The Wavell School

The Wavell School

Address: Lynchford Road, The Wavell School, Farnborough, Hampshire, GU14 6BH Unique reference number (URN): 116448

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

Pupils progress well through the curriculum in all subjects. They can recall information they have learned and apply it to new learning. Pupils who have not secured basic knowledge in reading, writing and mathematics before joining the school are supported to catch up effectively. As a result, overall, pupils gain appropriate qualifications and are ready for the next stage in their education. Over the last 3 years, the school's published results in national assessments have been close to national averages, including for disadvantaged pupils.

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Achievement Expected standard

Pupils with special educational needs and/or disabilities (SEND) are supported to achieve broadly in line with their peers. The school prioritises the specific support individual pupils need, alongside generally effective classroom teaching. Pupils in the specially resourced provision for pupils with SEND make progress from their starting points thanks to the bespoke support they receive.

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Attendance and behaviour Expected standard

Attendance has improved significantly over the last year. This includes disadvantaged pupils' attendance, which is now above the national average for disadvantaged pupils. Leaders are tenacious in ensuring that they know the barriers to pupils' attendance. They identify actions and use appropriate strategies to drive improvements. This means that, increasingly, pupils benefit from the education on offer in the school.

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Attendance and behaviour Expected standard

The school is calm and orderly, with pupils following well-established routines. Leaders' policy for behaviour management is consistently implemented by staff. Leaders have clear systems in place to ensure that bullying is dealt with if it occurs. This means that bullying is rare. Harassment or abuse are not tolerated, and staff support pupils if they raise any concerns. This leads to a positive and tolerant environment. Leaders make adjustments to the policy where appropriate, for example for pupils with additional needs. Pupils are happy to talk to visitors and share their experiences of being a pupil at the school. Most pupils engage well with learning and have positive attitudes. However, pupils do not consistently have the self-discipline and dedication to their learning that will enable them to achieve as well as possible.

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Curriculum and teaching Expected standard

The curriculum is broad and ambitious. It identifies clear endpoints and builds knowledge over time because it is well sequenced. Leaders review the curriculum and implement changes to increase the ambition of it further. Overall, this means that pupils are well prepared for the next stages in their education.

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Curriculum and teaching Expected standard

Teachers use their specialist subject knowledge to help pupils learn the specific content and subject vocabulary. Where teachers are non-specialists, leaders ensure they receive training that enables them to deliver the curriculum effectively. Where pupils have not secured reading, writing and mathematics skills on entry, leaders put effective support in place. This includes whole-school strategies for reading as well as targeted help. Leaders monitor pupils' progress to ensure their gaps in knowledge are closing.

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Curriculum and teaching Expected standard

Leaders have implemented a consistent structure for teaching. This is generally used well across subjects. In most classes, teachers use strategies to share new information, question pupils and check on their understanding. However, this is not yet consistent. Teachers' checks do not routinely spot or address pupils' gaps, and this hinders some pupils' progress.

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Curriculum and teaching Expected standard

The curriculum and teaching are adapted for pupils with additional needs, including those who are disadvantaged and those who have special educational needs and/or disabilities. In most lessons, this means that pupils can learn the curriculum well. On occasion, this is less consistent.

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Inclusion Expected standard

Leaders use a range of methods to identify pupils' needs. They work closely with families, primary schools and teachers to ensure they identify any barriers to pupils' learning. Leaders maintain clear oversight of provision for pupils with special educational needs and/or disabilities (SEND). They review their plans on a regular basis and make changes as required.

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Inclusion Expected standard

Positive relationships with families and engagement with external partners put pupils at the centre of leaders' approach to inclusion. All parties work together to identify the most suitable support for each pupil. This includes work with the local authority for pupils known, or previously known, to social care and liaison with alternative provisions.

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Inclusion Expected standard

Leaders provide appropriate information and training to ensure staff are equipped to meet pupils' needs and reduce barriers to learning. Staff use individual support plans and agreed strategies for all groups of pupils to enhance their opportunities. However, these are not consistently embedded across the school.

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Inclusion Expected standard

Leaders use additional funding strategically, such as the pupil premium grant for disadvantaged pupils. Their plans are informed by evidence, and they review the impact of these, for example checking that disadvantaged pupils are supported to achieve well.

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Inclusion Expected standard

The school's specially resourced provision for pupils with SEND is changing. Leaders ensure it continues to offer high-quality support during the transition.

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Leadership and governance Expected standard

Leaders know the school's strengths and areas to develop. They use this knowledge to drive improvement. They prioritise what needs to be done and take effective action. The impact of leaders' work is evident in the progress they have made, for example in raising pupils' attendance.

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Leadership and governance Expected standard

The governing body has a range of experience and is representative of the local community. Governors have developed their strategic oversight of the school in recent years. This is evident in how they have challenged leaders over decisions. Governors fulfil their statutory duties, including overseeing safeguarding systems. They know how important leaders' and staff wellbeing is and make this a priority.

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Leadership and governance Expected standard

Leaders have built very positive relationships with families. Their effective communications strategy means all stakeholders are well informed about any changes at the school. The community appreciates and values school leaders.

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Leadership and governance Expected standard

Purposeful professional development ensures that staff know how to fulfil their role and meet pupils' needs. Curriculum changes and pastoral support are well considered. Leaders ensure that they support pupils with barriers to their learning. They are determined that every pupil has the opportunity to succeed.

