Somervale Secondary School

Somervale Secondary School

Address: Redfield Road, Midsomer Norton, Radstock, Somerset, BA3 2JD Unique reference number (URN): 136311

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

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

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Attendance and behaviour Strong standard

Leaders have high expectations of pupils' behaviour. This is built on positive relationships and clear routines. Pupils show high levels of respect for others. This means that classrooms are calm and orderly and pupils behave with self-discipline at social times. They show dedication to their learning. On the rare occasions when pupils do not meet these expectations, they are supported effectively to make positive changes. Older pupils are role models and help to maintain this positive culture. Any form of discrimination or bullying is rare, and if it does happen, pupils are confident staff will deal with it swiftly.

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Attendance and behaviour Strong standard

Leaders have worked very effectively to support pupils to come to school every day. Overall, attendance has risen notably and is now above national figures. The school has high expectations, as well as clear systems and approaches to aid individuals’ attendance. Training enables staff to be highly effective at removing barriers that pupils face. This means families recognise the importance of attendance. Pupils are increasingly keen to attend because of the sense of belonging to the school and the welcoming, kind and supportive culture leaders have created.

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Leadership and governance Strong standard

Leaders at all levels and those responsible for governance have a clear understanding of the school’s context. They have a precise understanding of the community they serve and the strengths and areas for development within the school. The decisions they make are always in the best interests of pupils. They pay close attention to the experiences of disadvantaged pupils and those with special educational needs and/or disabilities to ensure that they are successful at school. They have prioritised key areas and made rapid improvements to attendance, behaviour and have created a strong sense of belonging. Leaders are highly effective in their work because they use information thoughtfully, take action and check it is having the effect they want. They take robust and rapid action to improve the quality of teaching and achievement. The school has developed positive relationships with parents and carers and they have positive views about how well the

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Leadership and governance Strong standard

Those responsible for governance know the school very well and carry out their statutory duties thoroughly. They provide effective support and challenge to school leaders. The trust has provided highly effective assistance to school leaders in key aspects such as with attendance and the curriculum.

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Leadership and governance Strong standard

Staff feel valued and appreciated. They feel well supported with their workload and wellbeing. The school, with support from the trust, ensures that staff receive high-quality professional development opportunities to develop their expertise. Leaders plan this carefully and ensure that it precisely addresses the school's priorities. As a result, staff are proud to work at the school and have great confidence in school leaders.

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Personal development and wellbeing Strong standard

Leaders at Somervale School ensure that personal development is prioritised very well. They expertly plan the curriculum covering personal, social, health and economic education. It is taught very effectively in all key stages by trained staff. Pupils have a detailed understanding of fundamental British values and of people who have characteristics protected by law. Pupils are taught about how to keep themselves safe, including online.

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Personal development and wellbeing Strong standard

Pupils take part in many activities that help to bring their learning across subjects to life, such as author visits, trips to the theatre, museums, local landmarks and sports fixtures. There is an extensive extra-curricular programme where pupils develop their talents and interests in clubs, such as in public speaking, creating podcasts, dance and key stage 3 activities week. Many pupils are encouraged to develop performing arts skills through music clubs and events such as ‘battle of the bands’ and in an annual school production. Pupils develop their leadership through roles such as anti-bullying or mental health ambassadors and house captains. Some pupils enjoy opportunities where they expand their experiences through international travel, such as trips to Iceland, France or Morocco. There are also many sporting clubs, which support pupils' understanding of how to keep themselves healthy. Leaders ensure that all pupils, including those with barriers, benefit from these

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Personal development and wellbeing Strong standard

Staff understand pupils very well. This means that they provide support for their wellbeing that matches their needs and is timely. The house system contributes to this by creating a strong sense of belonging with frequent events and competitions. Older pupils are role models for younger ones, for example helping them to develop their reading, or their wider skills through peer mentoring.

