Wildern School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at this school understand that learning is important. Teachers have high expectations for what they want each pupil to know and remember.

The majority of pupils are highly motivated and focus well during lessons. Sometimes, pupils are prevented from learning by disruptive behaviour. In most cases this is resolved quickly by teachers.

Pupils benefit from access to a wide range of extra-curricular activities. Many are proud of the opportunities to compete in local and national sporting competitions. Pupils particularly enjoy opportunities in the arts, such as taking part in school productions.

Some pupils feel unsafe at school because of the behaviour of... other pupils, including bullying behaviour. Some pupils are rightly worried that discriminatory language has become normalised among groups of their peers. Many pupils think bullying is a problem in the school and is not dealt with effectively by leaders.

As a result, not all come forward and report bullying when it happens. When pupils do talk to adults about problems or worries, leaders act quickly and effectively to provide help.

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

Leaders are rightly concerned about the behaviour of some pupils in their school.

At social times, the behaviour of some pupils is sometimes boisterous and disrespectful. Some pupils feel anxious as a result of this behaviour or because others are unkind to them. Leaders are taking action to change the culture in the school by promoting kindness and equality through lessons and assemblies.

They have increased the support available to pupils and made it easier for them to report concerns. These changes are recent and some pupils are still developing their confidence to talk to staff if they feel worried.

Over time, the school's approach to personal, social, health and economic (PSHE) education has not been effective in preparing pupils for life in modern Britain.

Many pupils lack knowledge about some topics, such as mental health and personal finance. Some pupils find it difficult to explain the harmful effects of prejudicial language and why using it is a problem. Leaders recognise this needs to improve and have introduced strong plans for what is taught in PSHE.

These are closely linked to the assembly programme and teach pupils about topics such as tolerance and respect. Although well designed, these plans have been very recently introduced, so the impact is not clear.

A well-considered careers programme is a strength of the school.

Pupils have access to careers information, including for apprenticeships and vocational routes from a range of sources. Pupils benefit from work-experience opportunities as well as work-related learning in school.

Leaders have ensured that the curriculum is broad and ambitious for all pupils including those with special educational needs and/or disabilities (SEND).

Teachers understand the needs of their pupils well and adapt learning when appropriate. Leaders have recently introduced new ways of checking what pupils have learned. These are being used more consistently in some subject than others.

As a result, sometimes pupils struggle to understand what they need to do to improve their work.

Leaders have identified those pupils who struggle with reading, including some who have special educational needs and/or disabilities (SEND). They have ensured that these pupils receive effective support which helps them to catch up and access their learning in all subjects.

Leaders want the best for pupils. They are driven by their vision to provide the best education to pupils in their local community. Trustees and governors share this vision and know the school well.

Staff are proud to work at the school. They say that leaders are mindful of their workload. They value the professional development opportunities which leaders provide for them.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have ensured that staff receive regular and effective training in safeguarding. Staff understand the role they play in identifying concerns and passing them on to the appropriate leader in school.

They do this quickly and reliably. Leaders take quick action in response to any concerns raised. They work directly with external agencies where needed to provide support to pupils, as well as referring concerns to the local authority where required.

All necessary checks are carried out on new staff and records are well maintained. Governors carry out their statutory responsibilities with regard to safeguarding by checking that the policies and procedures in place are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils feel unsafe in school as a result of bullying or prejudicial language.

They do not always report these issues because they are not confident that leaders will deal with them effectively. Leaders must address these aspects of the school's culture and make sure that pupils feel confident talking to adults in their school when they feel worried. ? Some pupils in the school are not well prepared for life in modern Britain.

They do not have a good enough understanding of issues such as diversity or harmful sexual behaviours. Leaders should continue with their focus on improving the teaching of PSHE. This will help pupils to understand these issues better and in turn increase their tolerance for others with beliefs different to their own.

• Pupils are sometimes unclear about what they need to do to improve their work. Leaders should continue to develop the use of assessment in the school to ensure new approaches are used consistently and effectively. This will help to ensure that pupils understand how to move forward with their learning.

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