Weston Secondary School

Weston Secondary School


Name Weston Secondary School
Website http://www.westonsecondary.co.uk
Inspections
Ofsted Inspections
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Address Tickleford Drive, Weston, Southampton, SO19 9QP
Phone Number 02380447820
Type Academy
Age Range 11-16
Religious Character None
Gender Mixed
Number of Pupils Unknown
Number of Pupils per Teacher 12.6
Academy Sponsor Hamwic Education Trust
Local Authority Southampton
Percentage Free School Meals 46.8%
Persistent Absence 34.3%
Pupils with SEN Support 28.4%
Highlights from Latest Inspection
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.

Summary of key findings for parents and pupils

This is a school that requires improvement Some staff do not have high enough expectations of what pupils can achieve.

Some pupils do not have high aspirations. The quality of teaching, learning and assessment is too variable. The rapid improvements in these areas are not consistently embedded across the school.

Too many pupils are still persistently absent despite leaders' work to reduce these levels. Leaders' work to improve pupils' behaviour has not yet been securely established across the school. There remain pockets of low-level disruption that interrupt learning.

Some staff are inconsistent in their application of the behaviour strategy. The sch...ool has the following strengths The headteacher, with the leadership team, has transformed the culture of the school. He has raised aspirations and established a clear sense of energy and purpose among all involved with the school.

Leaders have provided an effective programme of professional development for staff. This is improving the quality of teaching, learning and assessment across the school. Current pupils are making stronger progress overall due to the improvements in the quality of teaching.

Leaders have made good use of the additional funding to remove barriers to learning for disadvantaged pupils. Governors are effective. They hold leaders to account through careful scrutiny of their work.

Leaders' and governors' plans for further school improvement are well considered. They are based on accurate analysis and evaluation of initiatives and pupils' progress. A strong culture of safeguarding runs through the school.

Leaders' work to keep pupils safe is effective. Pupils have a secure understanding of how to keep themselves safe. The behaviour of the majority of pupils has improved well.

Pupils have responded positively to the behaviour strategy. They are proud to wear their 'subject colours' badges that reward effort and achievement. Pastoral support for pupils is very strong and supports them well.

The vast majority of pupils feel that there is very little bullying and it is dealt with well if it happens. Pupils who have special educational needs (SEN) and/or disabilities are supported well to make strong progress from their starting points.

Information about this school

The current headteacher was appointed to the substantive role in May 2017 after a period as acting headteacher from January 2017.

A new leadership team joined him in September 2017. The new governing body was formed in March 2017. The local authority has provided significant support and challenge throughout this period.

The school is a smaller-than-average secondary school. The majority of pupils are of White British heritage. The proportion of pupils who are from a disadvantaged background is far greater than average.

The proportion of pupils who have SEN and/or disabilities, including those who have an education, health and care plan, is much higher than average. A small number of pupils attend Compass School, an alternative provider for pupils who are at risk of permanent exclusion. The school currently meets the government floor standards, which set the minimum standards for pupils' attainment and progress.