Testwood School

Name Testwood School
Website http://www.testwoodschool.co.uk/
Ofsted Inspection Rating Good
Inspection Date 23 June 2015
Address Testwood Lane, Totton, Southampton, Hampshire, SO40 3ZW
Phone Number 02380862146
Type Academy
Age Range 11-16
Religious Character None
Gender Mixed
Number of Pupils 710 (48% boys 52% girls)
Number of Pupils per Teacher 19.2
Academy Sponsor Testwood School
Local Authority Hampshire
Percentage Free School Meals 15.9%
Percentage English is Not First Language 2.5%
Persisitent Absence 17.8%
Pupils with SEN Support 11.3%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The academy is smaller than the average-sized secondary school. The headteacher joined the academy in May 2014. A new Chair and Vice-Chair of Governors were appointed in January 2015. At the start of the summer term in 2015, two new deputy headteachers were appointed, both of whom teach science. The proportion of students who are from minority ethnic backgrounds and the proportion who speak English as an additional language are both below average. Almost one in three students is eligible for additional pupil premium funding. The proportion of students eligible for this funding is the same as the national average. This is additional government funding which supports students known to be eligible free school meals and those in local authority care. The proportion of disabled students and those who have special educational needs is below the national average. Five students follow part-time courses at The Forest Education Centre, of which the headteacher is a governor. The academy meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress. The academy has worked with a range of partner schools. Its key partner has been The Arnewood School.

Summary of key findings for parents and pupils

This is a good school. The headteacher has rapidly established a culture of high expectations and brought about substantial changes that have improved students’ achievement. Senior leaders closely monitor the rate and quality of improvements. They share the headteacher’s high expectations. Curriculum leaders make a positive contribution to making the academy better by improving the quality of teaching in their departments. Students’ achievement has strongly improved due to better teaching. It is particularly strong in Key Stage 3. Leaders carefully track students’ progress towards very challenging targets, which are based on all students making better than expected progress by the end of Key Stage 4. Leaders’ close monitoring has ensured that students eligible for additional funding and those who are disabled or who have special educational needs make good progress in Key Stage 3. The quality of teaching is good because teachers know each student’s strengths and weaknesses. They use this to provide effective one-to-one guidance, which helps students learn better. Teachers question students probingly to ensure they understand the tasks set and intervene effectively if students are struggling. This ensures students make good progress in lessons. Teachers have implemented academy-wide approaches to assessment and marking very well. This has helped students to improve their work. Teaching in humanities is consistently good, especially the teaching of writing skills and this has led to improved achievement in Key Stages 3 and 4. Students behave well and the academy is calm, orderly and free from litter or graffiti. Leaders’ actions to keep children safe are effective. Leaders make good use of support from external partners. Governors have significantly improved the methods they use to learn about the academy’s strengths and weaknesses. They use their more detailed knowledge to challenge the academy to do even better. It is not yet an outstanding school because : In a small number of science lessons, teachers do not provide students with enough help to explain key scientific concepts effectively in writing. Some teachers do not support students enough to improve their writing by rigorously following up on the spelling, punctuation and grammar errors they identify in students’ work.