Wollaston School

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About Wollaston School

Name Wollaston School
Website http://www.wollastonschool.com
Ofsted Inspections
Headteacher Mr Simon Anderson
Address Irchester Road, Wollaston, Wellingborough, NN29 7PH
Phone Number 01933663501
Phase Academy
Type Academy converter
Age Range 11-18
Religious Character Does not apply
Gender Mixed
Number of Pupils 1410
Local Authority North Northamptonshire
Highlights from Latest Inspection

What is it like to attend this school?

Staff and pupils are proud of the school.

The school's core values of 'kindness, community and ambition' are seen throughout the school.

Leaders have high expectations of pupils. Most pupils work hard, behave well and display positive attitudes towards their learning.

Pupils benefit from both a well-planned curriculum and positive relationships with their teachers.

Pupils and students in the sixth form are polite and respectful. The ethos of the school is inclusive.

All pupils know that any form of discrimination, derogatory language or bullying is not acceptable. Pupils benefit from strong pastoral care. They feel safe in school.

T...hey know that there are staff who they can talk to if they have any concerns.

Pupils have a wide range of opportunities to be leaders and have influence in their school. These include being on the school council and being ambassadors for diversity, learning, well-being and the community.

Pupils know that they are raising awareness in their roles, communicating more and supporting charities.

A range of clubs and activities are available for pupils. Many pupils enjoy participating in clubs, including sports clubs, a coding club, a fantasy role-playing game club and a book club.

Some pupils complete the Duke of Edinburgh's Award.

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

Leaders have designed a broad and ambitious curriculum. Pupils study a wide range of different subjects.

In most subjects, leaders have thought carefully about what they want pupils to learn and when. The order in which pupils learn new knowledge provides them with effective opportunities to revisit and build on prior learning.

Teachers have strong subject knowledge.

Most teachers use assessment well to check pupils' understanding and identify gaps in their learning. Teachers use retrieval tasks, questioning and low-stakes testing. However, not all teachers consistently identify gaps and misconceptions in pupils' learning, so they do not always address them.

The intended learning outcomes in lessons are ambitious. However, teachers' expectations of the work produced in some lessons are not always high enough to achieve those outcomes.

Most teachers give pupils feedback that helps them to improve their work.

Pupils respond well to the feedback provided through 'fix-it' tasks.

Leaders know that reading is important. Staff encourage pupils to read widely.

They make sure that pupils read a wide range of diverse, challenging texts. Leaders have recently introduced a whole-school approach to developing pupils' vocabulary and literacy. Pupils who need help to read more accurately or fluently get the right support.

The recent work that is happening around reading is helping to encourage and build a love of reading in the school.

Leaders are ambitious for pupils with special educational needs and/or disabilities (SEND). While leaders have improved the provision for these pupils, they recognise that there is still work to be done.

Sometimes, the curriculum is not always adapted successfully to ensure that pupils are able to meet the curriculum goals.

Students in the sixth form are fully involved in the life of the school. They are positive role models.

Students enjoy their sixth-form experience. Teachers have strong subject knowledge and provide supportive feedback. Students enjoy positive relationships with their teachers.

They are proud of their school and would recommend the sixth form to others. Sixth-form students are well prepared for future success.

Leaders have implemented a clear behaviour policy.

Most staff apply it consistently and pupils appreciate this. Low-level disruption is usually dealt with swiftly and fairly. Pupils who sometimes make the wrong choices are supported to meet the school's expectations.

As a result, pupils participate well in lessons and behave appropriately around the school site.

The curriculum goes beyond the academic and is well planned and sequenced. All pupils have one lesson a week of personal, social and health education.

This includes lessons connected to healthy relationships and lifestyles. Pupils' personal development is well catered for. Pupils have an age-appropriate understanding of relationships and how to stay safe.

Leaders have established a detailed programme of careers advice and guidance.It is of a good quality, and pupils spoke positively about it to inspectors.Leaders have carefully considered the context of the school and the needs of pupils.

Pupils have a wealth of information to prepare them for life beyond school.

Governance is strong. The governors and trustees are knowledgeable and hold leaders to account effectively.

They also provide effective support. Staff are proud and motivated to work at this school.


The arrangements for safeguarding are effective.

There is a strong culture of safeguarding. Staff receive high-quality training in safeguarding and regular updates from experienced safeguarding leaders. Staff understand their responsibility to report any concerns.

Leaders keep accurate records. They use this information to ensure that pupils get the help they need.

Pupils learn how to keep themselves safe.

This includes when they are online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders are aware that some aspects of the curriculum need further refinement, especially ensuring that teachers' use of formative assessment consistently identifies gaps and misconceptions in pupils' knowledge and that expectations are consistently high. Leaders must ensure that assessment processes and the delivery of the curriculum in all subjects are of equally high quality so that pupils learn as well as they should.

• Some pupils with SEND are not supported well enough. Consequently, these pupils are unable to progress through the curriculum as well as they should. Leaders should ensure that teachers use the information about pupils with SEND to adapt how they deliver curriculum content.

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