Wombourne High School

Highlights from Latest Inspection

What is it like to attend this school?

Wombourne High School is a calm and orderly school, where pupils can flourish. Behaviour in lessons and during social time is positive.

Pupils say that bullying is rare and that if it does occur staff deal with it well.

Most parents and pupils say that they would recommend the school. Several commented on the high-quality support received during the COVID-19 pandemic.

As one parent put it, 'The provision of home learning and support during COVID lockdowns was outstanding.'

Leaders are ambitious for every pupil. They have developed a broad, balanced curriculum to support this ambition.

Teachers deliver the curriculum well. Learning is approp...riately planned to help pupils to make progress. Most pupils feel that they are making good progress.

Relationships between adults and pupils are positive. Pupils say staff know them well. They are confident that they will be supported if they have a problem.

There is a diverse range of extra-curricular subjects on offer. These include sports clubs, the Duke of Edinburgh Award and drama productions. Pupils in key stage 3 can attend 'masterclasses'.

These give them an opportunity to study an area of their choice in greater depth. Examples include making and tasting world cuisines and studying robotics.

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

The headteacher and senior leaders have led some significant improvements across the school over the last three years.

They have been well supported by The Invictus Education Trust in making these improvements.Leaders are ambitious for every pupil. All pupils, including those with special educational needs and/or disabilities (SEND), study a wide range of subjects.

Leaders ensure that academic rigour sits at the heart of a broad and balanced curriculum. A high proportion of pupils complete the English Baccalaureate. However, pupils are also encouraged to diversify when it comes to option choices at key stage 4.

They choose from a wide range of GCSEs and vocational qualifications. The curriculum prepares pupils well for their next steps at the end of Year 11.

Leaders have recognised that where pupils are not making as much progress as their peers this is often the result of lower literacy levels.

In response to this they have introduced departmental literacy schemes. These are already well established in some areas, for example in English and mathematics. However, this is not the case in all subjects.

Leaders know that establishing literacy schemes in all areas and monitoring the impact of these is critical to pupils' future success.

The school is part of the 'Invictus Sixth Form'. The number of pupils in Year 11 staying on into the sixth form increased significantly in 2021.

Sixth form provision is carefully planned by the trust. As a result, students can choose from a wide range of A-level and level 3 BTEC qualifications. They are also encouraged to involve themselves in the sixth form enrichment programme.

Examples on offer include sailing, life guarding, first aid and the Duke of Edinburgh Award. Students say they get excellent support when considering their future choices. In 2021, over two thirds of students in Year 13 progressed to university, and a quarter went on to modern apprenticeship programmes.

Subject leaders and their teams plan carefully together. They establish the knowledge and concepts that pupils need to learn and how these will be sequenced over time. Lessons are planned around set routines, such as 'do now tasks' focused on recalling prior learning and 'GRIT' time focussed on independent work.

Pupils say these routines help them to learn.

Assessment points are used to pinpoint gaps in pupils' knowledge. Pupils then undertake a range of teacher-led or independent study to address these gaps.

Evidence from books and pupil discussions shows that this works well for most pupils.

Pupils' personal development is thoughtfully planned from Year 7 to Year 13. Specialist staff confidently deliver weekly personal, social, health and economic (PSHE) education lessons.

These are supplemented by work in tutor periods and assemblies. Pupils work on issues such as relationships, keeping safe and careers. Pupils also learn about wider social issues and current affairs.

For example, during the inspection, pupils were discussing the Ukrainian conflict and the resulting refugee crisis.

In an effort to re-establish positive behaviour routines at the start of the academic year, leaders introduced a new behaviour policy. This has worked well for most pupils.

However, a small number of pupils have not responded well to the new expectations. As a result, suspensions have risen, including for a number of pupils with SEND.

Staff say they are proud to work in the school and feel it is well led and managed.

They feel leaders trust them and take their workload into account when planning improvements.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have ensured that the school has a strong culture of safeguarding.

Staff are trained to recognise when pupils may be at risk of harm. Safeguarding leaders ensure that any concerns are followed up promptly. They work with families and a range of agencies to ensure that additional support is in place where it is needed.

Pupils say that they are taught how to stay safe. They talked about work done in PSHE lessons, form time and assemblies around topics, such as online safety, sexual harassment and knife crime. They are confident that there is always an adult in school that they can talk to if they have a concern and that they will get the support they need.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Currently, the literacy levels of some pupils are hindering them in accessing the curriculum fully. The school has recently introduced a new reading scheme, which is starting to have impact in some subjects. Leaders should make sure that these plans are implemented fully in all subjects to ensure that pupils become enthusiastic and habitual readers as the basis for developing excellent literacy skills.

• The recently introduced behaviour strategy does not meet all pupils' needs and has not helped some pupils to manage their behaviour. For a small number of pupils, particularly those with SEND, it has resulted in an increased number of suspensions. Leaders should ensure that they monitor the impact of the behaviour strategy and provide all pupils with the support they need to help them manage their behaviour.

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