Wensleydale School

Inspection of The Wensleydale School & Sixth Form Richmond Road, Leyburn, North Yorkshire DL8 5HY

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Sixth-form provision Requires improvement Previous inspection grade Good 25 and 26 May 2022

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What is it like to attend this school?

Leaders have strong ambitions for pupils at the school. There are high expectations for behaviour and conduct. Staff share this vision and ensure that every pupil has the opportunity to flourish. Pupils speak with pride about the inclusive nature of the school, telling inspectors ‘We are a tight-knit community.’

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What is it like to attend this school?

Relationships between adults and pupils are respectful. A strong, caring culture permeates all aspects of school life. As a result, pupils told inspectors they feel safe and supported.

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What is it like to attend this school?

Instances of poor behaviour, bullying and derogatory language have decreased over time. Pupils are kind and supportive of one another.

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What is it like to attend this school?

Pupils have the opportunity to attend lots of extra-curricular activities. These include, a Combined Cadet Force (CCF), walking club, Japanese puzzle club and a dedicated group that tends to the school’s memorial garden. Pupils that inspectors spoke to were positive about these opportunities and experiences. A large proportion of the parents who responded to Ofsted’s inspection questionnaire said they would recommend the school. Many spoke positively about the pastoral care the school provides.

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What is it like to attend this school?

Leaders ensure that pupils develop a strong sense of community responsibility. They raise money for charities, create links with local businesses and carry out voluntary work. The curriculum pupils follow extends well beyond the academic. It ensures pupils have opportunities to develop into responsible, caring and well-rounded adults.

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better?

Leaders have constructed a carefully planned and appropriately sequenced curriculum. They have considered what pupils need to learn and in what order. Teachers question pupils skilfully to develop their understanding. Where this curriculum is strongest, lessons are exciting and engaging for all pupils.

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better?

Some staff do not teach the curriculum so that pupils understand it well. Staff have detailed subject knowledge and know what they want pupils to learn. However, teachers’ explanations can sometimes lack clarity. This leads to misconceptions in pupils’ understanding in some subject curriculum areas.

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better?

Assessment is used well in many subjects. For example, in science, teachers’ checks on pupils’ understanding are thorough. However, the use of assessment across the curriculum varies in its effectiveness. In some subjects, teachers are less clear on what pupils know and can do. 25 and 26 May 2022

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The curriculum that most pupils study is ambitious. However, in the sixth form the limited curriculum does not allow students access to a broad and balanced range of subjects. In key stage 3 and 4, pupils with special educational needs and/or disabilities (SEND) access the same ambitious curriculum as their peers. Pupils who attend the hub are supported to access the school’s wider curriculum with their peers.

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The school carefully identifies pupils who need additional reading support. Older students act as ‘reading buddies’ to support weaker readers. Leaders carefully monitor the progress of this programme. They plan further support for pupils when it is needed to help them read fluently and with confidence.

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The school has a high proportion of pupils with SEND. In some subjects, lessons are planned with SEND pupils in mind. However, some staff require further training to suitably adapt their teaching to meet all pupils’ needs. Leaders have not monitored the impact of SEND training over time.

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Pupils contribute to discussions with enthusiasm. They are keen to answer many of the questions asked in class. Staff skilfully bring lessons to life, for example in science by physically demonstrating the earth’s rotation. In other lessons pupils are not as motivated to learn. This leads to some low-level disruption at times.

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Rates of attendance are stable. Leaders target those who are persistently absent and put appropriate actions in place to help improve their attendance. Rates of attendance in the sixth form are less strong.

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The school day is carefully structured to provide dedicated time for personal development. Timetabled enrichment activities are open to all year groups. The community ethos created by these activities is tangible. ‘Life and society’ lessons help pupils prepare for life beyond school and include opportunities for debating, first aid and learning about other faiths. Careers provision is clearly planned and the Baker Clause is met. The Baker Clause requires schools to provide pupils in Years 8 to 13 with information about approved technical education qualifications and apprenticeships. Work experience opportunities take place for Year 10 pupils.

