Whitstone

Whitstone

Address: Charlton Road, Shepton Mallet, Somerset, BA4 5PF Unique reference number (URN): 137192

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Attendance and behaviour Expected standard

Pupils typically attend school regularly. Although this has not always been the case, leaders now promote the importance of attendance. They analyse information to identify any patterns of absence. Leaders use this information to provide effective support to pupils. As a result, most pupils, including those who are disadvantaged, now attend school more regularly.

p.2

Attendance and behaviour Expected standard

Leaders and staff build warm, positive relationships with pupils. The school provides effective pastoral care. Leaders and staff are positive role models, demonstrating kindness and compassion.

p.2

Attendance and behaviour Expected standard

On the whole, staff understand and apply the school’s behaviour policies appropriately. Pupils behave well. Typically in lessons, they have positive attitudes towards their learning. Pupils treat each other with respect and cooperate willingly. During social times, pupils generally demonstrate self-discipline. Bullying is rare and pupils are rightly confident that leaders will resolve such matters quickly and effectively. Leaders have recently taken actions to promote positive behaviour. There is increased support for pupils with wellbeing needs or other additional needs. The result of this is reflected in a reduction in the rate of suspensions, including for pupils with special educational needs and/or disabilities or those who face other disadvantages.

p.2

Inclusion Expected standard

Staff identify and assess the needs of disadvantaged pupils, those with special educational needs and/or disabilities (SEND) and pupils known to social care, through coordinated pastoral, academic and safeguarding systems. This work shapes a secure understanding of pupils' needs and the targeted support that is needed to help remove barriers. Leaders respond quickly to any changing needs pupils may have. While these systems are mostly effective, leaders recognise the need for further refinement.

p.2

Inclusion Expected standard

Leaders provide staff with evidence-informed training. Generally, they use this to implement effective support strategies for pupils with SEND. Leaders work with families, external professionals and the local authority to shape pupils' experiences and raise aspirations.

p.2

Inclusion Expected standard

Leaders ensure that extra funding to support disadvantaged pupils and those known to social care is used appropriately. They monitor the effectiveness of their actions routinely to ensure they remove barriers to learning and wellbeing. For example, the ‘Horizons Plus’ group provides a carefully considered programme to broaden pupils' experiences and ambitions effectively, for example through talks, visits and a focus on skills preparing them for life outside school. Leaders use alternative provision and the outdoor education facility appropriately for those pupils who require additional wellbeing support.

p.2

Personal development and wellbeing Expected standard

The school provides a coherent and well-structured programme that promotes pupils' wider development. The curriculum develops pupils’ understanding of modern Britain. Pupils learn through a well-considered relationships, sex and health education programme that helps them understand how to stay safe and make informed choices. For instance, pupils learn how to keep themselves safe when online. They also deepen their understanding of democracy, free speech and fundamental British values. This is achieved through the curriculum and practical experiences, such as visits to the Houses of Parliament. In addition, the wider curriculum, such as physical education, helps pupils look after their physical and mental health. There is effective pastoral care and warm relationships between staff and pupils. The outdoor education provision is used to support some pupils with their wellbeing.

p.3

Personal development and wellbeing Expected standard

Leaders ensure pupils broaden their horizons, social skills and interests during their time at the school. This includes trips to enrich their learning, such as to Corfe Castle, or personal challenges such as the Duke of Edinburgh’s Award. Leaders remove any barriers to participation for disadvantaged pupils or those who have special educational needs and/or disabilities. There are a range of clubs and groups that support pupils to develop their talents and interests. For example, there are sports clubs, such as basketball and touch rugby, and music concerts that pupils can take part in. The activities week also provides meaningful enrichment.

p.3

Personal development and wellbeing Expected standard

Leaders plan a range of careers events for each year group that means pupils are well informed about the possible routes available for their next steps. This includes opportunities to work with employers to experience the world of work and an annual careers fair. Leaders work closely with employers and families to remove any barriers that pupils face in accessing these experiences.

p.3

Achievement Needs attention

Pupils' attainment is below national averages. There are a significant minority of pupils who have gaps in their learning including some pupils with special educational needs and/or disabilities. These gaps hinder their progress through the curriculum and are seen in the quality of pupils’ work. Some pupils are not able to communicate their understanding in writing as clearly or as effectively as they should.

p.3

Achievement Needs attention

Some pupils have gaps in their basic literacy and numeracy skills. At times, these gaps are not addressed precisely or early enough. As a result, these pupils do not achieve as well as they could. Although many pupils move on to appropriate next steps in education, employment or training, they are not always sufficiently well prepared. For example, some pupils lack the secure knowledge and skills they need.

p.3

Curriculum and teaching Needs attention

On the whole, pupils follow a broad and ambitious curriculum. Leaders have designed the curriculum carefully to build pupils' knowledge over time. However, inconsistencies in teaching prevent some pupils from learning as successfully as they could. For example, some staff do not identify gaps in pupils' knowledge or adapt teaching effectively to meet pupils' needs, including those with special educational needs and/or disabilities. As a result, some gaps in pupils’ knowledge persist.

p.4

Curriculum and teaching Needs attention

In some subjects, pupils do not have sufficient opportunities to write in depth. This hinders some pupils from applying and deepening their knowledge. Pupils with gaps in their knowledge in the foundations of reading and mathematics get the support they need. However, it is not always monitored closely to make sure it is having the effect that leaders want, or precise enough to close gaps quickly. Leaders understand the improvements that need to be made to the quality of teaching. Their work to do this is at an early stage.

