Wootton Upper School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are keen to learn at Wootton Upper School.

They take part in lessons and work hard. There are clear routines, including morning line-up and equipment checks. These help pupils start the day and lessons purposefully.

Pupils have benefitted from changes in the culture of behaviour. This means that pupils can increasingly focus on their learning in lessons and learn more. Most pupils treat others with kindness and respect.

The school offers a range of opportunities for pupils to broaden their interests and develop their confidence. Pupils can take part in a range of clubs including sports and games. Many pupils take part in the Duke of Edinburgh's awards ...scheme.

There is an annual school musical production.

Pupils experience a range of opportunities to research careers, including using information technology to find out about the world of work. This enables them to make informed choices about their next steps.

They learn about potential dangers such as county lines and how to stay safe on the internet. Pupils know how to report concerns if they feel unsafe.

The school offers a broad, ambitious curriculum for all pupils.

Pupils increasingly produce good quality work across a range of subjects.

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

The curriculum at Wootton Upper School builds upon the knowledge that pupils have gained at middle school. The curriculum identifies the important knowledge that pupils need.

Once pupils have securely grasped content and concepts, teachers then move them onto new learning. Pupils have regular opportunities to recall their knowledge of previous topics. This helps them to know and remember more.

The school has successfully made improvements to how well staff teach each subject. Lessons now follow a consistent agreed 'stepping stones' structure. After new knowledge has been introduced, pupils have opportunities to apply what they have learned.

In most lessons, teachers regularly check what pupils know. They use these checks to address any gaps in knowledge or misunderstandings and adjust their teaching to help pupils learn what they need to help them successfully move on in their learning.

Staff know the needs of pupils with special educational needs and/or disabilities (SEND).

They choose to use 'pupil passports' to ensure that work meets pupils' needs. This increasingly helps all pupils access the curriculum. Historic published outcomes do not reflect how well-prepared current pupils are for public examinations.

In a few subjects the curriculum is not as well implemented, for example, when activities are not adapted to meet pupils' needs. As a result, in these instances, pupils do not achieve as well as they should.

The school promotes the importance of reading for pupils.

Pupils encounter a diverse range of well-chosen texts in English lessons. They do literacy tasks in form time. Many pupils make good use of the well-stocked library.

The school checks how well pupils can read. Trained staff help weaker readers become more fluent and accurate.

The school has high expectations of how pupils should behave.

If pupils find it hard to manage their behaviour, pastoral leaders work with them so that they can improve. Pupils increasingly behave and attend well.

Pupils learn about how to keep themselves safe and healthy as part of the personal, social and health education (PSHE) curriculum.

They are effectively prepared for life after school when they learn about personal finance and a range of different careers. Pupils meet and take part in mock interviews with a range of employers.

Trustees have supported the school to improve behaviour and address the weaknesses in the school's curriculum.

The school has provided much training and support for staff to enable them to carry out their roles. As a result, staff turnover has reduced. The school seeks the views of pupils and parents to inform its work.

Leaders have communicated with parents and carers about the recent changes that have been made. However, leaders are aware that they have not ensured that some stakeholders understand the decisions that are made so they are confident in the leadership of the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, the curriculum is not implemented as well as it should be. As a result, pupils do not know more and remember more of what they have been taught. The school needs to ensure that staff are confident to be able to implement the curriculum consistently well.

• Some parents and pupils do not feel that the school communicates clearly with them about the changes made in school. This has affected their confidence in how the school is led. The school should review how it communicates with stakeholders and seeks their views, to ensure that parents better understand and feel more informed about the changes being made at the school.