The Vyne Community School

The Vyne Community School

Address: Vyne Road, Basingstoke, Hampshire, RG21 5PB Unique reference number (URN): 116440

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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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Attendance and behaviour Expected standard

Leaders understand the barriers that some pupils face in attending school. They take appropriate action to reduce these barriers and provide effective support where needed. As a result, most pupils, including those who are disadvantaged and those with special educational needs and/or disabilities (SEND), attend school regularly and punctually. Leaders have effective systems in place to ensure they respond swiftly to any changing patterns in attendance.

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Attendance and behaviour Expected standard

Leaders have high expectations for how pupils should behave. On the whole, pupils align to these expectations respectfully and behave well. Leaders understand why some pupils have greater challenges in managing their behaviour. They make appropriate adjustments to support pupils with SEND or those with other barriers to positive engagement.

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Attendance and behaviour Expected standard

Pupils interact positively during social times. Leaders have successfully reduced the occurrence of any boisterous or disruptive behaviour. Leaders are effective in managing any incidents of bullying. Pupils are confident that bullying and discrimination will not be tolerated.

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Attendance and behaviour Expected standard

On the whole, lessons are calm and free from disruption. Pupils are sometimes not as purposefully engaged in their learning as they could be, however. Some pupils are frequently late arriving to their lessons. Leaders are taking suitable steps to improve pupils' attitudes to learning.

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Curriculum and teaching Expected standard

Leaders have made recent improvements to how the curriculum is planned and delivered. Typically, pupils are introduced to new learning in an appropriate sequence that allows them to build their knowledge over time. Leaders have introduced common learning routines and expectations. This helps leaders to identify any variability in the quality of teaching. Leaders have a clear oversight of where teaching is less effective. They take take appropriate action to address this. As a result, pupils' learning experiences are becoming more consistently positive.

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Curriculum and teaching Expected standard

Typically, teachers know their subjects well. They explain content clearly and make regular checks on pupils' understanding. Sometimes, teachers do not explore the depth of pupils' knowledge as thoroughly as they could. When this happens, pupils are less confident to work independently and extend their thinking. Teachers help pupils to address misconceptions in their learning if these emerge during lessons. Sometimes, pupils are less well supported to address errors or gaps in their written work over time.

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Curriculum and teaching Expected standard

On the whole, pupils with special educational needs and/or disabilities (SEND), and those who are disadvantaged, learn effectively. Teachers make thoughtful adaptions so that pupils with SEND can participate fully in lessons. Pupils who are behind in their reading, writing or mathematics skills are supported to catch up.

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Inclusion Expected standard

Leaders have effective systems in place to accurately identify any barriers that pupils may have to their learning and/or wellbeing. Leaders work collaboratively with primary schools to ensure that pupils' needs are swiftly understood. Pupils with special educational needs and/or disabilities (SEND) receive well-considered support as soon as they join the school. Leaders regularly assess and review the impact of any support in place. They adapt this support appropriately in line with any emerging or changing needs. Leaders provide staff with helpful information about how best to meet pupils' needs in the classroom. Typically, staff have the expertise to reduce learning barriers for pupils, including those who access the school's specially resourced provision for SEND.

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Inclusion Expected standard

Leaders make effective use of pupil premium funding to improve the attendance, behaviour and achievement of disadvantaged pupils. They provide well-matched support, which enables disadvantaged pupils to move on to increasingly aspirational future pathways.

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Inclusion Expected standard

Leaders work in close partnership with wider professionals to ensure that pupils who are known, or previously known, to social care are able to learn effectively and thrive.

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Inclusion Expected standard

Alternative provision is used appropriately and only where it is in pupils' best interests.

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Personal development and wellbeing Expected standard

Pupils are well supported in their personal development and the quality of pastoral care they receive. Leaders have put in place a well-considered curriculum that allows pupils to revisit important learning at regular intervals. Staff make helpful adaptations, where needed, to support pupils who have particular barriers to their learning and/or wellbeing. Pupils learn about relationships and health education and sex education effectively. Pupils are alert to risks within their local community. They recognise the indicators of an unhealthy relationship. Typically, pupils are confident about how to keep themselves safe, both online and offline.

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Personal development and wellbeing Expected standard

Pupils understand the importance of equality. They know that discrimination is not acceptable. Sometimes, pupils are not as clear as they could be about the significance of some forms of derogatory language. Leaders recognise that there is further work to do in ensuring that pupils deepen their understanding around unacceptable prejudicial behaviours. Pupils learn about faiths, cultures and traditions that differ from their own. They enjoy opportunities to celebrate diversity in assemblies and events. Pupils know about the different British values. Pupils are developing their understanding about why these values support a fair and inclusive society.

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Personal development and wellbeing Expected standard

Pupils appreciate the wide range of enrichment opportunities available to them. Leaders ensure that pupils' views and needs are considered when planning clubs, trips and activities. As a result, disadvantaged pupils benefit from bespoke experiences that help to raise their aspirations and build their confidence.

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Personal development and wellbeing Expected standard

Pupils receive timely and appropriate careers guidance that supports their understanding of future pathways. Pupils with special educational needs and/or disabilities receive additional guidance to ensure they can progress to well-matched and ambitious destinations. Typically, pupils are well prepared for their next steps.

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Needs attention

Pupils welcome opportunities to take on leadership responsibilities. They are proud to represent their school in the wider community. Pupils understand the importance of being charitable and helping others.

