher 18.4
Academy Sponsor The Merchant Taylors' Oxfordshire Academy Trust Ltd
Local Authority Oxfordshire
Percentage Free School Meals 4.7%
Percentage English is Not First Language 4.5%
Catchment Area Information Available Yes, our catchment area data is FREE

Information about this school

Wallingford School is larger than the average mixed secondary academy. It became an academy in September 2011 and is currently the only school in the Wallingford Schools Academy Trust. It has a sixth form which currently has 230 pupils on roll. Just over a tenth of pupils are known to be supported by the pupil premium, which is less than half the national average. The proportion of pupils who are from minority ethnic groups is well below that seen typically, as is the percentage of pupils who speak English as an additional language. Less than 10% of pupils have special educational needs and/or disabilities, which is lower than is seen typically in other schools. The percentage of pupils who have a statement of special educational needs or an education, health and care plan is also well below average. The school is a strategic partner in the Oxfordshire Teaching Schools Alliance. It is currently providing support to Brightwell CofE Primary School. There is a nursery school on site, which is run independently to Wallingford School. It provides nursery and pre-school places for 26 children. Where appropriate, school leaders work with Meadowbrook College, Path Hill Outdoors and Trax to make alternative provision for individual pupils who need additional support beyond the school curriculum. The school meets the government’s floor standards for what pupils should achieve by the end of Year 11. The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish.

Summary of key findings for parents and pupils

This is a good school Leaders are driven by their clear sense of moral purpose. They strive to provide an environment that enables all pupils to flourish and feel valued and safe. Everyone working in the school is deeply committed to this ethos. Leaders understand the strengths of the school extremely well, and know which aspects could be even better. They take very effective action to address relative weaknesses, which leads to constant improvement. Pupils learn very well because teaching meets their needs closely. Teachers use their knowledge and skills highly effectively to structure learning that enables pupils to make increasingly good progress over time. Pupils achieve very well by the end of Year 11 across a broad range of subjects. The majority of pupils make very good progress across their subjects over the course of their five years at the school. Pupils’ personal development and welfare are the absolute focus of everyone in the school. As a result, pupils feel safe and develop the skills and confidence they will need to reach their increasingly high aspirations. The 16 to 19 study programme provides effectively for students via a broad range of academic and applied qualifications. Subsequently, students are prepared very well for their next steps. The vast majority of pupils attend school regularly. The proportion of pupils who are persistently absent from school is reducing over time. Pupils who have special educational needs and/or disabilities now attend school more regularly than in the past. They make accelerated progress and achieve well by the end of Year 11. Disadvantaged pupils now make more rapid progress, which is helping them to catch up with their peers nationally in some subjects. Some disadvantaged pupils do not attend school as regularly as they should or make as rapid progress across the wider curriculum as their peers in school. Leaders remain focused on improving attendance and wider achievement for disadvantaged pupils.