Writhlington School

Highlights from Latest Inspection

What is it like to attend this school?

The school has high expectations for pupils. Pupils understand these. As a result, pupils benefit from a well-rounded education.

Relationships between staff and pupils are positive. Staff are vigilant and ambitious for pupils. Pupils feel happy and safe.

Students appreciate the community feel of the sixth form.

Pupils learn the school values of respect, resilience, ambition, confidence, kindness and success. Pupils of all ages describe a respectful school culture.

Bullying is unusual and the school is prompt to respond to acts of unkindness. Through pupil leadership groups, such as the school council and the sixth-form council, pupils and students sh...are their views on improving the school.

Pupils enjoy the wide range of enrichment activities and clubs on offer.

As many pupils travel a long distance to school, the school plans clubs considerately and makes adaptation to ensure there are opportunities for all pupils. From film club to sports clubs, many pupils participate. Pupils from Year 7 to Year 13 run the school orchid project.

Pupils travel overseas, exhibit and look after a significant collection of orchids. The combined cadet force has increasing numbers of older pupils participating in training, learning first aid and camping. A music bursary supports pupils to learn a variety of musical instruments.

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

The school has embedded an ambitious and well-sequenced curriculum. Working with trust leaders and other trust schools, the school has precisely identified what pupils will learn and when. For example, in English, the curriculum breaks down what pupils learn for each technical element of poetry from Year 7 to Year 9.

Pupils increase their knowledge each time they learn poetry.

A small number of subjects are in the earlier stages of implementation. The modern foreign languages curriculum, for example, is being developed.

Previously, fewer pupils chose to continue studying languages in key stage 4. However, this has changed. More pupils now study the English Baccalaureate subjects.

This means more pupils will have a broader range of future choices.

Teachers check what pupils understand. They use this information to help pupils secure their learning.

Sometimes, this is not done effectively and so teachers do not know how well pupils recall their learning. This means, some pupils develop gaps in their knowledge.

In the sixth form, the school offers a wide range of academic and vocational subjects.

As a result, many students go to university or take routes that enable them to follow their future chosen careers. The key stage 5 curriculum builds from key stage 4. Students apply knowledge they have learned before to their new learning.

This supports students as they move through to the next stage of their education.

The school places reading and literacy at its core. Pupils understand the value of reading regularly and widely.

Pupils read several times a week. Book choices match pupils' abilities and interests. The school is careful to identify what specific reading needs pupils have.

Staff plan activities to help pupils who fall behind in reading that are specifically matched to pupils' needs. As a result, pupils can keep up with their peers.

Pupils with special educational needs and/or disabilities (SEND) receive appropriate adaptation when they need it.

Teachers have focused training to enable them to put the right support in place. The school makes sure information about pupils' needs is specific and linked with appropriate strategies. In the sixth form, pupils with SEND continue to be well-supported.

Teachers quickly identify any student when they need extra help.

Pupils focus on their learning well. Pupils discuss their learning and explore their ideas.

Pupils follow consistent routines. As a result, pupils benefit from a calm and structured learning environment.

Delivered by specialist teachers, the school has a well-sequenced personal, social, health education (PSHE) curriculum.

The school especially focuses on teaching pupils to stay safe in the community, and to behave with respect and responsibility. External speakers and charities support the curriculum. PSHE continues in the sixth form, where students learn about employment law, finance and driving.

The school ensures there is a well-planned careers programme for all pupils. Events such as visiting speakers, careers fairs and work placements support pupils to make considered choices.

The school is ambitious for pupils.

Staff, parents and pupils welcome the improvements at the school. Parents recognise the positive wider experiences their children have.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school does not carefully check how well all pupils recall their learning. As a result, they do not know what some pupils remember. The school needs to ensure all teachers are equipped to check pupils' learning effectively so new learning can build securely on what pupils know.

• A minority of subject curriculums are in the early stages of being implemented. Staff knowledge of the curriculum is not fully developed in these areas. The trust and the school need to make sure staff are supported to implement and improve these areas of the curriculum.

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