|Name||Woodrush High School|
|Ofsted Inspection Rating||Good|
|Inspection Date||11 December 2018|
|Address||Shawhurst Lane, Wythall, Worcestershire, B47 5JW|
|Number of Pupils||999 (47% boys 53% girls)|
|Number of Pupils per Teacher||14.4|
|Academy Sponsor||Woodrush High School An Academy For Students Aged 11-18 Ltd|
|Percentage Free School Meals||10.1%|
|Percentage English is Not First Language||1.6%|
|Pupils with SEN Support||6.2%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
This school is a stand-alone academy, and governance to the school is provided by the school’s governing body. The school is a teaching school. The school is of average size. The majority of pupils are of White British origin. The proportion of disadvantaged pupils and pupils with support for SEND is below average. The number of pupils who have an education, health and care plan is above the national average. The proportion of pupils who are looked after is well above average. Full time, off-site alternative provision is currently provided for eight pupils in key stage 4 at James Brindley Hospital School, The Forge and Bournville College.
Summary of key findings for parents and pupils
This is a good school Since starting her post, the headteacher has been unwavering and untiring in her drive to improve the school after it had declined significantly prior to her appointment. Leaders at all levels, including governors, know their school very well. They address quickly any areas that fall short of their high expectations because they have robust systems and procedures in place to monitor, track and evaluate the school’s effectiveness. Pupils achieve well because of strong teaching and the exceptional support and care they receive. Parents, staff and pupils are unanimous in their praise for the excellent pastoral care provided to pupils, which includes a strong focus on mental health and wellbeing. Pupils’ behaviour is excellent. They are courteous, friendly and routinely regulate their own behaviour. Pupils have very high expectations of each other’s behaviour. Leaders have restructured the school’s curriculum so that it offers a wide range of vocational and academic courses. They took the decision to broaden the curriculum in key stage 3 so that pupils develop a deep love of learning in a wide choice of subjects, including Mandarin, for example. Pupils, including the disadvantaged, attend school regularly. They value their education and rarely miss any time from school, including time missed for being excluded for a fixed period of time. The quality of teaching is strong, especially in science where teaching is outstanding. Teachers demonstrate an enthusiasm for their subjects and know their pupils very well. Some teaching, especially in key stage 3 is still variable in quality. Historically, students in the sixth form did not achieve well. Leaders have implemented a range of effective strategies that have resulted in improved outcomes for current students because : of better subject options and bespoke and tailored careers advice and guidance. Disadvantaged pupils underperformed in the past. Leaders use effectively the pupil premium funding they receive. They track carefully pupils’ progress and put a range of strategies in place to address any underperformance. As a result, disadvantaged pupils currently at the school make better progress than in the past. Performance gaps between them and their peers are closing but small differences remain. Most-able pupils have underperformed in 2018. Although their progress is improving, they continue to do less well than pupils with similar starting points. Learning tasks do not yet consistently stretch and challenge thinking. Leaders’ work to prepare pupils for their next steps is excellent. Pupils receive a wide range of career education and advice.