Nunnery Wood High SchoolOfsted report card, 22 Sept 2026

Nunnery Wood High School

Address: Spetchley Road, Worcester, Worcestershire, WR5 2LT Unique reference number (URN): 137051

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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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Achievement Strong standard

Teaching ensures pupils develop the important knowledge they need to succeed and access the curriculum. As a result, pupils can read and write accurately and have a secure understanding of important mathematical knowledge.

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Achievement Strong standard

Pupils, including those with special educational needs and/or disabilities (SEND) and those who are disadvantaged, produce high-quality work across the curriculum. Their responses in lessons show a detailed understanding of prior learning. Pupils with SEND and those who are disadvantaged produce work of the same standard as their peers. Pupils with SEND make very secure progress from their starting points.

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Achievement Strong standard

Over time and across a range of subjects, pupils in key stage 4, including disadvantaged pupils, have achieved results well above national averages in public examinations.

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Achievement Strong standard

Pupils, including those who are disadvantaged and those with SEND, are very well prepared for their next steps. They go on to further education, employment or training that is well matched to their aspirations.

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Curriculum and teaching Strong standard

Leaders have developed a high-quality curriculum that is broad, ambitious and meets the needs of pupils, including those with special educational needs and/or disabilities, and those who are disadvantaged. It is carefully sequenced and adapted so pupils build on prior learning. Leaders have set out how they want staff to deliver the curriculum and have provided training to support this. As a result, teachers know how to deliver the curriculum highly effectively.

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Curriculum and teaching Strong standard

Teachers have secure subject knowledge and have high expectations of the work that pupils produce. They explain new learning clearly. They use a range of effective strategies to check pupils' understanding so they can address gaps in learning or misconceptions. Teachers adapt the curriculum skilfully so pupils with barriers to learning can access it fully. As a result, the curriculum is consistently taught well across subjects and year groups.

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Curriculum and teaching Strong standard

The curriculum supports pupils in developing the important knowledge they need to be successful extremely well. For example, teachers explain new vocabulary carefully so that pupils develop a secure understanding of subject-specific terminology.

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Curriculum and teaching Strong standard

Staff provide effective additional support to pupils who need extra help to develop their reading, writing and number skills.

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Inclusion Strong standard

Leaders have ensured that pupils with special educational needs and/or disabilities (SEND) have their needs accurately identified. They provide staff with detailed information on how to meet these pupils' needs. Furthermore, staff have received training on the strategies they can use to support these pupils in lessons. Teachers use the information and training highly effectively. As a result, these pupils can fully access the curriculum. Some pupils with SEND are taught in smaller groups and have an adapted curriculum. This helps them develop the important knowledge and skills they need to access the curriculum. In addition, leaders ensure that all pupils with SEND benefit fully from the school's personal development programme. Leaders ensure that looked-after children are well supported and get the additional support they need to thrive in school.

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Inclusion Strong standard

Leaders have developed a well-thought-out strategy to support disadvantaged pupils. They have a deep understanding of the barriers to learning that some of these pupils face and have developed highly effective ways of supporting them. As a result, their attendance is improving, they achieve highly in public examinations and quickly develop a sense of belonging to the school.

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Inclusion Strong standard

The school uses alternative provision in the best interests of the pupils who are placed in it.

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Leadership and governance Strong standard

Leaders and those responsible for governance have a detailed understanding of the school's strengths and areas for improvement. Their values statement, 'We share an irresistible belief that every child can succeed', shows the aspirations they have for pupils. Leaders model the high expectations they set for staff. They have ensured that pupils' experience a high quality education.

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Leadership and governance Strong standard

Leaders at all levels monitor all areas of the school's performance and quickly act on priorities. For example, they have acted swiftly to improve pupils' attendance. This is starting to have an impact. Furthermore, they have recently adapted the personal development programme to help pupils, including those who are disadvantaged and those with special educational needs and/or disabilities (SEND), develop a detailed understanding of the important knowledge in it.

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Leadership and governance Strong standard

Trustees know the school well. They are well trained and skilled at providing robust support and challenge to school leaders. They carry out their statutory duties well.

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Leadership and governance Strong standard

The school has ensured that staff have high-quality professional development linked precisely to the school priorities. This has supported staff in embedding effective practice in many areas. Most notably, they have developed their expertise in supporting pupils with SEND, and those who are disadvantaged, to access the curriculum.

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Leadership and governance Strong standard

Staff are proud to work at the school. They appreciate that leaders are considerate and take their workload and wellbeing into account. They are supported well.

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Leadership and governance Strong standard

Parents and carers are extremely positive about the level of support, range of extra- curricular activities and the quality of teaching the school provides for their children.

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Attendance and behaviour Expected standard

Pupils attend school regularly. Published attendance figures show that attendance is broadly in line with national averages for pupils, including those with special educational needs and/or disabilities, and those who are disadvantaged. Leaders make attendance a priority. They use attendance information to identify patterns and respond quickly when concerns arise. Staff promote the importance of regular attendance to pupils. They provide effective support to those pupils and families who need it. This has led to recent improvements in pupils' attendance, including among disadvantaged pupils.

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Attendance and behaviour Expected standard

Leaders have high expectations of how pupils should conduct themselves. They ensure pupils fully understand the school's expectations for behaviour through regular reminders and by teaching them how to behave and act towards others. This has had a significant impact. The school is calm and orderly. Pupils are highly respectful to each other and to staff. No form of discrimination is tolerated.

