Highworth Warneford School

Highworth Warneford School

Address: Shrivenham Road, Highworth, Swindon, SN6 7BZ Unique reference number (URN): 150277

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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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Personal development and wellbeing Strong standard

Leaders' approach to pupils’ personal development and wellbeing is coherent and designed with consideration of the local context. Pupils gain a wide, rich set of experiences that enrich their lives now and broaden their horizons for the future. Leaders reduce barriers to pupils taking part in clubs, trips and pupil leadership roles. Consequently, pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged can and do benefit from the broad range of opportunities that the school offers. This includes pupils who attend alternative provision.

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Personal development and wellbeing Strong standard

The school provides age-appropriate relationships and sex education and health education. Pupils value what they learn about maintaining healthy relationships and good physical and mental health. They know how to stay safe, including when online. They recognise the negative impact that online activity might have on their wellbeing.

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Personal development and wellbeing Strong standard

Pupils show a deep understanding of what they learn about being an active citizen. They understand the importance of treating others with respect, including those from different backgrounds and cultures. The opportunities pupils get to influence decision-making in school help them to understand democratic processes. Pupils show a thorough understanding of the legal system, including how laws are made.

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Personal development and wellbeing Strong standard

Pastoral support is extensive and responsive to the emerging needs of pupils. Many pupils and parents say that staff strongly support them with both their learning and pastoral needs.

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Personal development and wellbeing Strong standard

Pupils get high-quality information which helps them to understand their options when they leave the school. Consequently, they are well informed and know what qualifications and attributes they will need in order to achieve their ambitions.

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Achievement Expected standard

Pupils, including those who are disadvantaged, typically achieve well in national tests and examinations. Pupils with special educational needs and/or disabilities (SEND) make suitable progress from their starting points. Consequently, pupils are well prepared for their next steps in education, employment or training.

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Achievement Expected standard

Pupils, of all ages, produce work that is typically of a high quality. They remember what they have been taught before which helps them to build deep knowledge over time.

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Achievement Expected standard

Most pupils read fluently and have the basic mathematical knowledge they need to follow the curriculum at an age-appropriate level. Some pupils' handwriting and spelling is not consistently of a high standard. Occasionally, this inhibits them from demonstrating all they know and can do. Leaders and staff are aware of this and are continuing to develop these aspects of pupils’ work.

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Attendance and behaviour Expected standard

Pupils, including those with special educational needs and/or disabilities (SEND) and those who are disadvantaged, attend school well. This is a consequence of leaders' well-informed and coherent approach to reducing the barriers which some pupils face to attending school. Pupils know that they are valued at school and that they belong there. Absence has significantly decreased, including for pupils who previously had poor attendance.

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Attendance and behaviour Expected standard

Pupils behave well. Most strive to meet the high expectations that leaders and staff have of their conduct. Pupils are polite and welcoming. They show that they value one another and staff through the positive, respectful relationships they form.

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Attendance and behaviour Expected standard

In lessons, pupils typically work hard. They persist with their learning when they find it hard and use staff feedback to help them to improve their work. Pupils and parents say that staff ‘go above and beyond’ to support them to achieve well and to thrive at school.

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Attendance and behaviour Expected standard

Bullying is rare. Pupils and parents are confident that staff will listen to any concerns and deal with them quickly, consistently and effectively.

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Curriculum and teaching Expected standard

The curriculum is ambitious and broad for all pupils. It takes into account the particular needs of pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged. The curriculum is well sequenced, so that it builds on pupils’ prior knowledge and enables them to learn what they need to know in preparation for their next stage in education.

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Curriculum and teaching Expected standard

Teachers have secure knowledge of, and a passion for, the subjects that they teach. Leaders have developed a whole-school approach to support effective teaching. Staff typically explain new information clearly and check that pupils have understood this before moving on. Teachers usually make adaptations that enable pupils with SEND to learn well. However, some teaching choices are not as effective, meaning that sometimes pupils do not learn as much as they could.

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Curriculum and teaching Expected standard

Gaps in pupils’ basic reading, handwriting, spelling and mathematics are typically identified and closed. Pupils who have fallen furthest behind get precise and effective support to catch up so that they can follow the curriculum successfully and achieve well. Pupils read widely and often. Staff know how to support pupils to continue to develop their reading fluency and confidence.

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Curriculum and teaching Expected standard

Leaders have an astute understanding of the strengths of the curriculum and the teaching of it. When improvement is required, leaders identify this and act promptly to bring about positive change.

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Inclusion Expected standard

Leaders identify and assess the needs of pupils who face additional barriers to learning or to positive wellbeing. Staff are given precise, high-quality information and training about how to reduce barriers, including for pupils with special educational needs and/or disabilities (SEND), those who are disadvantaged or known to social care. Consequently, staff understand the needs of individual pupils and how to meet them. Leaders rigorously check that the actions taken to support pupils have the desired impact. They are vigilant about any further needs that emerge and make well-informed decisions about how to alter support so that pupils can thrive.

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Inclusion Expected standard

The extra funding that the school receives to support disadvantaged pupils is used well. The impact of this is that disadvantaged pupils flourish. They attend regularly and achieve well.

