Bohunt School Wokingham

Highlights from Latest Inspection

Outcome

Evidence gathered during this ungraded (section 8) inspection suggests that the school's work may have improved significantly across all areas since the previous inspection. The school's next inspection will be a graded inspection.

The headteacher of this school is Jen Comber.

This school is part of the Bohunt Education Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Neil Strowger, and overseen by a board of trustees, chaired by Raymond Morton.

What is it like to attend this school?

Staff at Bohunt School Wokingham are ambitious for what pupils can, and will, achieve.
<...br/>The school ethos of 'enjoy, respect, achieve' is understood well by all. Pupils gain secure knowledge and skills through a broad and ambitious curriculum. As a result, they achieve very strong outcomes in a range of subjects at GCSE.

Where the curriculum needs to be adapted, for example for pupils with special educational needs and/or disabilities (SEND), it is done so successfully.

The school's increased focus on creating a sense of 'belonging' is having an impact. In lessons, pupils focus on learning and show very positive attitudes.

Pupils are welcoming and polite. Staff know their pupils well and relationships are strong. Pupils have confidence in staff to sort out problems if they occur.

Pupils enjoy coming to school. Staff are proud to work at the school.

This school goes above and beyond to prepare its pupils for their next steps.

The school's 'game-changer' programme inspires and motivates pupils to want to make a difference in society. There is an exceptional programme of enrichment, designed to appeal to all. For example, pupils participate in tennis, paddle boarding, Mandarin, musical theatre club and climbing.

All pupils also have the opportunity to complete the Duke of Edinburgh's Bronze Award.

What does the school do well and what does it need to do better?

The school has developed a broad curriculum that is ambitious for all pupils, including those with SEND. Pupils choose from a wide range of subjects and courses that build character as well as academic knowledge.

The careful sequencing of the curriculum ensures that pupils can apply their knowledge and understand the relevance of what they have learned. Opportunities to learn beyond the classroom are frequent, including in the school's outdoor classroom, as well as on geography field trips and 'real world' mathematics events.

Staff have strong subject knowledge and benefit from high-quality professional development.

Staff encourage pupils to recall their prior learning frequently during lessons. This supports pupils to apply their knowledge to new concepts with great confidence. Teachers routinely check learning and correct any misunderstandings.

In every lesson, there is a sharp focus on the vocabulary that pupils need to know. Pupils act on teachers' advice to correct mistakes, redraft, and expand answers. This ensures their work is of consistently high quality.

The school has prioritised improving the achievement of disadvantaged pupils, including those with SEND. This has had notable impact. Pupils with SEND are accurately identified and well supported.

The school ensures that the curriculum is accessible to all learners. Pupils with SEND receive support that is well matched to their needs. The result is that all pupils, especially those who are disadvantaged, achieve highly across the curriculum.

The school promotes reading across the curriculum. Staff check pupils' reading abilities as they join the school. Pupils who need extra help are given the right support by well-trained staff and reading mentors.

This helps pupils with their learning in other subjects. The form time reading programme is also helping to foster a love of reading across the school.

Staff work diligently to improve attendance.

The school applies an effective strategy to identify and help those with barriers to attending school every day. Routines and consistently high expectations lead to a calm, purposeful environment. Pupils who struggle to regulate their behaviour are well supported by the pastoral team.

The school works with a range of external agencies to help pupils and their families, including support for mental health.

The school's personal development offer and careers programme are both very thoughtfully designed and delivered. Pupils experience guest speakers that provide thought-provoking talks, including life as a prisoner and road safety awarenes.

Pupils consistently benefit from an impressive range of wider opportunities that develop their talents and interests.

Leaders and staff have ensured that the school has continued to improve since the last inspection. Governors and trustees have a clear understanding of the school.

They rigorously challenge leaders in a supportive way. Staff are extremely proud of the school and appreciate its focus on collaboration, equality and supporting workload.

Safeguarding

The arrangements for safeguarding are effective.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour, or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in May 2019.