The Stonehenge School

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About The Stonehenge School

Name The Stonehenge School
Ofsted Inspections
Headteacher Mrs Carole Dean
Address Holders Road, Amesbury, SP4 7PW
Phone Number 01980623407
Phase Secondary
Type Community school
Age Range 11-16
Religious Character Does not apply
Gender Mixed
Number of Pupils 1019
Local Authority Wiltshire
Highlights from Latest Inspection


The Stonehenge School continues to be a good school.

What is it like to attend this school?

Pupils like coming to school. They wear their uniform with pride. The new headteacher sets a clear vision for the school's next steps.

Leaders are ambitious. They have heightened expectations of pupils and staff. Pupils respond well to these firm boundaries.

They are respectful and polite. They respond quickly to staff requests.

Leaders have created a safe environment for pupils.

Staff consider pupils' emotional health and well-being, recognising that the pandemic years have been a turbulent and disruptive time. Leaders' work to improve the rate of pupils' attendan...ce is starting to make a difference.

The behaviour of some pupils does not meet the school's high expectations.

Leaders are taking positive steps to re-establish routines and the consistent application of strengthened behaviour policies. Bullying is uncommon. When bullying takes place, staff deal with it promptly.

However, pupils are not always well informed about the steps that have been taken.

The school's rapid growth has offered some challenges. Staff provide a variety of extra-curricular activities that cater for many talents and interests.

There is a strong sports offer despite a lack of outdoor spaces. The physical education (PE) staff support a full programme of competitive fixtures.

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

Leaders have put a broad curriculum in place for every pupil.

They have identified what pupils need to learn to be ready for their next steps. However, in some subjects such as languages, the implementation of the curriculum is not as effective as in the others. Leaders are ambitious to increase the number of pupils who study a language in key stage 4 and so increase the uptake in the English Baccalaureate.

Subject leaders have planned the concepts that pupils need to learn over time. They understand how knowledge needs to deepen and build on prior learning. In most subjects, teachers implement the curriculum well.

A significant number of pupils arrive in Year 7 with reading ages that are well below their chronological age. As a result, they find it difficult to follow the full curriculum. Skilled teachers provide appropriate support through a well-devised approach to the teaching of phonics.

Pupils speak proudly of their improved learning in reading since arriving at the school. In English, pupils read literary heritage texts, such as Shakespeare. Leaders prioritise reading.

They are encouraging pupils to read challenging texts for pleasure.

Assessment is used effectively in order to help teachers check pupils' understanding. Written assessments are used well in most subjects to help pupils recognise the knowledge they have gained as well as areas for improvement.

In some subjects, leaders are still developing their use of assessment to help pupils improve their learning.

The special educational needs coordinator ensures that pupils with special educational needs and/or disabilities (SEND) receive adapted curriculums when necessary. Leaders have devoted time to providing training and support for teachers in this area.

Pupils with SEND are well supported in lessons so that they follow the same curriculum as other pupils.

There is little disruption to learning. However, when it happens, teachers deal with it well.

There is an atmosphere of mutual respect in classrooms. There are, though, a few pupils who lack motivation in their learning. Most pupils are happy and feel safe.

However, a few pupils use inappropriate language with their peers.

Pupils benefit from a recently improved personal, social, health, citizenship, and economic education programme. Pupils receive effective careers advice.

Staff track the destinations of pupils when they leave. This has led to leaders changing the options that pupils can choose to better meet their needs. Through the curriculum, pupils develop their character and confidence well over time.


The arrangements for safeguarding are effective.

There is a strong culture of safeguarding. Staff receive regular and appropriate training.

They know how to identify and report any concerns about pupils at risk of harm. Leaders make appropriate and timely referrals to other agencies in order to secure the help that pupils need.

All relevant recruitment checks are made to ensure that those who work in the school are suitable.

The curriculum helps pupils to understand the safeguarding risks they may face. School systems encourage pupils to seek help if they are at risk.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders are strengthening the key stage 4 curriculum.

However, there are still some inconsistencies in the implementation of the curriculum in different subjects. Leaders need to ensure that improvement work strengthens the implementation of the curriculum across subjects in key stage 4. ? A few pupils do not understand when the language they use is inappropriate.

These pupils use this language when speaking to their peers without understanding why they should not do so. Leaders need to ensure that all pupils understand what language is and is not appropriate.


When we have judged a school to be 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 second ungraded inspection since we judged the school to be good in February 2014.

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