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Inclusion Expected standard

Leaders have a secure understanding of the other factors which can affect pupils' ability to thrive and achieve. They provide extensive support to pupils who join the school part-way through their secondary education. This includes a thorough induction process which means they know pupils' strengths and any gaps in their learning from the outset. These pupils and their families feel welcome and included in the school as a result. Pupils who are young carers receive well-considered support. For instance, the school provides regular opportunities for them to talk to peers who are in a similar situation and to access additional support from adults.

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Inclusion Expected standard

The school uses a small number of alternative providers in the best interests of pupils. The development of alternative provision across the multi-academy trust has had a positive impact in helping pupils to return successfully to mainstream education.

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Leadership and governance Expected standard

Leaders’ monitoring of all aspects of the school’s work means that they have a robust understanding of the school’s strengths and of where it needs to improve further. They have taken timely and effective actions to bring about improvement, with particular consideration given to those pupils who have greater barriers to achieving and thriving.

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Leadership and governance Expected standard

Leaders communicate and engage effectively with staff, pupils and parents so that they understand what is expected of them and why. Parents, pupils and staff all recognise and appreciate the positive improvements that have been made across all aspects of the school. Staff feel valued and that their workload and wellbeing are considered when changes are made. They appreciate leaders' support for their professional learning, feeling that it helps them to develop their expertise regardless of their level of experience or role within the school.

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Leadership and governance Expected standard

Those responsible for governance have the knowledge they need to ensure that they meet their statutory duties. They support and challenge leaders of the school and the multi- academy trust so that the school continues to improve.

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

Pupils feel proud to be part of the community at Highworth Warneford School. Warm, positive relationships between staff and pupils contribute to pupils feeling valued and included. Pupils enjoy their learning and look forward to the many enrichment opportunities available to them. During social times, pupils enjoy using the sports and music facilities and socialising with others. There is a calm and harmonious atmosphere. Pupils are respectful of one another and bullying is rare.

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

The consistent format of lessons means that pupils know what is expected of them. In lessons, pupils typically focus and work hard. There is minimal disruption to learning. The feedback that pupils receive from teachers helps them to improve their work. Pupils, including those with special educational needs and/or disabilities, appreciate the support that they receive to learn. Pupils generally achieve well and are ready for their next steps upon leaving the school.

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

Leaders strive to ensure that there are enrichment opportunities that everyone can enjoy. Activities include boardgames, coding, sports, chess, music and the Duke of Edinburgh's Award scheme. Pupils broaden their experiences through a range of trips, including opportunities for international travel.

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

Pupils develop their leadership skills through the various roles available to them. These roles make a tangible difference to the wider school, helping pupils to see the importance of sharing their views. Through its values, the school helps pupils to develop positive character attributes. For instance, pupils know how acting with integrity contributes to a congenial and respectful environment at school.

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Next steps

Leaders should further embed the support they provide for pupils who face additional barriers so that they consistently enhance their opportunities and experiences. Leaders should further develop their analysis of all aspects of the school’s provision so that leaders, at all levels, can continue to drive improvement across all aspects of the school's work. Leaders should ensure that highly effective teaching is embedded throughout the curriculum so that pupils make the best possible progress from their starting points and achieve consistently well.

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About this inspection

This school is part of The Park Academies Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Gemma Piper, and overseen by a board of trustees, chaired by Mark Taylor.

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Lead inspector:

Sarah Favager-Dalton, His Majesty's Inspector

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Team inspectors:

Lee Sargeant, Ofsted Inspector Parin Gohil, Ofsted Inspector Liz Lang, 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 23 June 2026

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Total pupils

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

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Total pupils

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

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Total pupils

Inspectors spoke with trustees and members of the local governing body, senior and middle leaders and a selection of staff and pupils during the inspection. They also considered the views of parents, pupils and staff who responded to the Ofsted surveys, issued at the time of the inspection. Inspectors also visited lessons and looked at a selection of pupils’ work. An inspector contacted some of the alternative providers used by the school.

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Total pupils

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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Total pupils

The inspectors confirmed the following information about the school:

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Total pupils

The school makes use of three alternative provisions, including two that are unregistered.

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Total pupils

The school has undergone significant changes. The predecessor school, Highworth Warneford School, was judged to require improvement when it was inspected by Ofsted in 2022. When this school, Highworth Warneford School, opened it was within a multi-academy trust and had a new headteacher and other significant changes in leadership.

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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 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) 50.0% 45.4% Close to average

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national average

2023/24 (final) 50.7% 45.9% Close to average

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Attainment 8

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

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national average

2024/25 (final) 46.0 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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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) 0.13 -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) 33.3% 25.8% Close to average

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national average

2023/24 (final) 35.3% 25.8% 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) 38.7 34.9 Close to average

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national average

2023/24 (final) 35.9 34.6 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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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) 7.6% 8.4% Close to average

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national average

2023/24 (3 term) 8.5% 8.9% 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) 21.9% 23.4% Close to average

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national average

2023/24 (3 term) 22.8% 25.6% 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

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

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