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Leadership and governance Expected standard

Staff enjoy working at the school. They feel supported by leaders to do their jobs to the best of their ability. The professional development programme links to the school's priorities, and the impact of this is evident in the classroom. Teachers, including those at an early stage of their career, value the opportunities they have to develop and succeed.

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Personal development and wellbeing Expected standard

The school has a comprehensive personal development programme. This includes the personal, social, health and economic (PSHE) education curriculum, tutor time, careers education and religious education. It also involves a wide range of extra-curricular activities and leadership opportunities.

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Personal development and wellbeing Expected standard

All pupils access this programme, with adaptations to support different pupil groups. Leaders prioritise supporting pupils to attend clubs and trips through financial and timetable alterations. This is effective at increasing participation, particularly for disadvantaged pupils.

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Personal development and wellbeing Expected standard

The personal development programme supports pupils to be positive members of society. Pupils are able to hold positive conversations, listening to each other and to staff. They are polite and interested in what others have to say in social situations.

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Personal development and wellbeing Expected standard

Pupils are enthusiastic about special events, such as the school's culture day, when they celebrate their individual heritage. Pupils recognise that this gives them the opportunity to learn about others' backgrounds and beliefs. This underpins pupils' understanding and acceptance of equality and diversity.

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Personal development and wellbeing Expected standard

Pupils develop their understanding of relationships and sex education (RSE) and health education at an age-appropriate level. Overall, pupils develop their knowledge well across the PSHE and RSE curriculums. However, it is not yet secure in all areas. For example, some pupils have a less confident understanding of fundamental British values, such as democracy and the rule of law or of the differences between people that need to be protected against discrimination.

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Personal development and wellbeing Expected standard

Leaders ensure pupils have access to high-quality careers advice. This enables them to make informed choices about their future. The 'life after Wavell' event gives pupils access to a wide range of employment and further education providers. Pupils learn about their choices post-16, as well as developing their understanding of university and the world of work.

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What it's like to be a pupil at this school

Pupils at The Wavell School enjoy learning. They follow a broad curriculum, which allows them to choose from a wide range of options in Year 10. Pupils generally experience effective teaching that enables them to develop their understanding. Over the past 3 years, pupils' achievements in national assessments have been close to national averages. Pupils with special educational needs and/or disabilities, those known or previously known to social care, those who are disadvantaged and those who face barriers to their learning and/or wellbeing receive tailored support at school. This enables all pupils to achieve well from their starting points.

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What it's like to be a pupil at this school

Pupils are included in all aspects of school life. They are encouraged to join clubs. For example, pupils have the opportunity to be part of the school production, book club, gardening club and a range of sports clubs. Pupils have opportunities to take on leadership roles at school. Leaders seek out pupils' views and look to act on these.

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What it's like to be a pupil at this school

'The Wavell Way', which describes 5 positive behaviours expected at school, is at the heart of the school. This is exemplified through the relationships between pupils and staff. Pupils conduct themselves well around school. They are polite to each other and to staff. Pupils feel safe, and they know who to speak to if they have any concerns. This includes the most vulnerable pupils. When bullying happens, leaders take appropriate action to stop it. Pupils recognise this.

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What it's like to be a pupil at this school

Pupils value their community and have a strong sense of belonging at school. This supports their positive attendance. Leaders' work with the local armed services helps pupils from forces backgrounds to thrive at school. Pupils are ready for the next step in their education, and in life more generally, because of the excellent support they receive.

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Next steps

• Leaders should ensure that adaptations to teaching consistently enhance the opportunities and experiences of pupils, including those who are disadvantaged. • Leaders should further continue to strengthen teaching approaches across the school, including effective checks for understanding, to ensure all pupils are able to achieve well. • Leaders should implement strategies to ensure that all pupils demonstrate a dedication to their learning that enables them to achieve well.

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About this inspection

The chair of the board of governors in this school is Lieutenant Colonel Jason Murdoch.

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Team inspectors:

Mary Davies, Ofsted Inspector Mike Serridge, Ofsted Inspector Amy Newman Newman, Ofsted Inspector Nicholas Simmonds, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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1,029

Close to average Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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1,029

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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1,029

The inspectors spoke with leaders, governors and the local authority during the inspection.

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1,029

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.

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1,029

The inspectors confirmed the following information about the school:

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1,029

The school includes provision for pupils with dyslexia.

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1,029

The school makes use of 10 alternative provisions, including 9 that are unregistered.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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What does this mean?

The type of Special Educational Needs provision provided at the school (if applicable).

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English and maths GCSE

Percentage of pupils who achieved grade 5 or above in English and maths GCSE.

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national average

2023/24 (final) 46.3% 45.9% Close to average

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Attainment 8

A measure of pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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(provisional)

2023/24 (final) 49.2 45.9 Close to average

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Progress 8

How much progress pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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national average

2023/24 (final) 0.20 -0.03 Close to average

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national average

2022/23 (final) 0.09 -0.03 Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils achieving grade 5 or above in English and maths GCSE.

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(provisional)

2023/24 (final) 26.3% 25.8% Close to average

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(provisional)

2022/23 (final) 17.1% 25.2% Close to average

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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(provisional)

2023/24 (final) 38.2 34.6 Close to average

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(provisional)

2022/23 (final) 35.2 35.0 Close to average

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils who achieved grade 5 or above in English and maths GCSE.

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2024/25 (2 term) 7.3% 8.1% Close to average

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national average

2023/24 (3 term) 8.5% 8.9% Close to average

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national average

2022/23 (3 term) 9.4% 9.0% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2022/23 (3 term) 23.5% 26.5% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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