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Personal development and wellbeing Strong standard

Leaders have planned opportunities carefully for pupils to learn about different careers and the opportunities open to them beyond school. These opportunities change to match pupils' interests and needs as they get older. This means that pupils know what they need to do, in order to achieve their ambitions.

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Post-16 provision Strong standard

The sixth form at Somervale School is run jointly with a nearby secondary school. As a result, there is a wide curriculum available. Leaders understand in depth the strengths of the 16 to 19 study programme and ensure that all students are very well supported to achieve their aims. Subjects are taught very well. Resources are used effectively to ensure this. Any changes to teaching that are needed to help students with special educational needs and/or disabilities, or other barriers, are made expertly and promptly. Students produce high-quality work, preparing them well for advanced study. As a result, students achieve very well from their starting points.

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Post-16 provision Strong standard

The sixth form is highly welcoming and inclusive, with very effective pastoral care. Leaders ensure that students fully participate in wider enriching opportunities. These include supporting younger pupils with their reading or peer mentoring, raising money for charity or volunteering. Other opportunities include participating in clubs or visits to universities and the gold Duke of Edinburgh’s Award.

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Expected standard

Leaders have planned a well-thought-out programme so that students receive frequent high- quality information about their next steps, experiences with employers and with higher education institutions. This means that students are very well prepared for later life and study. The destinations for students include apprenticeships, employment and university courses.

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Achievement Expected standard

Pupils typically achieve well, with outcomes in national tests and examinations in line with national averages over time. Generally, the work that pupils produce is of high quality, which reflects their secure understanding of the curriculum across a range of subjects. This includes pupils with special educational needs and/or disabilities (SEND) or other barriers to their learning. These groups of pupils make appropriate progress from their starting points. Disadvantaged pupils perform particularly strongly, with their achievement being above their peers nationally. Students in the sixth form, particularly those with SEND, achieve well. Pupils are consistently well prepared for their next stage of education, employment or training.

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Achievement Expected standard

Leaders ensure that pupils have basic skills, such as the foundations of communication and numeracy. Any pupils who do not have this essential knowledge are identified quickly and receive effective support to develop their knowledge and skills.

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Curriculum and teaching Expected standard

Leaders have designed an appropriate curriculum that is broad and balanced. The knowledge and skills that pupils need to acquire have been clearly set out so that staff build pupils' understanding over time. Leaders check how the curriculum is delivered and provide additional support where necessary, including for pupils with special educational needs and/or disabilities and others with barriers to their learning.

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Curriculum and teaching Expected standard

Leaders ensure that teachers have the skills to help all pupils with their learning. As a result, teaching is generally effective. Staff check pupils' understanding so that learning is appropriate and moves on at the right time. They typically change or revisit learning when this is not the case. At times, some teaching does not follow this process and the support for some pupils with barriers to their learning can be less precise. This means some pupils do not make as much progress from their starting points as they could.

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Curriculum and teaching Expected standard

Leaders are particularly aware when pupils have not secured the necessary foundations in reading, spelling, handwriting and mathematics. They make sure that pupils who have gaps in these areas receive appropriate additional support from staff. Leaders check that this helps to close any gaps in pupils' knowledge. Teachers alter the activities if the support is not having the effect they would like.

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Inclusion Expected standard

Leaders have a clear commitment to ensuring that all pupils feel part of Somervale School. Staff identify the individual educational and pastoral needs of pupils precisely when they join the school. Leaders plan effective support for pupils in school and in partnership with other agencies for pupils with special educational needs and/or disabilities (SEND). The inclusion team helps pupils to develop their social skills and to manage their mental health and wellbeing. Staff assist pupils to improve their reading, handwriting and numerical skills effectively where these are barriers to their wider success. Leaders systematically review the impact of the additional support provided to pupils, including post-16 students. Leaders identify quickly when changes need to be made to further improve pupils' experiences. Teachers receive effective training on how to support pupils' inclusion at school. Generally,

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Inclusion Expected standard

teaching uses effective strategies to support pupils with SEND to learn as well as their peers. This ensures that pupils receive the right help for their needs.

