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| Name | The WASP Centre | ||
| Website | http://www.waspcentre.com | ||
| Inspections |
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| Mr Craig Noble | |||
| Address | Brunel House, Mitchell Road, SP2 7PY | ||
| Phone Number | 01722786138 | ||
| Phase | Independent | ||
| Type | Other independent school | ||
| Age Range | 11-16 | ||
| Religious Character | None | ||
| Gender | Mixed | ||
| Number of Pupils | 15 (90.9% boys 9.1% girls) | ||
| Local Authority | Wiltshire | ||
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What is it like to attend this school? Pupils feel safe, valued and cared for by staff. They develop strong relationships with staff that help them to focus on their learning. Leaders and staff have high expectations and aspirations for pupils. The school is transformative in helping pupils to believe in themselves and develop knowledge and skills for their next steps in education and work. Pupils have positive attitudes to learning. They want to succeed. Leaders have put in place clear behaviour systems, which pupils follow. Pupils state that any friendship issues are resolved by staff quickly. Although pupils’ attendance has improved, it is still below where it should be. Leaders acknowledge that if pupils are not in school, they are not learning. Leaders have established a rich curriculum that enables all pupils, including pupils with special educational needs and/or disabilities (SEND), to succeed. For example, pupils learn about bicycle engineering and landscape gardening. Leaders create personalised curriculums for many pupils, particularly if they have gaps in their knowledge. For example, in mathematics, the teaching uses pupils’ assessment information to help them learn more and remember more. The curriculum for English is effective, but pupils do not study reading texts in as much depth as they learn about writing skills. What does the school do well and what does it need to do better? Leaders and staff prioritise pupils’ social and emotional mental health (SEMH) throughout the curriculum. Through the development of trusting relationships, pupils learn to re-engage with learning and school. One parent, in a comment typical of many, stated in the Ofsted questionnaire that the staff’s ‘skills and patience are commendable.’ Pupils learn how to manage their SEMH so that they can learn successfully. Leaders have established a well-sequenced curriculum that enables pupils to revisit their learning before they move on to new topics. For example, pupils reflect on their previous learning about hygiene when cooking pasta in food technology. Staff provide frequent feedback to pupils to help them improve their work. For example, in English, this helps pupils learn to develop their writing effectively. In art, pupils adapt their use of chalk to create light and shade. Similarly, in physical education (PE), pupils develop their skipping as a result of teachers’ feedback. The curriculum is taught well to meet the individual needs of pupils. However, although pupils are fluent readers, teaching focuses more on writing than reading in English, which can limit pupils’ knowledge about language and its impact. Pupils with SEND receive effective support. The special educational needs coordinator (SENCo) ensures that staff receive frequent training in how to meet the needs of these pupils. Consequently, staff are knowledgeable about SEND and use information about pupils to personalise and adapt their teaching well. Teaching assistants help pupils to learn well through discussion and bespoke guidance. Pupils typically behave well. Occasionally, some pupils misbehave, but leaders have put in place systems to address this. Pupils respond well to the ways in which staff model good behaviour. Pupils learn to manage their behaviour and adapt their use of language to fit different social settings. They are well prepared for life beyond school. For example, staff and pupils eat lunch together, enabling pupils to develop appropriate social skills. Staff prepare pupils well for their next steps beyond Year 11. Pupils have a personalised programme that offers work experience and taster days in their chosen college. Staff guide pupils in their career decisions and help them to make the right subject choices. Pupils learn about the world around them through the curriculum. For example, they learn to value their community through working in the community garden. In assembly they discuss topical issues, such as the Afghanistan refugee crisis. However, leaders acknowledge that pupils need to attend school more frequently so that they do not develop gaps in their knowledge. The trust provides robust challenge to leaders to ensure that pupils get the right support. Staff are unanimously proud to work at the school. Safeguarding The arrangements for safeguarding are effective. Leaders are tenacious in ensuring that all pupils are physically and emotionally safe. Leaders liaise closely with external agencies to ensure that pupils are protected. Leaders and staff regularly go beyond their statutory duty to make sure that pupils are safe, nurtured and nourished. Staff receive regular and comprehensive safeguarding training. Leaders ensure that all staff are checked appropriately and are eligible to work with children and young people. Leaders have ensured that their safeguarding policy is available on the school’s website for parents and carers. What does the school need to do to improve? (Information for the school and proprietor) ? Although pupils’ attendance has improved, it is still below where it should be. Leaders need to ensure that all pupils, parents and carers understand the link between attendance and academic achievement. ? Although the curriculum is well sequenced and coherent, the curriculum for English focuses more on writing than on reading. Leaders need to ensure that pupils develop their reading skills as effectively as their writing skills. |
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