Swanmore College, located in Southampton, Hampshire, has been recognized as a good school following its inspection on May 24 and 25, 2023. The school is characterized by a friendly and supportive environment where pupils enjoy attending. Leaders maintain high expectations for behavior, and most students and parents appreciate the effective management of conduct. While some concerns about fairness in disciplinary approaches have been noted, overall pupil behavior in lessons and throughout the school is commendable. The school has established a strong system for addressing bullying, ensuring that students feel safe and supported by trusted adults.
The curriculum at Swanmore College is ambitious and designed to provide a well-rounded educational experience for all students, including those with special educational needs and disabilities. Pupils achieve well across various subjects and are well-prepared for future learning. However, there is a recognition that some students in key stage four would benefit from additional support to enhance their reading fluency. The school offers a wide range of enrichment and extracurricular activities, contributing to the development of cultural understanding and character, which fosters a sense of community among pupils.
Leaders have successfully implemented a broad and inclusive curriculum, increasing the number of pupils studying languages and the English Baccalaureate. The curriculum is carefully structured to ensure that pupils build knowledge and skills progressively while also incorporating themes related to the wider world. Teachers effectively select activities and materials that facilitate learning, providing helpful feedback that enables pupils to improve their work. This approach has resulted in high-quality work from students, including those from disadvantaged backgrounds.
Reading is prioritized within the school, with diverse and challenging texts integrated into the curriculum. Staff identify pupils in key stage three who struggle with reading and provide effective support to help them develop fluency and confidence. However, it has been noted that not all weaker readers in key stage four receive the same level of support, which needs to be addressed.
Pupils with special educational needs achieve well due to the guidance provided to staff on supporting these students. Teachers adapt the curriculum effectively, allowing all pupils to learn together successfully. The school promotes high standards of behavior, creating a calm and orderly environment conducive to learning. Nevertheless, some pupils and parents have expressed concerns regarding the perceived fairness of certain sanctions, indicating a need for clearer communication about the rationale behind disciplinary actions.
Personal development is a notable strength of the school, with staff utilizing established programs to teach pupils about navigating a complex world, emphasizing equality, health, and online safety. The well-designed careers program ensures that pupils are well-prepared for their future, with strong links to local employers and training providers.
Governance at Swanmore College is strong, with governors effectively challenging and supporting school leaders. They are aware of the school's strengths and are committed to continuous improvement while being mindful of staff workload and well-being. This supportive environment fosters a sense of pride among staff, who are dedicated to their roles.
The safeguarding arrangements at the school are effective, with a strong emphasis on training and vigilance among staff. Pupils are educated on how to keep themselves safe, including online safety, and know where to seek help if needed.
To improve, the school should enhance support for key stage four pupils who are still developing their reading skills, ensuring they receive effective interventions similar to those provided in key stage three. Additionally, leaders should work on improving communication with pupils and parents regarding the rationale behind behavior sanctions to foster greater understanding and confidence in the school's approach.
