Wombourne High School

Wombourne High School

Address: Ounsdale Road, Wombourne, Wolverhampton, West Midlands, WV5 8BJ Unique reference number (URN): 141343

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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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Leadership and governance Expected standard

The school has experienced a period of instability over the past 2 years, including significant changes in leadership and a range of wider challenges. With support from the trust, leaders have navigated steadfastly through these difficult times, maintaining a clear focus on the best interests of pupils. They have not allowed this instability to dilute their ambitious vision for the school and have emerged from this period with renewed clarity and purpose. Leaders have accelerated the pace of improvement and, while there remains work to do, meaningful progress has been made in many areas. For example, improvements are evident in the development of the curriculum, the 'enhanced curriculum' personal development offer, sixth- form provision and the consistency of learning routines in lessons. These improvements are having a positive impact for pupils.

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Leadership and governance Expected standard

Governance is effective. Trustees and governors ask probing and challenging questions of leaders. They are alert to potential risks to further improvement and provide appropriate support and challenge. They have an accurate understanding of the school’s strengths and the areas that require further development, and they work closely with leaders to address these.

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Leadership and governance Expected standard

Professional development for staff is effective. It is closely aligned with school priorities and supports staff to improve their practice. Staff feel supported and valued, and leaders are mindful of staff workload and wellbeing. Despite recent challenges, staff remain ambitious for the school and its pupils, and they work collaboratively to bring about improvement.

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Leadership and governance Expected standard

Recent instability has, however, had a negative impact on relationships with some parents and carers. As a result, a minority have lost confidence in the school.

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Personal development and wellbeing Expected standard

Leaders have developed a comprehensive personal development programme that extends across the whole school day. This begins with a purposeful tutor time session in which pupils read together, engage with the school's character curriculum and prepare for the day ahead. The personal, social, health and economic education (PSHE) curriculum is carefully planned and sequenced. It is taught by knowledgeable staff and extends across other academic lessons. As a result, pupils develop the knowledge they need across a broad range of topics, including healthy relationships, consent, online safety and physical and mental health. The PSHE curriculum also teaches pupils about kindness, fairness, mutual respect for all, the rule of law and individual difference. In PSHE lessons, teachers make regular checks to ensure that pupils have remembered the important knowledge that will help them make informed decisions about their health and wellbeing. The school provides effective

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Personal development and wellbeing Expected standard

pastoral support and care. This helps pupils to feel valued. All of these elements come together to prepare pupils well for life beyond the school gates as local, national and global citizens.

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Personal development and wellbeing Expected standard

Each week, pupils participate in the ‘enhanced curriculum’ during the school day. During this time, pupils and staff come together in a wide range of activities that promote and nurture pupils’ interests and talents. Leaders have designed this offer carefully so that there is

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Needs attention

something for everyone. Consequently, there is a broad and varied range of opportunities, including activities such as media club, swimming, robotics and cultural art. Staff actively encourage pupils to try different activities each term. This is a strength of the school and a rich addition to life at Wombourne High School. It helps pupils to build strong relationships with staff and fosters a strong sense of community. Pupils told inspectors that they value these opportunities highly.

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Needs attention

Pupils receive comprehensive careers advice and guidance. They learn about a range of different careers through the curriculum, although links to careers are not consistently developed across all subjects. Leaders make sure that all pupils have opportunities to hear from visitors from a range of professions. This helps pupils to consider the full range of options available to them when they leave school and helps to prepare them for their next steps.

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Post-16 provision Expected standard

The sixth form is a valued and important part of the school. Students were unequivocally positive about their sixth form when talking to inspectors. They actively contribute to the wider life of the school, for instance, mentoring and supporting younger pupils and taking the lead on school and community events, such as 'Wombo bingo' and a winter ball for key stage 3 pupils.

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Post-16 provision Expected standard

The sixth form offers a broad range of qualifications that is set to grow as it expands. The curriculum in each subject is well planned, with new ideas and concepts building on what has gone before. Leaders have ensured that this curriculum is taught effectively. Each teacher knows each pupil and makes sure that no gaps or misconceptions appear that could hinder their progress. Consequently, pupils generally achieve well and their progress and achievement in national tests is in line with national averages.

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Post-16 provision Expected standard

Students are well prepared for life beyond sixth form. They know about the full range of pathways that they can follow when they leave and are well supported to take the next steps that are right for them. They benefit from a wider offer that readies them for the challenges of adulthood, helping them to learn about issues such as student loans and personal finance.

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Achievement Needs attention

Overall achievement, including the achievement of disadvantaged pupils, is broadly in line with national averages. However, pupils' achievement in national tests and examinations is below average in several key subject areas. This variation means that pupils do not achieve as well as they should across their full range of qualifications.

