Devizes School


Name Devizes School
Website http://www.devizesschool.co.uk/
Ofsted Inspection Rating Good
Address The Green, Devizes, SN10 3AG
Phone Number 01380724886
Type Academy
Age Range 11-18
Religious Character None
Gender Mixed
Number of Pupils 1075 (47.9% boys 52.1% girls)
Number of Pupils per Teacher 20.1
Academy Sponsor The White Horse Federation
Local Authority Wiltshire
Percentage Free School Meals 17.1%
Percentage English is Not First Language 4.4%
Persisitent Absence 19.9%
Pupils with SEN Support 11.4%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (17 June 2015)
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Information about this school

Devizes School is larger than the average-sized secondary school. The school converted to become an academy in September 2012. When its predecessor school, also called Devizes School, was last inspected by Ofsted in February 2012, it was judged to be good. The majority of students are of White British heritage. The proportion of students who are disabled or who have special educational needs is above average. The proportion of students supported by the pupil premium is below average. The pupil premium is additional government funding for students who are known to be eligible for free school meals or who are looked after. A small number of students attend alternative education off site at Springfields Academy, Wiltshire College, New College and Swindon College. The school has received support from a National Leader of Education (NLE) for development and improvement in mathematics. The school meets the government’s current floor standards which set the minimum expectations for students’ attainment and progress in English and mathematics by the end of Year 11. The current headteacher retires at the end of this academic year. The deputy headteacher will act as interim headteacher until a substantive headteacher is appointed.

Summary of key findings for parents and pupils

This is a good school. The headteacher is ably supported by senior leaders. They work well together as a team to accurately identify the school’s strengths and areas for development. Teachers are now held to account for students’ progress and consequently achievement is now good. Effective action has been taken to address inadequate teaching in mathematics. The 2014 dip in mathematics GCSE results has been rectified and students are now achieving well. Teaching is good across the curriculum. Teachers use their strong subject knowledge to help students to increase their understanding and to make good progress. The school’s curriculum provides opportunities for students to study subjects which are well suited to their needs, aspirations and talents. Students are well prepared for the next steps in their education, training or employment. The promotion of students’ spiritual, moral, social and cultural development is very strong. Relationships between all members of the school’s community are strong. The school is a calm and supportive place in which to learn. Students’ behaviour around the school is good. Students are polite and courteous to each other and to adults. The absence of litter and graffiti demonstrates students’ pride in their school. The school’s work to keep students safe and secure is good. Students feel safe at school and this view is endorsed by parents and staff. Governance is effective. Governors monitor the work of school leaders and hold them to account for the quality of teaching and for students’ progress. The sixth form is well led and managed. Teaching is good in the sixth form, and outcomes for sixth form students are good in most subjects. It is not yet an outstanding school because : Teachers’ marking and feedback do not always help students to become sufficiently secure in what they are learning to make rapid progress. Not all teachers provide opportunities for students to reflect on advice given, and therefore to extend or improve their work. In mathematics, some teaching does not enable students to develop a deep understanding of the subject. This is because insecure or incomplete knowledge is sometimes not identified accurately enough. Not all teaching in the sixth form fully enables students to develop the skills necessary for higher education.