Winchcombe School

Winchcombe School

Address: Greet Road, Winchcombe, Cheltenham, Gloucestershire, GL54 5LB Unique reference number (URN): 136764

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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 typically complete their chosen qualifications successfully. Pupils who are disadvantaged achieve in line with their peers nationally. Historically pupils have not achieved as highly in some subjects as they do in others. Leaders have acted swiftly to make improvements to the curriculum and teaching to address these differences. Staff support and challenge pupils to produce high-quality work. Pupils with barriers to their learning, such as special educational needs and/or disabilities, make positive progress from their starting points. Consequently, pupils are increasingly better prepared for their next stage of education.

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Achievement Expected standard

Leaders prioritise making sure that all pupils have secured the foundational skills of literacy, numeracy and oracy so that they can be successful in their learning. Where pupils have not yet secured those skills, staff provide swift and effective support. For example, bespoke reading intervention helps to improve pupils’ reading fluency and comprehension.

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Attendance and behaviour Expected standard

The school and the trust have high expectations for pupils' attendance. Pupils understand the importance of being in school so that they do not miss learning. Leaders have worked with great determination to raise overall attendance and reduce persistent absence, particularly for pupils with special educational needs and/or disabilities. Strategies, such as the recently opened internal alternative provision, are helping pupils overcome any barriers to attendance. However, despite these significant improvements, leaders recognise that some pupils still miss too much time in school.

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Attendance and behaviour Expected standard

Leaders have raised the expectations for the conduct of pupils. Pupils are clear about how they should behave. They show positive attitudes towards their learning and have pride in their work. Consequently, lessons are calm and pupils can learn without disruption. Pupils are polite and respectful towards each other and to staff. Bullying is rare and pupils are confident to report concerns to trusted adults, knowing that any form of unkind behaviour is not tolerated. When pupils need additional help to change their behaviour, staff act quickly. This means that the use of suspensions and other sanctions has also significantly reduced.

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Curriculum and teaching Expected standard

Leaders have planned the curriculum to be broad and ambitious. Curriculum leaders have recently reviewed their subjects to ensure that topics are carefully sequenced to build on pupils’ prior learning. Pupils learn the specific vocabulary used within each subject. As a result, the curriculum prepares pupils well for their qualifications.

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Curriculum and teaching Expected standard

Leaders have identified the teaching strategies that best support pupils to learn and remember the curriculum. Teachers typically use these effectively to explain concepts and check that pupils understand. This particularly supports pupils with special educational needs and/or disabilities to learn, as well as their peers. However, at times, teachers do not use assessment information effectively to adjust activities so that they resolve any gaps and misconceptions.

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Curriculum and teaching Expected standard

Leaders have prioritised developing pupils’ core skills in mathematics, literacy and oracy. They encourage pupils to read frequently. Staff quickly identify pupils who are not yet confident and accurate readers or writers. Well-trained staff effectively support these pupils to catch up and keep up with their peers. Leaders are now focused on developing pupils’ extended writing skills so that they can demonstrate their depth of understanding in all aspects of the curriculum.

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Inclusion Expected standard

Leaders have high aspirations for all pupils to achieve well. Leaders quickly and accurately identify the individual needs of pupils. Staff implement appropriate strategies to help pupils over come barriers to learning and/or their wellbeing. For example, providing additional literacy lessons or access to mental health sessions. Leaders monitor how well this additional support is helping pupils to progress. The school’s ‘team around the child’ meetings bring together academic and pastoral information, so that staff can check that all pupils have what they need to thrive.

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Inclusion Expected standard

Leaders have trained teachers to support pupils with special educational needs and/or disabilities. Teachers have the information they need about individual pupils to inform their planning of teaching activities. Typically, teachers use these strategies appropriately so that these pupils can learn as well as their peers.

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Inclusion Expected standard

Leaders use additional funding, such as the pupil premium, to support pupils to be successful in their learning. For example, through access to additional enrichment activities. The school has recently opened its own internal alternative provision to support pupils to re- engage with education. The first pupils to attend this programme are highly positive about the difference this help has made to their education.

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Leadership and governance Expected standard

Leaders and those responsible for governance have correctly identified the development priorities for the school. Leaders make decisions in the best interests of the pupils. Where they identify an area for improvement, leaders act swiftly to make the changes needed. For example, the positive impact of leaders’ work is evident in the improvements in attendance and the changes to the curriculum.

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Leadership and governance Expected standard

The trustees and local governors are clear about their roles and responsibilities. Together they ensure that they fulfil their statutory duties, such as overseeing safeguarding. The trust is continuing to develop the ways in which it both supports and challenges leaders to continue to make improvements to the school. The school proactively seeks collaboration with other education partners. Leaders both share their expertise and learn from others.

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Leadership and governance Expected standard

The school, with the support of the trust, ensures that staff have high-quality professional learning opportunities so that they continually develop their expertise in their roles. Ongoing training and coaching is helping teachers, including those early in their careers, to improve their classroom practice. Staff are highly positive about the care that leaders show for staff workload and wellbeing. Staff have great faith in the leadership of the school and are proud to work there.

