Wapping High School

Highlights from Latest Inspection

What is it like to attend this school?

This is a safe, happy and ambitious school. Wapping High School was founded with the intention that pupils would benefit from being in a small school.

This vision has been realised and maintained. Staff know their pupils very well. This helps pupils to feel safe and cared for.

Pupils appreciate the opportunities that the school gives them, including the coaching programme, which helps them grow in confidence. A wide range of trips and activities, some as far away as India and Costa Rica, broaden pupils' horizons. Leaders make sure that these opportunities are available to all pupils.

Pupils behave well around the school. They listen to teachers and to each ot...her. Kindness is one of the school's core values.

Pupils and staff demonstrate this every day.

Pupils benefit from a carefully considered curriculum which is broad and balanced. Leaders make sure that this curriculum is accessed by all pupils, including those with special educational needs and/or disabilities (SEND).

Pupils who are at the early stages of learning English receive additional support to help them access the same lessons as their peers. Pupils are prepared well for their next steps in education or training.

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

Pupils study a rich and interesting curriculum, which exceeds the scope of the national curriculum.

For example, pupils study Mandarin as well as Spanish in Years 7 to 9. Leaders have thought carefully about subject content, so pupils learn more and remember more over time. In mathematics, for example, the teaching of geometry develops in complexity each year so that pupils are well prepared for the rigour of GCSE questions.

Teachers have strong subject knowledge. In lessons they make sure that pupils are clear what to do and how to do it. Teachers routinely check how much pupils have understood, and they regularly revisit prior learning.

There is a strong emphasis on teaching vocabulary across all subjects. Sometimes, however, in Years 7 to 9, teachers do not choose the most appropriate tasks to help pupils understand the intended content. This can lead to gaps in pupils' knowledge or misconceptions that are not addressed.

Teachers know their pupils well. The school has high expectations for pupils with SEND. Pupils who need help are quickly identified, and they are supported to access the curriculum alongside their classmates.

This is also the case for pupils who are at the early stages of learning English. Pupils are supported to develop their reading skills, and there is additional assistance in place for those who need extra help.

Pupils behave very well in lessons and around the school.

They know that unkind and discriminatory language is not tolerated. Pupils are polite and they listen to their teachers and to each other. Pupils feel very safe in the school.

They have been taught how to keep themselves safe, including online, and they know they can share any concerns with adults in the school. The school works hard to ensure that pupils attend school regularly and arrive punctually.

Leaders and trustees are determined to make sure that pupils are developed well beyond the academic.

To this end, they have developed a far-reaching and ambitious set of experiences for pupils. Pupils in the younger years enjoy 'Workshop Wednesdays', where they develop teamwork, resilience and problem-solving through a series of challenges. A wide range of enrichment activities every Friday, including bouldering, cooking and drama helps pupils discover new talents and interests.

Horizons are broadened further with regular overseas visits, during which pupils complete community projects such as refurbishing a school in Costa Rica. Leaders make sure these opportunities are open to all pupils.

Trustees know the school very well.

They share the same vision and ambition for pupils as school leaders. Staff feel valued by school leaders. Staff benefit from extensive training and professional development.

This includes teachers who are new to the profession who are very well supported. Staff are proud of their school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Sometimes in key stage 3 subjects, teachers do not select the most appropriate task to help pupils to learn the intended subject content. This leads to some gaps in pupils' understanding and some misconceptions. Leaders should ensure that teachers choose tasks that are most appropriate for the needs of their pupils so that pupils learn more of the intended curriculum.

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