Weston Secondary School

Weston Secondary School

Address: Tickleford Drive, Weston, Southampton, Hampshire, SO19 9QP Unique reference number (URN): 147676

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

Curriculum and teaching Expected standard

Leaders have a precise understanding of the quality of teaching. They know the strengths and areas to improve. Leaders have used this knowledge to raise the quality of teaching across the school. Leaders have developed an ambitious and inclusive curriculum. They ensure that key skills are embedded throughout all subject areas. Leaders make thoughtful changes to the curriculum for disadvantaged pupils and those with special educational needs and/or disabilities. This means that the curriculum supports most pupils to develop their interests and talents. Leaders have recently introduced appropriate vocational qualifications that widen pupils’ choices and help them to prepare for their next steps.

p.2

Curriculum and teaching Expected standard

In most subjects, pupils learn effectively. They typically benefit from activities that extend their thinking and oracy skills, such as discussion and independent work. Teachers have a secure understanding of pupils’ needs and starting points. In many lessons, teachers’ feedback helps pupils to build on their learning and improve their work. However, this is not always consistently effective. In some lessons, pupils’ misconceptions are not addressed quickly or precisely enough.

p.2

Curriculum and teaching Expected standard

Pupils who join the school below age-related expectations are supported well, for example through nurture groups and attending some lessons in ‘The Hive'.

p.2

Inclusion Expected standard

This is an inclusive school where leaders are always striving to help vulnerable pupils to succeed. Leaders identify the needs of pupils precisely and swiftly. A range of effective help is in place to champion vulnerable pupils. For example, some pupils attend the 'Hive’ to support their learning and wellbeing. The 'Hive’ is a welcoming and productive space which the pupils value greatly.

p.2

Inclusion Expected standard

Staff receive relevant training. This equips them to meet the needs of pupils with special educational needs and/or disabilities. Leaders plan appropriate adaptations for pupils’ needs, which are refined and reviewed regularly. However, there is some variability in how well teachers then use these adaptations in the classroom.

p.2

Inclusion Expected standard

Leaders use pupil premium funding well. For example, a personalised mentoring scheme benefits disadvantaged pupils. Staff understand the individual needs of pupils known to social care and support them effectively. Leaders ensure that pupils who speak English as an additional language receive targeted support. This helps these pupils to access the curriculum confidently.

p.2

Inclusion Expected standard

The school uses a range of effective alternative provision, which is always in the best interest of the pupils. This includes the school’s own ‘Gateway’ centre where purposeful learning takes place.

p.2

Leadership and governance Expected standard

Leaders, at all levels, are tenacious and lead with moral purpose. Pupils are at the centre of every decision that leaders make.

p.3

Leadership and governance Expected standard

Leaders are rightly proud of the positive improvements that have been made in all areas of the school. School leaders have been supported effectively by the trust to bring about rapid change. Leaders, however, are far from complacent. They have precise plans to continue improving standards, prioritising the areas of the school that are not yet at the expected standard.

p.3

Leadership and governance Expected standard

Governance is effective. Governors have a precise and robust understanding of the school. They rightly take decisive action when aspects of provision need to improve. The interim board has used its expertise and educational experience to challenge and support school leaders effectively.

p.3

Leadership and governance Expected standard

Staff feel valued and are proud to work at the school. Leaders think about staff workload and wellbeing carefully. They have managed recent changes to curriculum and teaching thoughtfully. Leaders have created a sense of community, where staff share a mutual desire to do all they can to improve the life chances of their pupils. Staff benefit from tailored professional learning and are supported to develop and pursue leadership ambitions. Teachers new to the profession receive effective support.

p.3

Leadership and governance Expected standard

Leaders seek parent, pupil and staff views regularly. They swiftly act on any concerns or suggestions. Leaders are outward looking. They regularly collaborate and seek support from external professionals and other schools. This enables leaders to be highly reflective and make effective refinements to the school’s provision.

p.3

Personal development and wellbeing Expected standard

Leaders have designed an engaging personal development programme that prepares pupils well for life in modern Britain. The curriculum is carefully planned and taught effectively. Pupils develop their knowledge securely as they move through the school. Leaders adapt the content of the curriculum to respond to local and national issues. For example, pupils value a recent focus on water safety. Leaders ensure that all pupils benefit from the personal development curriculum, including those in alternative provision.

p.3

Personal development and wellbeing Expected standard

Leaders ensure that pupils receive age-appropriate lessons on relationships and sex education. Pupils speak about healthy relationships confidently. They understand how to keep themselves safe. Leaders encourage pupils to demonstrate important values around school in their behaviour and actions. Pupils value opportunities to engage in democracy. For example, a pupil-led debate and vote has led to changes to the school uniform. Pupils celebrate their multicultural community with pride. They value events such as an annual culture day, where they attend school in cultural dress.

p.3

Personal development and wellbeing Expected standard

Pupils benefit from a range of enrichment opportunities, which helps to develop their understanding of the world. This includes a variety of trips, lunchtime and after-school clubs and whole-school events. However, there are occasions where leaders miss opportunities to encourage less-confident pupils to develop their talents fully.

p.3

Needs attention

Leaders have significantly improved careers education, which starts from the beginning of Year 7. This is because leaders know that too many pupils have not maintained secure destinations in education, employment or training after they leave school. Pupils now benefit from personalised careers support and a wide range of opportunities to learn about different options beyond school.

