The Woodroffe School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Woodroffe School receive high levels of support, both academically and pastorally. As a result, pupils achieve well and thrive.

Warm, respectful relationships between pupils and staff underpin the positive, inclusive culture at the school.

Pupils rise to the high expectations that the school has of them. Most achieve well and move on to suitable destinations, including at the most selective universities.

Behaviour in lessons and around school is calm and orderly. Pupils are typically mature and respectful of one another. The school takes prompt and effective action on the rare occasions when bullying occurs.

Pupils and parents are typically... positive about the ways that the school deals with concerns that they raise.

The school is committed to developing 'the whole child'. It provides many opportunities for pupils to develop their interests and characters.

There is a rich array of extra-curricular clubs including sports, music, coding and archaeology. Some clubs have been initiated by pupils and are led by them. Pupils undertake the Duke of Edinburgh's Award and Ten Tors.

There are leadership roles for pupils of all ages. These enable them to contribute to the school and local community.

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

The curriculum is ambitious.

Pupils learn a broad range of subjects beyond the national curriculum. For instance, pupils can learn Latin and Mandarin and some attend outdoor education as part of their curriculum. Students in the sixth form take qualifications that are well matched to their interests and ambitions.

The curriculum is sequenced logically so that pupils build on their knowledge over time. Leaders have ensured that there are clear assessments which enable pupils to show what they know and can do.

Teachers use their strong subject knowledge to explain new learning clearly and to support discussions in class.

Discussion is used particularly well in sixth-form lessons to deepen students' knowledge and get them to make powerful connections between topics. Teachers check what pupils have learned before moving on. However, this is not always as effective as it could be.

When assessment is not used well, some pupils, particularly those with special educational needs and/or disabilities (SEND) or are disadvantaged, have gaps in their learning which persist.

The school identifies pupils with SEND promptly. Leaders work closely with other agencies to design bespoke support for pupils with the highest needs.

However, the needs of pupils with SEND are not always well considered when designing and adapting the curriculum. As a result, pupils with SEND do not learn as effectively as they could.

The school ensures that all pupils read daily.

This helps them to develop their vocabulary and a love of reading. Pupils who cannot read well enough get the support they need to catch up. Older pupils support younger pupils with their reading.

It is rare for poor behaviour to disrupt learning. Pupils work hard and show positive attitudes towards their learning. Most pupils have high levels of attendance, although students in the sixth form attend less well.

Pupils are punctual to lessons.

A thorough careers programme helps pupils to make informed decisions about their futures. Pupils get the impartial advice that they need.

Sixth-form students are particularly positive about the support they receive when applying to university.

Pupils learn a personal development curriculum that covers important topics such as healthy relationships and maintaining positive physical and mental health. Leaders use their knowledge of the local area to ensure that this curriculum supports pupils to stay safe.

Sixth-form students are well prepared for life once they leave school. The many trips available to pupils help them to broaden their horizons. Leaders ensure that all pupils can take part in these.

Governors' clear vision for the school is reflected in the decisions they make. For example, the development of the well-being hub has supported pupils who struggled to return to school after the pandemic. However, the school, including governance, sometimes has an overly generous view of aspects of the school's provision.

Staff receive the training they need to fulfil their roles. They typically have strong knowledge of the subjects that they teach.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum is not always designed or adapted well enough for all pupils. Consequently, some pupils, particularly those who are disadvantaged or pupils with SEND, do not learn as well as they could. The school needs to ensure that all pupils learn the curriculum successfully.