Highworth Warneford School

Highlights from Latest Inspection

What is it like to attend this school?

Staff and pupils say the school has 'soul.' Leaders know pupils, their families and the local community well. The house system offers frequent opportunities for competition and pupil leadership.

The music show is for pupils of all abilities to take part in. Many pupils enjoy being a part of performing arts and sports events.

Leaders often ask pupils to give feedback.

Pupils say they are listened to. Most pupils say that when bullying happens it is reported and dealt with. Pupils have many opportunities to discuss issues.

Pupils are polite. Relationships between staff and pupils are good. Pupils say that behaviour in lessons is good most of the time.<...br/>
However, some pupils are concerned behaviour is not dealt with consistently. Pupils are taught to keep themselves safe. They know how to report concerns.

However, some pupils say they would not be comfortable reporting harassment or derogatory behaviours because they are embarrassed.

In some subjects, pupils learn well and understand what they need to do to improve. However, not all pupils have the same experiences and there are sometimes differences in what they are taught within some subjects.

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

Leaders ensure the curriculum is at the centre of the school's priorities. There is currently a focus on planning the key stage 3 curriculum. Where leaders have planned what pupils learn in subjects from Year 7 to Year 11, the curriculum is well structured.

Leaders have embedded opportunities for pupils to revise their learning and apply it. But some subjects are not as well structured. Therefore, pupils do not have the secure knowledge they need to progress.

In some subjects, leaders have not made appropriate adaptations to the curriculum to take account of gaps in pupils' knowledge. In English, some Year 10 pupils entered for GCSE English literature are not prepared well enough for these examinations. In Year 11, there are fewer opportunities to study texts and poetry.

The school has recently appointed a new special educational needs coordinator (SENCo) and is improving the support for pupils with special educational needs and/or disabilities (SEND). Pupils with SEND are well supported in lessons.

Teachers give clear instructions and provide useful examples which show pupils what they are working towards.

However, sometimes pupils do not have the knowledge they need to learn new concepts. The reading programme does not accurately identify pupils' needs and there is a lack of challenge for some pupils.

There are high expectations for behaviour, and pupils' conduct is calm.

Although leaders track patterns in behaviour, they could do more to analyse the data they have to support further improvements. Pupils say the school is becoming a more inclusive place. Pupils value the LGBTQ+ group.

There are several pupils accessing alternative provision or on part-time timetables. Leaders do not always track this carefully. Persistent absence is high, especially for pupils who are disadvantaged or pupils with SEND.

COVID-19 has made this more challenging. Attendance is getting better, and leaders are working to improve it further. Leaders work well with individual pupils but less effectively with groups of vulnerable pupils.

The school offers opportunities for pupils to support their personal development. Leaders have planned the personal, social and health (PSHE) curriculum with care. Pupils learn about the importance of healthy relationships in a way that is age-appropriate.

Leaders listen to parents and pupils when structuring the programme. There is a well-planned careers programme. The Baker Clause is met.

The Baker Clause requires schools to provide pupils in Years 8 to 13 with information about approved technical education qualifications and apprenticeships. Pupils speak highly of work experience and working with professionals from industry.

There are good links between the trustees and the staff.

Trustees work closely with leaders to assure themselves about the quality of education. Staff are positive about the training they receive. They say leaders prioritise the well-being of staff and pupils in the school.

Safeguarding

The arrangements for safeguarding are effective.

Staff and pupils know what to do if they have any concerns. Staff receive the training they need.

There are effective systems in place for reporting concerns. The pastoral system supports pupils well. There is a strong focus on looking after pupils' mental health, especially as a result of COVID-19.

The school works with families, external agencies and the local authority to protect vulnerable pupils. Leaders have responded to pupils' needs by appointing professionals to work within the school, such as a senior mental health lead.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum is not always well sequenced to enable pupils to learn effectively.

As a result, pupils are not well prepared for the next stages of learning. Leaders need to ensure that the curriculum is consistently well planned across all subjects to give pupils the knowledge they need to succeed as they move through the school. There is a high number of pupils on part-time timetables and/or attending alternative provision.

This includes several pupils with SEND. Leaders do not monitor the provision closely enough to ensure the suitability or success of the support. Leaders need to plan strategically with all stakeholders to support these pupils during this period of intervention.

• Some pupils do not attend school regularly. Leaders are actively engaging with pupils, families and external agencies to improve this. However, leaders need to adopt a more strategic approach to improve the attendance of vulnerable pupils.

• The reading ability of pupils is not always identified accurately. As a result, these pupils either cannot access the curriculum confidently or are not challenged in what they are reading. Leaders need to ensure that pupils read appropriate texts.

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