p.4

Needs attention

Leaders place great importance on pupils’ wellbeing. Pupils value the high-quality pastoral support in the school. Pastoral staff understand the needs of pupils. They work with both the inclusion and safeguarding teams effectively to ensure that pupils are safe and happy.

p.4

Achievement Needs attention

Over time, many pupils do not achieve as well as they should in national tests and examinations. This includes disadvantaged pupils. Consequently, many pupils have not been well enough prepared for their next steps. Too many have not sustained destinations in education, employment or training after they leave this school. Recent improvements to the quality of the curriculum and teaching are starting to make a difference. The standard and quantity of pupils’ work has improved. Pupils are making better progress in their learning than previously. They have increasingly high aspirations for their next steps.

p.4

Achievement Needs attention

Leaders identify gaps in pupils’ knowledge quickly and precisely. Expert staff provide extra help that supports pupils to develop secure skills in reading, mathematics and writing. Pupils benefit from opportunities to build on their reading and mathematics knowledge in many different subjects. However, they have fewer chances across the curriculum to practise writing in detail or at length.

p.4

Attendance and behaviour Needs attention

Many pupils, including many who are disadvantaged, do not attend school as often as they should. Persistent absence is also too high. Leaders recognise attendance needs to be better and are starting to make improvements. They have established clear strategies to identify pupils’ barriers to attendance. Staff are now working well with pupils, parents and carers to help pupils to attend school more regularly. Pupils increasingly understand the importance of high attendance.

p.4

Attendance and behaviour Needs attention

Leaders and staff manage behaviour proactively. They ensure the school is calm and focused. Pupils are kind and respectful. They behave well around school. Generally, pupils have positive attitudes to learning. Staff model high expectations and build warm relationships with pupils. Clear and consistent routines support pupils to make the right choices. Staff take effective action when pupils make mistakes. This helps pupils to reflect on their behaviour. Pupils value the reward system as it celebrates their achievements. This motivates them to do well. Bullying and discriminatory behaviour are rare. When it does happen, pupils do not accept it. They seek support from staff. Leaders respond to any concerns swiftly and appropriately.

p.4

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

Pupils are proud to attend Weston Secondary School. They value the changes that have been made to improve their school. Pupils are grateful for the support and praise they receive from staff. There are positive relationships between pupils and staff. Pupils also appreciate the clear rules and routines. They generally behave well and have risen to the challenge of meeting increased expectations of behaviour. Many pupils comment on the way that staff ‘catch them in’ rather than ‘catch them out’, and they really appreciate this approach.

p.5

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

Pupils are safe and happy in school. They benefit from the inclusive culture that leaders have created. Pupils know that they have someone to help them if they have any concerns. They are confident, friendly and motivated. Pupils are kind to each other and do not tolerate bullying on the rare occasions it does occur. Pupils enjoy lessons and focus well. They are increasingly determined in their learning, and many pupils embody the school’s values of ‘aspire, believe, achieve’. Most pupils understand the importance of high attendance and are attending school more regularly. However, some pupils do not attend school as often as they should.

p.5

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

Over time, many pupils do not achieve well enough in national tests and examinations. Pupils are not always prepared for their next steps. Teaching, however, is now generally effective. This improved provision means pupils now learn the important knowledge they need.

p.5

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

Pupils with special educational needs and/or disabilities, and those who are disadvantaged, are ably supported by staff. Pupils in the 'Hive’ and ‘Gateway’ provisions thrive. Teachers provide expert support for pupils who speak English as an additional language. Pupils celebrate their multicultural community and learn about diversity and respect.

p.5

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

Pupils enjoy a range of enrichment opportunities. This includes whole-school performances, school council leadership roles and participation in competitive sport. These opportunities support them to develop into confident and resilient individuals.

p.5

Next steps

Leaders must continue strengthening the attendance strategy to improve the attendance of all pupils, with a particular focus on reducing persistent absence for the most vulnerable pupils. Leaders must ensure pupils achieve consistently well across the curriculum so that they are well prepared for the next steps in their education, employment or training. Leaders should ensure that staff’s use of assessment is consistently precise, so that any misconceptions or gaps in pupils’ understanding are remedied swiftly.

p.5

Team inspectors:

Christopher Doherty, Ofsted Inspector Judith O'Hare, Ofsted Inspector Marian Feeley, His Majesty's 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 30 June 2026

p.6

About this inspection

This school is part of Hamwic 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), Robert Farmer, and overseen by a board of trustees, chaired by Gary Plummer.

p.6

About this inspection

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

p.6

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.

p.6

About this inspection

The inspection team spoke with the headteacher and senior leaders. Inspectors met with representatives of the trust board, including the chair of the trust. The inspection team met with the CEO and other trust leaders. Inspectors spoke to staff, parents and carers and pupils.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

The headteacher took up his role in April 2024.

p.6

About this inspection

The school currently uses 5 alternative provisions, all of which are registered.

p.6

About this inspection

Headteacher: David Butterworth Below average

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.

p.7

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.

p.8

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

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

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

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

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

2022/23 (final) 31.4 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

2022/23 (final) -0.44 -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

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.12

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