p.4

Leadership and governance Needs attention

Leaders have a broad awareness of the school’s strengths and areas for development. Their understanding of the quality of teaching and achievement lacks precision at times. This means they have been too slow to make improvements to the school. The weaknesses in teaching have resulted in pupils, including those with additional needs, not achieving well. Leaders have introduced an appropriate professional learning programme for staff. This has started to strengthen the expertise of teachers generally. However, leaders do not have an accurate understanding of the effectiveness of it.

p.4

Leadership and governance Needs attention

Leaders have recently started to take action to improve pupils’ attendance and behaviour. This has been appropriate. As a result, pupils typically attend well and suspensions have been reduced significantly. Leaders are ambitious for these improvements to continue. While leaders use information to check that their actions in this area are working, their checks are sometimes not precise enough.

p.4

Leadership and governance Needs attention

Trustees understand and fulfil their statutory responsibilities. However, their support and challenge of leaders have not been robust enough. As a result, they do not have a precise picture of how effective leaders’ work is, for example in improving the quality of teaching.

p.4

Leadership and governance Needs attention

Leaders are supportive of staff wellbeing and take appropriate action to reduce their workload. Staff feel valued, proud to work at the school and involved in its future. Leaders and trustees have started to build positive relationships with the wider community. This includes working with parents to support pupils’ needs, as well as the wider community to build trust and cooperation.

p.4

Leadership and governance Needs attention

Leaders act in the best interests of pupils, including disadvantaged pupils, generally making sure that they benefit fully from the experiences and activities available at the school.

p.4

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

Pupils are friendly, respectful and usually treat each other with care. Pupils feel valued and supported, which helps them thrive socially. Most show positive attitudes to school and say that leaders’ actions have improved pupils’ behaviour. This allows them to be focused during lessons and feel safe at school. They know there are adults they can trust. Pupils are confident that staff will listen and take action if they have worries. Bullying does not happen often. When incidents occur, leaders respond quickly and deal with them well.

p.5

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

Most pupils enjoy learning. However, the quality of teaching that they receive is too variable. Teaching does not routinely identify and close gaps in pupils’ knowledge and skills. Consequently, some pupils do not progress through the curriculum as well as they should. Some disadvantaged pupils and some pupils with special educational needs and/or disabilities (SEND) do not achieve as well as they could. As a result, pupils’ achievement overall in national tests and examinations is variable.

p.5

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

Pupils can take part in a range of wider curriculum and enrichment experiences. These include trips to support their learning, such as history trips to Corfe Castle. There are a variety of clubs to take part in. For example, in foreign films, dance, table-top role-playing games and the Duke of Edinburgh’s Award. There are also opportunities to go on international visits, such as cultural tours in Europe and ski trips. Pupils appreciate these activities, however not as many participate as staff would like.

p.5

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

Pupils understand that attending school is important. As a result, attendance, particularly for pupils with SEND and disadvantaged pupils has improved.

p.5

Next steps

Leaders should ensure that assessment strategies are consistently well embedded and teachers use assessment information to tailor teaching appropriately. Leaders should take appropriate actions to ensure that gaps in pupils’ foundational knowledge are identified quickly and addressed in a systematic and effective way. Leaders, including those responsible for governance, should evaluate precisely the impact of their improvement work, including the implementation of the curriculum, to ensure pupils achieve well. Leaders should ensure that the personal development programme is tailored to pupils' aspirations so the impact is clear on the outcomes and experiences of all pupils.

p.5

About this inspection

The school is part of a single academy trust. The trust is overseen by a board of trustees, chaired by Kate Lovell.

p.5

About this inspection

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

p.5

Team inspectors:

Andrew Lovett, Ofsted Inspector Helen Kerr, Ofsted Inspector Sarah Parsons, Ofsted Inspector

p.6

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.

p.6

Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 6 May 2026

p.6

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. 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.

p.6

What does this mean?

Inspectors spoke with school leaders, teachers, pupils and trustees during the inspection.

p.6

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.

p.6

What does this mean?

The inspectors confirmed the following information about the school:

p.6

What does this mean?

The school currently makes use of one alternative provision, including none that are unregistered.

p.6

What does this mean?

Headteacher: Matthew Pike National average: 1,067

p.6

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.

p.7

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

p.7

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.

p.7

What does this mean?

The proportion of pupils with reported special educational needs support at the school. National average: 13.4%

p.7

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.

p.8

What does this mean?

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

p.8

English and maths GCSE

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

p.8

national average

2023/24 (final) 42.7% 45.9% Close to average

p.8

national average

2022/23 (final) 37.8% 45.3% Close to average

p.8

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.

p.8

national average

2023/24 (final) 43.6 45.9 Close to average

p.9

national average

2022/23 (final) 43.9 46.3 Close to average

p.9

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.

p.9

national average

2023/24 (final) 0.06 -0.03 Close to average

p.9

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.

p.9

Disadvantaged pupils' English and maths GCSE grade 5 or above

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

p.9

national average

2024/25 (final) 27.3% 25.8% Close to average

p.9

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.

p.9

national average

2024/25 (final) 33.4 34.9 Close to average

p.10

national average

2022/23 (final) 31.8 35.0 Close to average

p.10

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.

p.10

national average

2023/24 (final) -0.85 -0.57 Close to average

p.10

national average

2022/23 (final) -0.46 -0.57 Close to average

p.10

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.

p.10

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.

p.10

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.

p.11

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.

p.11

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).

p.11

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.

p.12

Persistent absence

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

p.12

national average

2024/25 (3 term) 27.4% 23.4% Close to average

p.12

national average

2023/24 (3 term) 29.8% 25.6% Close to average

p.12

national average

2022/23 (3 term) 27.6% 26.5% Close to average

p.12

Exceptional

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

p.12

Strong standard

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

p.12

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.

p.12

Needs attention

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

p.13

Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

p.13

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.

p.13

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.13

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.13

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.13

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.13