Woking High School

Inspection of a school judged good for overall effectiveness before September 2024: Woking High School Morton Road, Horsell, Woking, Surrey GU21 4TJ

p.1

Outcome

Woking High School has taken effective action to maintain the standards identified at the previous inspection.

p.1

Outcome

The headteacher of this school is Maiken Walter. The school is part of a single academy trust named the Woking High School Academy Trust. The school is overseen by a board of trustees, known as the board of governors, chaired by Christine Wavish.

p.1

What is it like to attend this school?

This is a lively, welcoming school where expectations are high. Pupils live up to the school’s motto of ‘inspire, challenge, achieve’. As one parent rightly said: ‘This school strives to help every pupil be the best they can be.’ Pupils attend often and feel safe. They build strong, positive relationships with their peers and with staff. Consequently, there is a strong community feel to the school.

p.1

What is it like to attend this school?

Pupils are proud of their school and keen to learn. As a result, many pupils achieve well. Their conduct in lessons and around the school is excellent. Pupils treat each other with respect. Diversity is welcomed and celebrated. Pupils have confidence that staff will deal with any concerns, including rare incidents of bullying.

p.1

What is it like to attend this school?

The school’s provision for personal development is well-considered. Pupils have access to an extensive choice of extra-curricular activities. The diverse range includes sports, arts and charity work. There is a plethora of clubs, such as comic club and debate club. Pupils enjoy trips, both locally and internationally to an array of destinations including Belgium and Zambia. They are encouraged to develop their leadership skills through becoming ‘bullying ambassadors’, ‘peer mentors’ and participating in the school council.

p.1

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

The school’s curriculum is designed to develop pupils to be confident, responsible and articulate learners. In the main, this is achieved very well. Leaders are ambitious for 23 and 24 April 2025

p.1

2

pupils. Pupils have a wide choice of academic and vocational subjects to choose from, including some more unusual ones. The number of pupils studying the English Baccalaureate suite of subjects is steadily increasing. However, not all pupils have equal access to the curriculum they are entitled to because of the way the timetable is designed. In choosing some subjects, pupils miss out on others. For example, in key stage 3, if pupils choose Latin, they have to drop music. In key stage 4, if pupils choose triple science, the number of physical education lessons they get is reduced. This means that certain pupils miss out on building their knowledge and skills in some subjects.

p.2

2

The school has worked hard to improve the curriculum design in each subject. The things pupils learn are ordered well so that when they encounter new learning, it builds successfully on what they already know. This helps pupils to remember what they have been taught. Teachers are experts in their fields. In most lessons, teachers check on pupils’ learning well. Questioning is used carefully to check understanding and deepen pupils’ thinking. Teachers spot gaps in knowledge and address any misconceptions. Pupils receive ample opportunities to practise and consolidate their learning. Teachers are skilled at providing pupils with timely guidance that helps them to improve their work. Pupils respond to this feedback and gain confidence in what they can do.

p.2

2

The school identifies the needs of disadvantaged pupils and those with special educational needs and/or disabilities (SEND) accurately. Teachers get detailed information about how they can meet the needs of these pupils. Pupils in the visually impaired unit benefit enormously from bespoke support for their academic and pastoral needs. The school has trained staff on how to adapt their teaching to support all pupils, including disadvantaged pupils and those with SEND, to reach their academic potential. However, these adaptations are not being used consistently by all staff across the school. This means that some disadvantaged pupils do not learn as well as they should.

p.2

2

The school is nurturing a positive culture of reading. Increasingly, pupils engage with a broad range of challenging texts within their lessons. Pupils with gaps in their reading knowledge are identified quickly and effective support is put in place. This work is helping pupils to develop their ability and confidence to read.

p.2

2

Most pupils attend well because they enjoy school. Reducing the number of pupils who are absent too often has been a priority for the school. Pastoral staff work closely with these pupils and their families. As a result, attendance for many has improved considerably.

p.2

2

The school prioritises pupils’ personal development. Pupils value the content and quality of their ‘A2B’ lessons. The school has designed this well-thought-out programme with a range of experiences that broaden pupils’ horizons and deepen their cultural understanding. Consequently, pupils have a strong understanding of a wide range of themes, including how to stay safe and foster healthy relationships. Pupils understand how to be respectful and tolerant of those that may be different from them. The programme also gives pupils the opportunities to explore the fundamental British values and why they are important. Pupils have many opportunities to learn about the world of 23 and 24 April 2025

p.2

3

work, such as through work experience placements. As a result, they are well prepared for their next steps.

p.3

3

Staff are proud to work at Woking High School, and there is a strong sense of collegiality. Staff at all levels feel supported, including teachers in the early stages of their careers. Leaders take great care of staff well-being and workload. The governing body is loyal and committed and carries out its statutory duties effectively.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 Teachers are not consistently adapting their teaching to meet the identified needs of all pupils. This means that some disadvantaged pupils and those with SEND are not learning as well as they should. The school should continue its work on embedding adaptive teaching strategies so that disadvantaged pupils and those with SEND know more and remember more.  Some pupils do not receive their full curriculum entitlement in both key stages 3 and 4. This prevents these pupils from building broad knowledge and skills across all subjects. The school should ensure that all pupils have equal access to all subjects across the curriculum.

p.3

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024, graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

p.3

Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately. 23 and 24 April 2025

p.3

4

This is the second ungraded inspection since we judged the school to be good for overall effectiveness in February 2016.

p.4

How can I feed back my views?

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.

p.4

How can I feed back my views?

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

p.4

Further information

You can search for published performance information about the school.

p.4

Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 23 and 24 April 2025

p.4

School details

Type of school Secondary Comprehensive School category Academy converter

p.5

School details

Number of pupils on the school roll 1210

p.5

School details

Chair of governing body Christine Wavish

p.5

School details

Dates of previous inspection 3 and 4 December 2019, under section 8 of the Education Act 2005

p.5

Information about this school

 The school is part of the Woking High School Academy Trust.  The school uses two registered and nine unregistered alternative providers of educational provision for a small number of pupils.  The school has a specially resourced provision for up to 20 pupils with visual impairment. Currently 12 pupils use this provision.  The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

p.5

Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision. 23 and 24 April 2025

p.5

6

 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors held meetings with the headteacher, senior leaders, staff, pupils and five members of the governing body, including the chair of governors.  An inspector held a phone call with an education consultant who supports the school.  An inspector had a telephone call with two alternative providers of education.  Inspectors visited a sample of lessons, spoke with pupils about their learning and looked at samples of pupils’ work.  To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around

p.6

6

safeguarding that puts pupils’ interests first.  Inspectors spoke to staff, including early career teachers, about behaviour and their workload in school.  Inspectors considered the responses to the confidential online staff survey. They took account of the responses to the online parent survey, Ofsted Parent View, including parents’ free-text comments. Inspectors considered the views of pupils shared in the confidential online pupil survey and through discussions held with pupils throughout the school.

p.6

Inspection team

Paula Sargent, lead inspector Ofsted Inspector

p.6

Inspection team

Jon Wood Ofsted Inspector 23 and 24 April 2025

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7