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Leadership and governance Expected standard

Leaders and governors are proactive in seeking the views and support of the wider community. Parents are highly positive about the school. They praise the recent improvements in behaviour, the caring approach of staff and the wide range of extracurricular opportunities available for pupils.

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Personal development and wellbeing Expected standard

Leaders have planned a personal development curriculum that prepares pupils well for healthy adult lives. For example, pupils learn about relationships, online safety and mental health in age-appropriate ways. Leaders adapt the curriculum to ensure that pupils learn topics at the most relevant time. Pupils learn about current affairs. They have opportunities to discuss and debate moral issues. Pupils understand the values that are important in modern Britain, such as tolerance and individual liberty.

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Personal development and wellbeing Expected standard

The careers programme is a strength of the school. It has been carefully planned to ensure that pupils have the information they need to be ambitious for their next steps into education, employment or training. The annual ‘Life Beyond Winchcombe' event, work experiences and mock interviews give pupils multiple opportunities to learn about the world of work. Leaders ensure that pupils leaving Year 11, particularly those who are disadvantaged, progress to education or training that aligns with their aspirations and interests.

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Personal development and wellbeing Expected standard

Staff encourage pupils to take part in a range of extra-curricular activities. Chess leagues, spelling bees and school productions are just some of the opportunities that pupils have to discover and develop their talents and interests. Trips enhance the curriculum, for example bringing aspects of the geography curriculum to life. They also provide cultural experiences such as visiting a university or completing the Duke of Edinburgh's Award. Pupils are proud of the student leadership roles that they have been given. Head Students and Peer Counsellors act as role models to other pupils. Where pupils face a barrier to taking part in an activity, leaders always seek to help. Consequently, increasing numbers of pupils are taking part in the wider life of the school.

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

Pupils at Winchcombe School are very proud of their school. They know that adults will help and support them with their learning and their wellbeing. Pupils typically achieve well in most areas of the curriculum. Where pupils have not made as much progress from their starting points as they should, leaders have acted quickly to improve the curriculum and adapt teaching to meet pupils’ needs. This means that pupils are increasingly better prepared for their next steps in education, employment or training.

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

Pupils have positive relationships with their peers and staff. This makes them feel safe. Pupils joining the school are quickly welcomed into the school community. Pupils appreciate the clarity about the expectations for their behaviour. This means that typically pupils show positive attitudes towards their learning and lessons are not disrupted. On the rare occasion that bullying occurs, pupils report concerns to adults and peer mentors so that issues are quickly resolved.

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

Pupils know that it is important to attend school regularly so that they do not miss learning. Most pupils attend well. Where a pupil finds it difficult to attend school, staff work with the pupil and their family to understand and overcome any barriers.

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

Student leaders act as role models for other pupils. Pupils are keen to help improve the school for the benefit of everyone. For example, the Eco Club have created a Zen Garden where pupils and staff can find a moment of calm to support their wellbeing.

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

Pupils have a wide range of opportunities to develop their talents and interests. Pupils are proud to represent the school at sports, perform in school productions and raise money for charities. They develop employability skills through workshops with local businesses and higher education providers. These opportunities prepare pupils well for their adult lives.

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Next steps

Leaders should ensure that staff have the expertise they need to consistently identify gaps in pupils’ knowledge and understanding and use this information to help pupils to close these gaps quickly. Leaders should continue to embed the attendance support strategies so that attendance continues to rise for all pupils.

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About this inspection

The school is part of the Balcarras Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the interim chief executive officer, Helen Wood, and overseen by a board of trustees, chaired by Bernard Roberts.

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About this inspection

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

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About this inspection

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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About this inspection

Inspectors spoke with school and trust leaders. Inspectors also spoke with teaching staff, support staff and representatives of those responsible for governance.

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About this inspection

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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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The headteacher took up their post in September 2025.

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Team inspectors:

Alison Naylor, Ofsted Inspector Benjamin Houghton, Ofsted Inspector Jo Butler, 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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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 school makes use of 4 alternative provisions, including 3 that are unregistered.

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What does this mean?

Headteacher: Parin Gohil 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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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) 48.5% 45.9% Close to average

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national average

2022/23 (final) 48.5% 45.3% 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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national average

2024/25 (final) 42.8 46.1 Close to average

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national average

2023/24 (final) 47.7 45.9 Close to average

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national average

2022/23 (final) 47.5 46.3 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) -0.01 -0.03 Close to average

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national average

2022/23 (final) 0.18 -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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national average

2022/23 (final) 30.8% 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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national average

2024/25 (final) 33.7 34.9 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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national average

2023/24 (final) -0.72 -0.57 Close to average

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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

2023/24 (3 term) 9.3% 8.9% Close to average

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national average

2022/23 (3 term) 9.1% 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) 30.9% 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.

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Urgent improvement

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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