The Sweyne Park School

Inspection of The Sweyne Park School Sir Walter Raleigh Drive, Rayleigh, Essex SS6 9BZ

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

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The headteacher of this school is Katharine Dines. This school is part of Rayleigh Schools Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Katharine Dines, and overseen by a board of trustees, chaired by Jo Wincott. 13 and 14 May 2025

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What is it like to attend this school?

The Sweyne Park School is an aspirational and inclusive school where pupils enjoy learning. Building character and personal success is at the heart of the school ethos.

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What is it like to attend this school?

Since the previous inspection, leaders have raised expectations. For example, the school’s actions have led to improvements in behaviour. Many pupils recognise this. Lessons are purposeful, and pupils focus their attention on the work set. Pupils are keen to learn. They calmly move around the school with care for others. There is a pleasant atmosphere here. Pupils feel safe, happy and well supported by trusted staff.

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What is it like to attend this school?

The ambitious curriculum builds pupils’ knowledge and skills across a broad range of subjects. Due to recent improvements in the curriculum, most pupils now achieve well. However, the impact of these changes is not yet evident in the published examination results.

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What is it like to attend this school?

Pupils enjoy an extensive range of enrichment opportunities that are open to all. These include educational visits to sites of local, national and international interest. There are visits to a mosque, an art gallery and a netball tour to Spain. These help to develop pupils’ confidence. Sixth-form students are role models and value mentoring the younger pupils.

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

The curriculum is well planned and structured in most subjects. This allows teachers to understand and teach the precise knowledge and skills pupils need to know. Teachers have good subject knowledge. They provide clear explanations and regularly check what pupils know. Non-specialist staff receive extra training and high-quality resources to ensure pupils benefit from accessing the full curriculum offer. In most lessons, teachers adapt learning to match pupils’ needs. However, this is not yet consistent. Consequently, some pupils do not achieve as well as they could.

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

Teachers use various techniques to check pupils’ understanding and clarify misconceptions. However, aspects of this system are used inconsistently. This means pupils are not always clear on how they can improve. The school is refining the system to make it easier to understand.

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

The school is developing a strong reading culture. Many pupils enjoy the recently introduced reading time in form groups. During this time, and across the curriculum, pupils access a diverse range of texts. Staff identify and successfully help pupils still at the early stages of learning to read improve their reading.

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

There is effective provision for pupils with special educational needs and/or disabilities (SEND). Leaders identify pupils’ needs accurately. Their needs are met through thoughtful adaptations. Those who attend the specially resourced provision for pupils with SEND (specially resource provision) study a well-designed curriculum that meets their individual needs. Pupils with SEND achieve well from their various starting points. 13 and 14 May 2025

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Sixth-form students have a positive experience. They access a wide range of academic and vocational courses. Enrichment opportunities such as volunteering and raising money for charity help develop an awareness of others’ needs and the importance of contributing to the local community. Students receive high-quality careers advice and guidance. This includes links with further education providers and local businesses. This supports students to make informed choices about their next steps. Consequently, students leave the school well prepared for their next stage of education, training or employment.

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The school has embedded a ‘ready, respectful, safe’ approach to behaviour. Pupils understand these expectations, and staff are consistent in their approach. There are strategies for those pupils who need extra help to manage their behaviour. Pupils reflect on their poor behaviour and learn effective techniques to help manage their emotions.

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The school has raised expectations and is relentless in improving attendance. When pupils do not attend, leaders understand the specific challenges that pupils and their families may face. The school is proactive in improving the attendance of these pupils. As a result, more pupils attend school frequently. They benefit from the academic and wide range of enrichment opportunities.

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There is a well-planned personal development programme. Pupils learn about relationships, health and well-being and living in the wider world. They have an age- appropriate understanding of important issues. The school has ensured that there is a comprehensive programme of careers guidance. Pupils develop their interests in a range of clubs. These include creative arts, sports, musical theatre and the Duke of Edinburgh’s Award scheme. Members of the student council are active in improving the school environment. They are proud of their input into improving the changing rooms and outdoor seating areas.

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Governors and trustees know the school well. They provide an equal balance of support and challenge to hold the school to account. Leaders have positive working relationships with staff and are considerate of their workload. Staff appreciate the comprehensive training programme. Parents, carers, staff and pupils are positive about the school.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 The school does not use assessment effectively to determine where pupils have gaps or misconceptions in their learning. This means some pupils do not build their knowledge well enough over time. The school should ensure that all staff consistently use the assessment system so pupils are well supported and helped to deepen and apply their learning. 13 and 14 May 2025

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 Some teachers do not always adapt the curriculum well enough so that all pupils can access new learning. As a result, some pupils do not secure important knowledge, and they do not achieve as well as they could. The school needs to ensure that staff have the expertise to provide activities that enable all pupils to learn the intended knowledge securely so they achieve well.

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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.

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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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Further information

You can search for published performance information about the school.

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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). 13 and 14 May 2025

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provision

Number of pupils on the school roll 1,496

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form

Dates of previous inspection 21 and 22 February 2023, under section 5 of the Education Act 2005.

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Information about this school

 The school is part of the Rayleigh Schools Trust.  The school currently uses four registered alternative provisions and eight unregistered alternative provisions.  The school has a specially resourced provision for deaf pupils.  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. 13 and 14 May 2025

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with a range of leaders, including senior leaders, the special educational needs coordinator and trustees, including the deputy chair of trust and governors.  Inspectors carried out deep dives in these subjects: English, mathematics, geography, design technology, art and design and physical education. Inspectors held discussions with leaders about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors observed pupils’ behaviour in lessons, around school and at social times. They considered pupils’ views about behaviour in school. They also spoke with staff

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Information about this inspection

about their workload and well-being.  To evaluate the effectiveness of safeguarding, inspectors reviewed the single central record; took account of the views of leaders, staff, pupils and parents; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors reviewed a range of documents, including school policies, curriculum documents and minutes from meetings of the trust board.  Inspectors considered responses to Ofsted’s pupil survey and Ofsted’s staff survey. They also considered the responses to Ofsted Parent View, including any free-text comments

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Inspection team

Rob James, lead inspector Ofsted Inspector

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Inspection team

Sharon Pritchard Ofsted Inspector 13 and 14 May 2025

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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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