Devizes School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Devizes School are polite, considerate and respectful. They are familiar with the school's values of courage, pride and resilience.

Relationships between pupils and staff are warm. Pupils are happy and feel safe at school.

The school has developed an ambitious curriculum for pupils.

Staff have high expectations, and pupils respond well to these. Pupils are successful in public examinations. Sixth-form students are positive about their experience.

They feel well prepared for their next steps.

Pupils respect those from different backgrounds. They are actively encouraged at the school to treat everyone equally.

Bullying rarel...y happens, and staff address it if it occurs. The school is calm and orderly. Lessons are free of disruption.

Pupils appreciate the wide range of awards available to them. They understand and value the consistent approach to behaviour.

Pupils are beginning to feel a stronger sense of identity within their house teams.

They enjoy participating in house competitions, such as sports and environmental competitions. Pupils are offered a broad range of opportunities beyond the classroom. The school makes sure these are accessible to all.

These include extra-curricular clubs such as debating, netball and gardening. Sixth-form students run some of these clubs. The school's recent production included pupils from all key stages working together.

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

The curriculum is thoughtfully sequenced so that knowledge and skills build over time. It is ambitious for all pupils. Subject areas have carefully considered what pupils should know and remember.

They have also considered the coherent order in which to teach the content. The school knows that not all curriculum areas are as well developed as others. Where this is the case, there are plans to improve them.

Teaching staff have strong subject knowledge. They inspire pupils and sixth-form students with their passion for the subject. They present and model information precisely.

Lessons include activities that help pupils recall and apply their learning. The school's checks on pupils' learning are generally effective. This helps pupils identify gaps in their understanding.

As a result, pupils learn more and remember more of what they are taught. Pupils produce high-quality work. This is reflected in published outcomes which are above the national average.

Those pupils who need help with their reading are provided with additional support. Consequently, they become increasingly fluent and confident readers. The school recognises that it needs to check the impact of these interventions more closely to ensure pupils are benefiting as intended.

Effective systems are in place to accurately identify the needs of pupils with special educational needs and/or disabilities (SEND). They follow the same curriculum as their peers. Staff receive detailed information and strategies to help meet pupils' needs.

They take this into account when arranging their classroom seating plans. However, teaching and the curriculum are not always well adapted to meet the needs of some pupils. Where this is the case, pupils with SEND do not learn the full curriculum as well as they might.

The school has made improvements to pupils' behaviour. The atmosphere in lessons and around the school is calm and purposeful. All staff apply the school's behaviour and rewards system consistently.

However, some pupils have struggled to adapt to the school's increased expectations. This has led to a high number of suspensions. As a result, these pupils miss important learning.

This impacts the school's most vulnerable pupils.

Most pupils understand the importance of attending school each day. Pupils typically enjoy coming to school and would recommend it.

The school and the trust know that attendance needs to increase. Staff identify and support pupils whose attendance is lower than it should be. Despite this, a minority of pupils do not attend school often enough.

The number of disadvantaged pupils or those with SEND who are persistently absent from school is too high. As a result, this leads to gaps in their learning.

The school's personal development programme is thorough.

Pupils learn about pertinent themes such as healthy relationships and online safety. They also learn about tolerance and respecting those who are different from themselves. In the sixth form, students benefit from a strong pastoral programme.

It includes careers guidance, support and advice. Pupils value the range of educational trips and visits. These enrich the curriculum and help to raise pupils' aspirations.

Staff ensure that these opportunities are accessible to all pupils.

A new local governance committee is in place. This provides support and challenge to the school.

The trust works proactively with the school, offering guidance and expertise. The school has made efforts to keep parents informed about the changes it is making. Not all parents are aware of the positive impact these actions are having.

Staff, including early career teachers, are proud to be part of the school. They value the support of leaders.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils, including disadvantaged pupils, miss out on valuable learning because they are either suspended or do not attend school often enough. This means that they have gaps in their learning. The school needs to work closely with these pupils and their families to improve pupils' attendance and to help them reduce suspensions.

• Teaching and the curriculum are not always consistently well adapted to meet the needs of some pupils with SEND. Consequently, these pupils do not learn the curriculum as well as they might. The school needs to ensure that the information available to staff is used fully and with greater impact to meet the needs of all pupils with SEND.