Wadham School

Highlights from Latest Inspection

What is it like to attend this school?

Wadham School has high expectations of its pupils. The school is ambitious for pupils to experience 'life in all its fullness'. Pupils learn a broad and interesting curriculum.

For example, when they join in Year 7, pupils study two modern foreign languages. However, despite an improvement in academic outcomes, some pupils do not achieve as highly as they could.

Many pupils describe the positive culture that pervades the school.

However, students in the sixth form do not feel the same sense of belonging. They share concerns about the quality of provision that they receive. Most pupils say they feel safe.

They have trusted adults they can confide in. ...A minority of pupils raise concerns about bullying. However, the school takes effective action to resolve any reported incidents.

Pupils enjoy a range of activities beyond the academic curriculum. These include the annual activities week, sporting clubs and the chance to write for the pupil led newspaper, 'The Quill'. There are also many opportunities for pupils to be positive role models and support their peers.

For example, as trained well-being ambassadors or members of the school council. Students in the sixth form are reading buddies to younger pupils.

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

The school, with the support of governors, has successfully overseen the conversion of the school to a secondary provision.

In recent years, many staffing changes have been unsettling for pupils, and their parents and carers. This has now stabilised. Staff morale is high.

The school is committed to ensuring pupils become successful, global citizens.

The school has a broad and ambitious programme of study. Pupils with special educational needs and/or disabilities (SEND) are well supported to access the same curriculum as their peers.

If pupils arrive at the school with unidentified needs, these are quickly recognised, and appropriate help is put in place. Teachers use the information they have about pupils with SEND to make suitable adaptations in the classroom.

Subject leaders receive appropriate training to support them in planning their curriculums.

They carefully consider the core knowledge that pupils will learn. There is a thoughtful order to the units of work so that pupils can build on what they already know. In subjects including mathematics and geography, this is embedded.

In other areas, such as English, there is more work to do to ensure that the curriculum is ambitious and organised in a logical order.

Teachers demonstrate a good knowledge of the subjects they teach. Staff who have joined from a primary setting have been well supported in their transition to teaching secondary.

However, across the school there is too much variability in how well the curriculum is taught. For example, teachers create opportunities in lessons for pupils to recall previous learning. However, they do not always use this well to address misconceptions or plan appropriate next steps.

This has been compounded by staff absence. Students in the sixth form have been particularly impacted by this absence, so have gaps in their knowledge.

The school identifies pupils who find reading difficult.

They follow a phonics programme which supports them to catch up. Pupils in key stage 3 use an online platform to develop their reading fluency and comprehension. They are starting to gain the knowledge and skills that they need to become confident, fluent readers.

However, this work is in its early stages.

Leaders have reset the expectations around standards of behaviour. The policy is clear and implemented consistently.

Lessons are calm and low-level disruption is rare. If any incidents of unwanted behaviours occur in social times, staff are quick to respond. The school provides education and advice that helps pupils avoid risky behaviours.

This includes age-appropriate information around online safety, healthy relationships and an understanding of different beliefs and cultures.

The school has put in place a range of strategies to improve pupils' attendance. As a result, pupils' attendance to school has marginally improved.

However, absence, including for students in the sixth form, remains too high. Additionally, a significant number of pupils are persistently missing school. As a result, they have gaps in their learning and are at risk of underachieving.

Pupils receive a comprehensive programme of careers education. The school forms strong links with local colleges and employers. The annual Wadham careers fair is a popular event attended by many pupils and their parents.

Students in the sixth form also benefit from personalised careers advice. They receive helpful support when considering university applications.

Staff are positive about the changes that leaders have made.

However, the impact of new initiatives is not being reviewed and evaluated carefully enough. Staff agree that the school is a happy and positive workplace. Early career teachers receive a thorough induction to the school and are well supported.

Senior leaders and governors seek ways to reduce staff workload.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The effectiveness of teaching across the curriculum, including for students in the sixth form, varies across classes and subjects.

As a result, some pupils do not build their knowledge successfully over time and do not achieve as well as they should. The school should ensure that pupils, and students in the sixth form, receive consistently high-quality teaching across all subject areas. ? In this period of significant change, the impact of new initiatives is not evaluated in enough detail.

Therefore, the school does not have a clear understanding of what is working well and what is not. The school should ensure that there is a more precise evaluation of the impact of its school improvement strategies. ? Attendance, including for students in the sixth form, is too low.

A high number of pupils are persistently absent from school. As a result, they miss a significant amount of learning so have gaps in their knowledge of the curriculum. The school should continue to embed the work that has started to ensure that pupils' attendance to school increases rapidly.