|Name||William Brookes School|
|Ofsted Inspection Rating||Good|
|Address||Farley Road, Much Wenlock, TF13 6NB|
|Religious Character||Does Not Apply|
|Number of Pupils||937 (48.1% boys 51.9% girls)|
|Number of Pupils per Teacher||17.1|
|Academy Sponsor||William Brookes Academy Trust|
|Percentage Free School Meals||7.2%|
|Percentage English is Not First Language||0.8%|
|Pupils with SEN Support||8.6%|
|Catchment Area Information Available||Yes|
|Last Distance Offered Information Available||No|
Highlights from Latest Full Inspection✝
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Information about this school
The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. William Brookes School is a medium-sized secondary school with a small sixth form. It is the only ‘Coubertin’ school in the country, and is part of an international network of schools who work together to develop Olympic values in schools. The school specialises in the performing arts and includes an on-site theatre, a dance and drama studio, and a cinema, all of which are shared with the local community. Approximately 20 pupils at key stage 4 take part-time vocational courses at either Oldbury Wells School or Idsall School. The proportion of disadvantaged pupils in the school is below the national average and the proportion of pupils who have special educational needs and/or disabilities is well below the national average. The school meets the government’s current floor standards, which set the minimum expectations for the progress of pupils by the end of Year 11.
Summary of key findings for parents and pupils
This is a good school Senior leaders and governors are committed to providing high-quality education. Consequently, pupils achieve well academically and benefit from a wide range of broader opportunities. The school has improved in recent years and continues to improve. Leaders use information about pupils’ attainment very well to identify and support pupils who need extra help. The governing body possesses considerable expertise. It uses this well to support and challenge the school’s leaders. Although the school has several highly effective middle leaders, some currently lack the skills or expertise to fully lead the improvement of teaching in their subjects. Pupils make good progress in almost all subjects. By the end of Year 11, they achieve standards above those seen nationally. They are well prepared for their next stage of education or training. The school’s promotion of literacy is effective. Pupils read regularly. Those who join the school with weak basic skills catch up quickly. Teaching is strong in most subjects, including English, history, geography and French. Teachers work closely together to produce engaging resources and activities. Teaching is of a more variable quality in a small number of subjects, including mathematics. Here, teachers’ planning and expectations are not all of a consistently high standard. Pupils behave well in lessons and at social times. They are sensible, courteous and polite. They have good attitudes to learning and are keen to do well. Most pupils enjoy school and attend very regularly. Attendance is consistently higher than the national average for secondary schools. However, a small number of disadvantaged pupils do not attend regularly enough. Although the attendance of disadvantaged pupils has improved, it remains lower than that of other pupils. Pupils feel safe and well cared for in school. Safeguarding procedures and systems are strong. All staff know that keeping pupils safe is their top priority. The sixth form provides strong teaching and this is reflected in students’ consistently good progress. Students value their teachers’ support and the large number of opportunities to serve and volunteer in the school. However, careers guidance is not as well coordinated as other aspects of the 16 to 19 study programmes. Recent changes have yet to have an impact.