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Leaders are unwavering in their commitment to the school and community. Parents praised leaders for their support during the pandemic. Leaders at all levels have a shared vision and ambition for pupils. Staff share leaders’ aspirations for the school and appreciate the support they are given. However, leaders need to ensure consistency across the curriculum in areas such as assessment.

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Several new governors have recently been appointed. They have worked quickly to develop an overview of the school’s strengths and areas for development. However, some governors require additional training to ensure they can effectively support and challenge school leaders. The governing body is proactive in seeking new members with the right skills to further drive school improvement. 25 and 26 May 2022

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Those responsible for safeguarding constantly seek new ways to support the pupils in their care. They have worked hard to ensure excellent relationships with external agencies. This means that vulnerable pupils and their families are well supported.

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Safeguarding

Leaders keep detailed records of incidents that might place pupils at risk. They act on these in a timely manner and communicate clearly with parents and carers about next steps. Staff at the school are clear about safeguarding practice and know pupils well. Pupils’ welfare is a priority for everyone at the school. Governors are also proactive in developing their knowledge of the risks posed to young people.

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(Information for the school and appropriate authority)

 Leaders do not effectively evaluate the impact of their work on pupils’ learning. As a result, areas such as assessment remain underdeveloped. Leaders must refine and develop key strategies aimed at improving the quality of education pupils receive. In addition, they must plan ongoing professional development for curriculum leaders to ensure they have the skills and knowledge to further develop subject curriculum areas.  Some staff who support pupils with SEND do not have the skills they need to do so effectively. Learning is not always suitably adjusted to meet the needs of all pupils. Consequently, the quality of education for pupils with SEND is not as strong as it could be. Leaders and governors must plan training which addresses these weaknesses. They must evaluate the impact of this work to assure themselves of its effectiveness.  Over time, and in part due to financial constraints, the curriculum in the sixth form has

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(Information for the school and appropriate authority)

narrowed. As a result, an ambitious and appropriately balanced curriculum is not in place to meet the needs of current and prospective students. Leaders must ensure the curriculum offer in the sixth form is expanded or reviewed to provide a sustainable curriculum for the future.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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How can I feed back my views?

If you are the school and you are not happy with the inspection or the report, you can complain to Ofsted . 25 and 26 May 2022

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Further information

You can search for published performance information about the school. In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 25 and 26 May 2022

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School details

Inspection number 10227993 Type of school Secondary comprehensive

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sixth form

Appropriate authority The governing body

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sixth form

Chair of governing body Stephen Hanscombe

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sixth form

Date of previous inspection 7 February 2017, under section 8 of the Education Act 2005

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Information about this school

 The school does not make use of any alternative provision.  The school has additional resourced provision for pupils with autism spectrum disorder.

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Information about this inspection

The inspectors carried out this inspection under section 5 of the Education Act 2005.

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Information about this inspection

 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with school leaders and have taken that into account in their evaluation of the school.  Inspectors carried out deep dives in the following subjects: science, mathematics, history and business studies. For each deep dive inspectors discussed the 25 and 26 May 2022

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curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors met with governors, the head of school and senior leaders. They spoke to teaching and support staff. One inspector met with a representative from the local authority.  Inspectors also spoke to leaders responsible for SEND provision and literacy across the school. The listened to a selection of pupils read and spoke to leaders about the assessment process across the school.  Inspectors spoke with those staff responsible for safeguarding, and checked records and procedures for keeping young people safe, as well as speaking to staff and pupils. One inspector checked the single central record to ensure all adults on site were subject to appropriate safeguarding checks.  Inspectors considered responses to Ofsted Parent View, Ofsted’s online

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questionnaire, including any free-text responses. Inspectors also considered responses to the staff survey.

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Inspection team

John Linkins, lead inspector Her Majesty’s Inspector

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Inspection team

Marc Doyle Ofsted Inspector 25 and 26 May 2022

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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