Wye School

Highlights from Latest Inspection

Outcome

Wye School continues to be a good school.

What is it like to attend this school?

Pupils feel valued and cared for as part of this close school community. The warm and friendly approach from staff encourages pupils to be positive about their learning and to feel safe.

Strong trusting relationships mean pupils are confident to talk to adults about any worries or concerns they might have.

Pupils are very accepting of each other and are keen to recognise diversity. They learn about major world religions and positively respect the different beliefs and opinions of others.

There are many extra-curricular opportunities available, including clubs, trips and visits that en...rich pupils' education. Many pupils benefit from taking part in these, including pupils with special educational needs and/or disabilities (SEND).

Leaders and staff are ambitious for all pupils.

The school's values underpin its work and are embedded into pupils' experiences. Pupils demonstrate these values in their daily interactions with their peers and staff. They are kind, caring and considerate of others.

The behaviour of pupils is purposeful and considerate. On rare occasions when this is not the case, the school has effective systems to address this. If bullying occurs, the school takes appropriate steps to prevent this from reoccurring.

As a result, pupils feel confident that staff will help to resolve issues. Pupils are proud to earn rewards for their good conduct and achievements.

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

The school is aspirational for all pupils to gain the knowledge and qualifications they need to be successful in their future education and employment.

The ambitious and broad curriculum provided enables pupils to study the full range of national curriculum subjects. Teachers deliver the curriculum effectively in the majority of subjects. They ensure that pupils acquire the key knowledge and skills they need to be successful.

In most subjects, the curriculum is set out so that the essential knowledge pupils should learn and the order in which they should learn it is clear. Teachers help pupils to make links to what has been learned before with new learning, across the school's curriculum. This enables pupils to build connections and deepen their knowledge.

In art, for example, pupils explore a range of varied materials and media. They regularly practise using different artistic techniques. Consequently, pupils demonstrate greater development of skills in this subject.

Teachers use a variety of checks to see how well pupils are learning. They act swiftly to address any gaps in understanding. This is not, however, consistent in all areas of the curriculum.

In a small number of subjects pupils' ability to recall learning over time is variable. Leaders are aware and taking action to support the consistency of curriculum delivery across all areas.

Pupils with SEND are known and staff take the time to ensure appropriate help is quickly put in place.

Time is taken to ensure pupils have support to learn and take part in all aspects of school life. Teaching staff are appropriately trained to meet the differing needs of these pupils. This enables pupils with SEND to work with increasing levels of independence and confidence.

Sixth-form students demonstrate positive attitudes towards their learning. Teachers ensure that all students are expertly supported to access their programme of study. Attendance and engagement in the sixth form are excellent.

Students' personal development is well considered and helps to deepen their knowledge across a range of subjects. They learn how to work independently and produce high-quality work.

Pupils conduct themselves politely and respectfully.

This creates a calm atmosphere in lessons where learning mostly takes place without disruption. At social times, pupils interact cheerfully with their peers and with staff. On rare occasions, if pupils find it more difficult to manage their behaviour, the support that they receive from staff enables them to re-engage with learning.

While many pupils attend well, a small number have higher levels of absence meaning they do not fully benefit from the education on offer. Leaders have a clear action plan based on a keen understanding of the reasons why pupils are absent. Staff work closely with these families and external services.

This is beginning to improve the attendance of some pupils. The school recognises the need to continue with this work to ensure pupils attend regularly.

The school supports pupils' wider personal development effectively.

Pupils understand equality and are respectful of different faiths and cultures. They enjoy taking on responsibilities in school, such as representing the school council. Many pupils get involved with community and charity projects enabling them to be active citizens.

The school provides pupils with lots of information about the choices for their next steps in education and future careers. There are opportunities for pupils to meet with employers and apprenticeship providers and take part in work experience. Consequently, pupils are well informed and decisive about their future steps.

Staff are happy and proud to work at this school. They appreciate the support they get to manage their workload and the opportunities to develop their expertise. Leaders from the trust, trustees and governors know the school well.

They provide strong support and effective challenge to the school as it continues to develop its provision.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum in some subjects is not yet consistently implemented.

This means that pupils do not always achieve as highly in these subjects as they do in others. The school should continue with their planned developments to embed the curriculum, helping pupils to learn equally well across every subject.

Background

When we have judged good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good in December 2018.