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Inclusion Expected standard

Leaders use additional funding appropriately to support disadvantaged pupils, including pupils known to social care. The alternative provision used by the school is in the best interests of relevant pupils.

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

Pupils and students are valued and nurtured at Somervale School. They are happy and enjoy coming to school. The positive relationships they have with staff and each other help them to thrive. Pupils speak highly of staff and of the academic and pastoral support they receive. As a result, pupils feel cared for.

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

Teaching is generally effective. Pupils' individual needs, including those due to special educational needs and/or disabilities (SEND), are accurately understood. They receive support that typically helps to reduce barriers to their learning. For pupils who find the main part of the school overwhelming at social times, there are quieter areas that help them to develop their friendships.

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

Pupils attend school often. In lessons, they consistently demonstrate high levels of concentration and focus on their learning. Typically, pupils achieve at least as well as others nationally. Students in the post-16 provision achieve well over time, particularly those with SEND. Clear routines support pupils to develop their independence. Pupils share the high expectations that leaders have of them. They show this through being positive role models for one another.

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

Pupils experience high-quality personal development. They contribute to the life of the school through a variety of meaningful leadership roles and their consistently positive behaviour. The school's house system brings a strong sense of belonging. Activities, such as regular events to raise funds for charities and volunteering, enable them to contribute to the wider community. Pupils feel safe and are taught to value each other’s differences. This means bullying is rare, but when it does happen, it is dealt with quickly. The experiences that are available for all pupils and students to take part in give them the opportunity to thrive. There are clubs that bring subjects to life, such as creative writing, mathematics and textiles. Also, there are visits to Bristol for religious education and to art galleries or universities. International trips include European foreign language exchanges, residential art and ski trips. Pupils are encouraged to develop their own talents and

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

interests. The school offers many clubs for pupils to take part in, such as pottery, choir and media. In addition, pupils appreciate the numerous physical education clubs, including traditional sports as well as trampolining and the Duke of Edinburgh's Award.

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Next steps

Leaders should further ensure that any barriers to pupils' academic success are consistently and effectively addressed in lessons. Leaders should further ensure that the implementation of the curriculum is consistently high quality so that pupils achieve well in all subjects.

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About this inspection

This school is part of Midsomer Norton Schools Partnership Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Alun Williams, and overseen by a board of trustees, chaired by Tony Wells.

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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 (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with senior and middle leaders, the chair of trustees, members of the local governing body, staff from the multi academy trust and a selection of school staff and pupils during the inspection. They also considered the views of parents and carers, pupils and staff who responded to the Ofsted surveys that were sent out. Inspectors visited lessons and viewed pupils' work. They spoke to pupils at social times and in pupil group meetings. An inspector contacted a representative of the Virtual School and the alternative provisions that the school uses.

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About this inspection

The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school makes use of 6 alternative provisions, including 5 that are unregistered.

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Team inspectors:

Julia Chapman, Ofsted Inspector Sarah Favager-Dalton, His Majesty's Inspector Parin Gohil, 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 15 September 2026

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The school has undergone a significant change since the last inspection. The school has grown significantly from approximately 600 pupils to nearly 800.

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What does this mean?

Headteacher: Joanna Postlethwaite 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) 39.7% 45.4% Close to average

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national average

2023/24 (final) 39.3% 45.9% Close to average

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national average

2022/23 (final) 43.1% 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) 45.0 46.1 Close to average

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national average

2023/24 (final) 43.3 45.9 Close to average

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national average

2022/23 (final) 45.8 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) 0.01 -0.03 Close to average

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national average

2021/22 (final) 0.04 -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

2023/24 (final) 17.2% 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) 37.4 34.9 Close to average

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national average

2023/24 (final) 34.6 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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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) 34.71 35.00 Close to average

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national average

2023/24 (final) 37.27 34.38 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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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

2023/24 (3 term) 7.8% 8.9% Close to average

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national average

2022/23 (3 term) 8.1% 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

2023/24 (3 term) 22.3% 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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