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Achievement Needs attention

Pupils typically take pride in their work and most are ready for their next stage of education, employment or training. This is because leaders have considered the wider skills and knowledge needed for success in Year 11 and beyond. For instance, the school’s approach to reading fosters a love of reading and supports pupils who need additional help to read well. In addition, key stage 3 pupils have dedicated oracy lessons to help them learn how to articulate their thoughts and ideas clearly. All pupils, including those with special educational needs and/or disabilities, benefit from these whole-school approaches.

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Attendance and behaviour Needs attention

Overall attendance is broadly similar to national averages. Leaders analyse attendance carefully. This generally enables them to identify patterns and trends in absence and to take actions to improve attendance. However, these actions are not having sufficient impact. As a result, attendance for some groups and individuals, including disadvantaged pupils, remains too low and is not improving quickly enough over time.

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Attendance and behaviour Needs attention

Leaders have raised the school's expectations for pupils’ behaviour. Pupils understand what is expected of them, and most rise to these expectations. As a result, the school is calm and orderly for much of the time. Pupils and staff work together purposefully in lessons, and relationships are warm and respectful. Pupils' attitudes to learning are typically positive and they are keen to do well. However, a small number of pupils, many of whom are disadvantaged or have special educational needs and/or disabilities, struggle to meet the school's behaviour expectations. Support for these pupils is not consistently effective in helping them to improve their behaviour. As a result, they continue to make poor choices that disrupt their learning. The frequent use of sanctions then leads to the repeated loss of learning time for these pupils. Instances of bullying and the use of derogatory language occur. However, these are not widespread and staff typically address them effectively.

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Curriculum and teaching Needs attention

The school's approach to teaching is rooted in a clear understanding of how pupils learn. This has led to the introduction of clear lesson routines that are intended to support pupils' learning. However, the curriculum is not taught consistently well. In some cases, teachers do not use the school-wide routines to accurately identify pupils’ starting points or to check pupils' understanding. This prevents teachers from making changes or adaptations to their teaching where needed, for example, by revisiting important knowledge or by deepening pupils' thinking further. This means that some pupils do not develop the detailed understanding they need for their future learning.

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Curriculum and teaching Needs attention

By contrast, in the most effective lessons, teachers draw on their subject knowledge to explain new ideas clearly. They use agreed routines and approaches well. For example, teachers ask purposeful questions and provide opportunities for pupils to apply their knowledge using well-chosen resources. In these lessons, teachers and pupils work together to reflect on pupils' learning and identify how they can improve. This helps pupils to learn and supports their achievement.

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Curriculum and teaching Needs attention

Leaders' work to improve the curriculum has been effective. This has resulted in an ambitious curriculum for all pupils. Leaders have ensured that all staff have the subject knowledge and expertise to teach the curriculum content effectively in their subjects in each year group. However, some pupils told inspectors that in some subjects, ongoing staffing issues are impacting negatively on their learning.

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Inclusion Needs attention

The experience of disadvantaged pupils, those known to children's social care and those with special educational needs and/or disabilities in lessons is mixed. In some lessons, teachers do not consistently meet pupils’ needs. This is because some pupils’ needs are not identified precisely and, at times, teachers do not make effective use of the information available to them.

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Inclusion Needs attention

Leaders have begun to address this. For instance, they have revised and strengthened the systems and processes for identifying pupils' specific needs, and they have made improvements to the everyday high-quality teaching that these pupils receive. Leaders have provided staff with relevant training and have introduced systems to quality assure pupils' experiences in lessons. These changes reflect leaders’ ambition and high expectations for these pupils. The picture is improving. However, the impact of these improvements is not fully evident. Leaders recognise that further work is required to ensure sustained improvements in the learning and achievement of vulnerable pupils.

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Inclusion Needs attention

Leaders use additional funding appropriately to support disadvantaged pupils. They measure the impact of their actions so that this funding benefits pupils. A small number of pupils attend carefully selected alternative provision when leaders decide it is in pupils' best interests. Leaders monitor these placements to ensure pupils attend well, are safe and are making progress.

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

Most pupils enjoy their time at Wombourne High School. They are welcomed each day by staff who care about them and want them to succeed. In many lessons, pupils learn well and make progress. However, in some lessons, their learning is less secure. This is because teachers are not consistently alert to gaps in pupils’ knowledge or how best to meet their individual needs and help them overcome barriers to learning. This is particularly the case for disadvantaged pupils and those with special educational needs and/or disabilities. As a result, while pupils achieve outcomes in line with national averages in many subjects, this is not consistent across all areas. Some disadvantaged pupils do not attend well, and this hinders their achievement further.

