Whitstone

Highlights from Latest Inspection

What is it like to attend this school?

Whitstone is described by many as a 'happy community school'.

Pupils say there is a respectful culture in school. Pupils identify strongly with the 'RESPECT' values that inform many aspects of school life. Pupils have a good understanding of right and wrong.

They are confident and respectful when talking to one another. There are good relationships between pupils and adults.

Pupils say that bullying is rare.

They are confident that when it is reported it is taken seriously and dealt with quickly. Pupils know how to report concerns, and feel safe at school. They learn how to stay safe online and how to keep themselves safe.

There are many opp...ortunities for pupils to be leaders. There are student leaders, sports leaders and peer mentors. Pupils feel that leaders listen to the student council and, as a result, they see changes in the school.

Pupils say that mental well-being is taken seriously. There are many wider opportunities to attend clubs or participate in the Duke of Edinburgh's Award scheme. A 'late' bus runs so that all pupils can participate.

Leaders are focused on raising aspirations and developing community engagement. Pupils understand that there are high expectations and are proud of their school.

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

There is a well-planned curriculum in place.

Leaders and teachers have a clear understanding of the curriculum. Leaders work with primary schools and post-16 colleges to understand what pupils should learn. This means there is a five-year journey for learning.

Curriculum choices at key stage 4 are planned to ensure more pupils can follow the English Baccalaureate pathway. There are many vocational courses. These have been planned to provide pupils with the training for entering local professions.

Leaders are growing the range of subjects offered. They are continuing to provide a wider range of qualifications. As a result, there is a focus on developing subject knowledge through regular staff training.

Teachers model learning and ensure pupils revisit the important knowledge they need to remember. They use assessment to understand what pupils have learned. Feedback is clear so that pupils know what they need to do to improve.

However, there are not always high expectations about pupils' work.

Pupils with special educational needs and/or disabilities (SEND) are well supported in lessons. There are some ongoing changes to SEND provision.

Leaders are now developing this to ensure it is effective and efficient. Nevertheless, there is plenty of support and information for teachers to support pupils with SEND.

Leaders have invested in a wider reading curriculum.

The library is well resourced. There are many opportunities for pupils to read and develop their fluency. Leaders have appointed teachers to support pupils with extra mathematics and English.

Leaders are planning additional help for pupils who are in the early stages of reading. However, this needs to be refined to ensure that all pupils receive the programme of reading they need.

Leaders have high expectations of pupils' behaviour.

Lessons are calm and orderly. Pupils, parents and staff all say that this has been a positive change. There are now clear systems in place to manage behaviour.

Leaders also check pupils' attendance and act quickly when it falls. Leaders work closely with alternative providers when they need to use them. As a result, short-term placements are used to support pupils effectively.

Pupils are well supported by a strong pastoral team.

Pupils have the opportunity to attend a wide range of enrichment activities and clubs. Personal, social and health education (PSHE) is planned to meet gaps in pupils' knowledge, especially as a result of the pandemic.

However, the teaching of PSHE is not as informed as it sometimes needs to be. Not all staff have received sufficient training in this subject. Pupils learn about relationships through the RESPECT programme.

Individual differences are embraced. One pupil told inspectors, 'Everyone is equal here.' There is a well-planned careers programme that begins in Year 8.

Leaders have worked with post-16 providers to ensure pupils make well-informed choices. Pupils are informed about careers related to the subjects they learn.

Governance is strong.

Leaders work well with the community. Stakeholders comment positively on the improvements to the school over the last two years.

Safeguarding

The arrangements for safeguarding are effective.

Safeguarding systems are robust. There are effective systems for reporting. Staff receive the training they need.

A team of specialists works strategically to follow up on reported concerns. Leaders understand the safeguarding risks that pupils face and seek to use this knowledge swiftly to intervene when pupils are at risk. There are clear processes in place to act to promote pupils' well-being.

Leaders work effectively with pupils and families to understand difficulties. This ensures vulnerable pupils are supported well. Pupils and staff say that mental well-being is a focus in the school.

Welfare 'listeners' are available to support pupils and staff.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The impact of the wider reading curriculum for pupils in key stage 3 is not fully understood. Leaders need to evaluate this to ensure that pupils in the early stages of reading receive both timely and appropriate phonics intervention.

• Planning for pupils with SEND is not always as precise as it needs to be. This means resources are not well directed and support is not as effective as it could be. Leaders need to ensure that pupils with SEND benefit from carefully targeted resources and receive effective support that enables them to achieve well.

• The PSHE curriculum is not always implemented well. This is because teachers do not always have the training or sufficient subject knowledge to deliver some subject matter. Leaders should ensure that there is adequate training for staff to deliver the resourced programme effectively.