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Achievement Needs attention

Pupils, including those who are disadvantaged, do not achieve consistently well in national examinations. Pupils' knowledge is less secure than it needs to be in some curriculum areas, including mathematics. As a result, pupils are sometimes less prepared than they could be for their next steps.

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Achievement Needs attention

Sometimes, pupils have knowledge gaps that are not closing sufficiently quickly. Often, pupils' knowledge is not as deeply embedded as it needs to be. When this is the case, pupils are less able to apply and develop their learning over time. The accuracy and quality of pupils' work varies.

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Achievement Needs attention

On the whole, pupils read and write fluently. Typically, pupils who are behind in their reading skills are supported to catch up quickly. Pupils are beginning to achieve well in subject areas where improvements in teaching have been more securely embedded. On the whole, pupils with special educational needs and/or disabilities make appropriate progress from their starting points.

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Leadership and governance Needs attention

Governors are not sufficiently knowledgeable about some aspects of their statutory duties. Where this is the case, governors do not check the school's work as thoroughly as they should. For example, governors rely on assurances provided by leaders about aspects of safeguarding, including the 'Prevent' duty. Leaders have not made sufficiently rapid impact in some areas of priority. For example, improvements to the curriculum have been quite recent and are not yet having the intended impact on pupils' outcomes. Safeguarding records are sometimes not as coherent as they could be to help build a precise picture of risk.

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Leadership and governance Needs attention

On the whole, leaders have an accurate understanding of the school's strengths and priorities for further improvement. Typically, governors check and challenge the quality of educational provision effectively. They hold leaders to account appropriately where standards need to improve.

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Leadership and governance Needs attention

Leaders act in the best interests of pupils, ensuring that they feel safe, happy and welcome in the school. Leaders are highly inclusive in their ethos. They are responsive to the changing needs of pupils, adapting provision where needed to support the most vulnerable pupils.

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Leadership and governance Needs attention

Leaders are considerate of staff wellbeing. They ensure that workload is taken into account when introducing new initiatives or making improvements to the school's work. Staff are proud to work in the school. They appreciate the professional learning opportunities that leaders provide to help develop their expertise. Teachers in the earliest stages of their career are well supported. They make a positive contribution to the school.

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

Pupils appreciate the many opportunities they have to explore their talents and interests. They enjoy participating in sporting and creative clubs. Pupils are proud to perform in shows and to represent the school in a range of community events. Staff ensure that pupils feel fully included in all aspects of school life.

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

Pupils recognise the importance of rules and routines. Typically, pupils meet the high expectations that staff have of them and behave well. Pupils are happy in school. Mostly, they attend school regularly. Pupils build positive relationships with staff and their peers. Pupils are safe. They are confident in staff to address any concerns or worries they have. Bullying is uncommon. Typically, pupils are respectful, tolerant and well prepared for life in modern Britain.

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

Teaching across the school has improved in recent years. As a result, pupils are becoming increasingly positive about their learning experiences. Sometimes, however, pupils do not engage as purposefully in their lessons as they could. For example, some pupils arrive late to lessons and miss important learning opportunities.

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

Pupils with special educational needs and/or disabilities (SEND) are generally well supported in the school. Staff understand pupils' needs. Typically, staff are effective in reducing any barriers that pupils with SEND have to their learning and/or wellbeing. Pupils who access the specially resourced provision for SEND are effectively supported. They participate successfully in learning alongside their peers.

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

Pupils' achievement in national examinations varies. While achievement is improving in some subject areas, this is not consistently the case across the curriculum and for different pupil groups. Pupils, including those who are disadvantaged, sometimes lack the skills and knowledge they need to be sufficiently well prepared for their next steps in education or employment. Pupils with SEND, generally make positive progress from their starting points.

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Next steps

Governors should ensure that their statutory safeguarding responsibilities are thoroughly fulfilled. Leaders should ensure that safeguarding records are used consistently and precisely so that patterns of risk can be readily identified and mitigated. Leaders should ensure that gaps in pupils' knowledge are swiftly identified, addressed and reduced. Leaders should continue to improve the quality and consistency of teaching across the school so that pupils achieve well across all curriculum areas.

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Team inspectors:

Christopher Doherty, Ofsted Inspector Julia Mortimore, Ofsted Inspector Andrew Morrison, 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. Leaders should ensure that their high expectations are consistently reinforced. In particular, leaders should ensure that pupils attend lessons on time and engage purposefully in their learning.

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About this inspection

The chair of the board of governors in this school is David Ross.

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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 the school leadership team, members of staff, groups of pupils, representatives from the governing body and a representative from the local authority.

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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

Inspectors confirmed the following information about the school:

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About this inspection

The school includes a specially resourced provision for pupils with special educational needs and/or disabilities. The provision caters for up to 12 pupils with speech, language and/or communication needs.

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About this inspection

The school makes use of 3 alternative provisions, including 2 that are unregistered.

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About this inspection

Headteacher: Nicola Pearce This data is from 2 June 2026

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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

2024/25 (final) 37.5% 45.4% 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) 43.0 46.1 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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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

2023/24 (final) 18.2% 25.8% Close to average

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national average

2022/23 (final) 18.8% 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) 32.1 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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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 (3 term) 8.8% 8.4% Close to average

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national average

2023/24 (3 term) 8.7% 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

2024/25 (3 term) 21.3% 23.4% Close to average

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national average

2023/24 (3 term) 25.0% 25.6% Close to average

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national average

2022/23 (3 term) 26.9% 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. 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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