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

In the sixth form, students typically achieve well from their starting points because the curriculum is taught effectively. They receive strong careers education, information, advice and guidance, which prepares them well for their next steps. Students contribute positively to the wider school community and act as positive role models for younger pupils.

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

Pupils particularly enjoy the school's 'enhanced curriculum', which is part of the programme for pupils' personal development and is a strength of the school. Pupils use this as an opportunity to develop their talents and interests, supported by their teachers. All pupils take part in these activities each week, and this helps to broaden pupils' horizons and strengthen the school community.

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

Pupils told inspectors that they feel safe in school and that there is an adult they can talk to if they have concerns. They understand that expectations for behaviour have been raised, and many respond positively. As a result, lessons are typically calm and purposeful. Most pupils are kind and respectful to staff, visitors and each other. Although some bullying and unkind behaviour occur at times, pupils trust staff to take swift and effective action to address it when it does. However, some pupils find it difficult to meet the school’s raised expectations for behaviour. For these pupils, support is not yet consistently effective in helping them to improve. As a result, these pupils struggle to meet expectations in lessons and during social times, and they miss too much learning due to sanctions. Many of these pupils face additional barriers to their learning.

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Next steps

Leaders should ensure that all staff know and understand the specific barriers to learning that vulnerable pupils face, and that they use effective strategies in lessons so that pupils overcome these and learn well. Leaders should ensure that all teachers use the school-wide pedagogical approaches and routines to identify pupils’ starting points accurately and to check pupils' understanding, in order to inform and adapt their teaching so that it meets pupils' needs consistently. Leaders should ensure that key stage 4 pupils achieve well in all subjects by improving their outcomes in those areas where attainment is currently weaker. Leaders should ensure that all pupils, especially those who are vulnerable, benefit from the support they need to improve their behaviour so that they can participate fully in lessons and wider school life. Leaders should ensure that they use their analysis of pupils' attendance to inform their

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Next steps

approaches so that disadvantaged pupils overcome their specific barriers to regular attendance at school. Leaders should continue their work to forge and rebuild constructive relationships with all parents and carers, and to work in partnership with them so that they can see the impact of the actions being taken to improve the school.

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About this inspection

This school is part of Invictus Education 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), Edward Vitalis, and overseen by a board of trustees, chaired by Jessica Heale.

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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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Team inspectors:

Martin Spoor, Ofsted Inspector Russell Hinton, Ofsted Inspector Jacqueline Newsome, Ofsted Inspector Geoff Renwick, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 19 May 2026

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What does this mean?

Inspectors spoke with the headteacher, other senior leaders and staff. The lead inspector also met with the CEO and members of the executive leadership team, as well as trustees and members of the local academy committee. An inspector spoke with a representative from one of the alternative providers that the school uses. Inspectors also spoke to pupils informally during the school day, as well as in pupil meetings.

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What does this mean?

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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What does this mean?

The inspectors confirmed the following information about the school:

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What does this mean?

The school currently makes use of 3 alternative provisions, all of which are registered.

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What does this mean?

Since the last inspection, a new headteacher has been appointed to the school.

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What does this mean?

Headteacher: Nick Bradnick-Thompson 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 6 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 needs support 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

2024/25 (final) 38.7% 45.4% Close to average

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national average

2023/24 (final) 42.6% 45.9% Close to average

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national average

2022/23 (final) 40.1% 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) 42.1 46.1 Close to average

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national average

2023/24 (final) 44.0 45.9 Close to average

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national average

2022/23 (final) 45.4 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) -0.08 -0.03 Close to average

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national average

2022/23 (final) -0.20 -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

2024/25 (final) 18.8% 25.8% Close to average

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national average

2022/23 (final) 16.7% 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) 35.5 34.9 Close to average

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national average

2022/23 (final) 33.6 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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national average

2023/24 (final) -0.68 -0.57 Close to average

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national average

2022/23 (final) -0.80 -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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A-level average point score

The average points that students achieved per A-level entry.

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national average

2024/25 (final) 31.99 35.00 Close to average

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A-level value added

A score showing students’ progress between the end of key stage 4 and the end of their academic qualification studies.

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national average

2024/25 (final) 0.0 0.0 Close to average

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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) 8.3% 8.4% Close to average

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national average

2023/24 (3 term) 9.2% 8.9% Close to average

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national average

2022/23 (3 term) 9.5% 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) 23.7% 23.4% Close to average

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national average

2023/24 (3 term) 26.5% 25.6% Close to average

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national average

2022/23 (3 term) 28.5% 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.

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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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Urgent improvement

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