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Attendance and behaviour Expected standard

In lessons, pupils have excellent attitudes. They settle quickly into learning and engage well in lesson activities. They socialise extremely well during social times. Staff provide highly effective support to any pupil who struggles to meet the school's expectations. As a result, these pupils quickly improve their behaviour to meet the school's high standards.

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Personal development and wellbeing Expected standard

Leaders have developed a effective programme for pupils' personal development. All the elements of the programme have been designed to ensure pupils with special educational needs and/or disabilities, and those who are disadvantaged, benefit fully from it, and they do.

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Personal development and wellbeing Expected standard

Pupils learn about relationships and sex education at an age-appropriate level. The programme helps pupils develop their understanding of fundamental British values and equality. They learn to be respectful and tolerant of others who may be different from them. They know how to stay safe online and in the community. Pupils demonstrate a secure understanding of many elements of the programme. However, some pupils do not have a detailed understanding of some parts of the citizenship curriculum. Pupils learn about different religions and cultures so that they are well prepared for life in modern Britain.

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Personal development and wellbeing Expected standard

Through the 'personal success' programme, the school has developed, pupils learn how to communicate appropriately and behave in different situations. This helps pupils become confident, reflective and able to cooperate well with others. This prepares them well for their next steps.

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Personal development and wellbeing Expected standard

Leaders have ensured that pupils get effective pastoral support when needed. They are supported by the 'student support team'. Some pupils have mentoring. Pupils can also access a range of mental health interventions.

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Personal development and wellbeing Expected standard

The school has an effective careers programme. Across the curriculum, pupils learn about employability skills and different careers. They take part in a range of trips and visits to universities and further education providers that help them to make well-informed choices about their next steps.

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Personal development and wellbeing Expected standard

Pupils have many opportunities to develop their interests in the arts, music and sport. For example, pupils in key stage 4 have timetabled enrichment sessions in these areas. Furthermore, the extensive extra-curricular programme ensures all pupils, including those who are disadvantaged, have access to high-quality enrichment experiences.

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

Pupils enjoy learning at this welcoming and highly inclusive school. They consistently meet the school's high expectations for how they should learn and conduct themselves. Pupils are taught consistently well across all subjects. Pupils with special educational needs and/or disabilities (SEND), and those who are disadvantaged, are fully included in all aspects of the school. In lessons, teachers meet these pupils' needs very well. Pupils, including those who are disadvantaged, achieve above national averages in public examinations; those with SEND progress consistently well through the curriculum. Pupils are extremely well prepared for their next steps.

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

The school is calm and orderly. Pupils have excellent attitudes to learning, and they learn in disruption-free classrooms. There are extremely positive relationships between staff and pupils. Pupils are respectful and polite and enjoy socialising with each other during breaks and lunchtimes. Bullying is rare. If it does happen, pupils are confident it will be dealt with effectively. Pupils feel safe in school and know they can talk to caring and supportive staff if they have any worries. Most pupils, including those who are disadvantaged, attend school well. Pupils are punctual to lessons and settle quickly so that no learning time is lost.

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

Pupils, including those who are disadvantaged and those with SEND, benefit from a wide range of broader experiences. They enjoy trips that enhance the curriculum and develop their character. Many pupils take part in leadership opportunities. They are proud to represent the school as prefects and senior prefects. Pupils enjoy attending a range of well- thought-out extra-curricular activities which help to develop their talents and interests. They enjoy the choir and a range of sports clubs, such as football, badminton, table tennis, rugby and athletics. Furthermore, pupils enjoy attending chess, debate and music clubs and taking part in the Duke of Edinburgh award scheme.

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Next steps

Leaders should ensure that pupils develop a secure and detailed knowledge of the important topics in the personal development programme and the citizenship curriculum. Leaders should ensure attendance continues to improve for pupils, including those who are disadvantaged, so that pupils have high attendance.

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Team inspectors:

Martin Spoor, Ofsted Inspector Janet Lewis, Ofsted Inspector Philip Lloyd, Ofsted Inspector Nicola Wells, Ofsted Inspector Rob Matthews, His Majesty's 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 22 September 2026

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About this inspection

This school is a single academy trust. The trust is run by the headteacher, Stephen Powell and overseen by a board of trustees, chaired by Steven Hegerty.

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About this inspection

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

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About this inspection

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

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About this inspection

Inspection activities: Inspectors spoke with the headteacher, and other leaders from the school. An inspector spoke with members of the board of trustees and others responsible for governance.

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About this inspection

Inspectors confirmed the following information about the school: 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 school currently makes use of two alternative provisions including one that is unregistered.

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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) 49.1% 45.4% Close to average

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national average

2023/24 (final) 54.9% 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) 49.7 46.1 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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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) 30.4% 25.8% Close to average

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national average

2022/23 (final) 27.1% 25.2% Close to average

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Disadvantaged pupils' Attainment 8

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

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national average

2024/25 (final) 37.4 34.9 Close to average

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national average

2022/23 (final) 39.2 35.0 Close to average

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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national average

2022/23 (final) -0.30 -0.57 Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

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

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Disadvantaged pupils' Attainment 8

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

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2024/25 (3 term) 8.6% 8.4% Close to average

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national average

2023/24 (3 term) 8.8% 8.9% Close to average

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national average

2022/23 (3 term) 8.5% 9.0% Close to average

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Persistent absence

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

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national average

2024/25 (3 term) 22.8% 23.4% Close to average

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national average

2023/24 (3 term) 25.4% 25.6% Close to average

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national average

2022/23 (3 term) 25.4% 26.5% Close to average

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Exceptional

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

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Strong standard

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

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

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

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Urgent improvement

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

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Urgent improvement

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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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