The Stonehenge School, located in Amesbury, Wiltshire, has been evaluated as a good school following its inspection on 21 and 22 September 2022. Pupils express a strong sense of pride in their school uniform and enjoy attending classes. The new headteacher has established a clear vision for the school's future, fostering an environment of high expectations for both students and staff. This ambitious approach has led to positive responses from pupils, who demonstrate respect and politeness, adhering to the established boundaries and responding promptly to staff requests.
The school prioritizes the emotional health and well-being of its students, particularly in light of the challenges posed by the pandemic. Efforts to improve attendance rates are beginning to show positive results. However, some pupils' behavior does not consistently align with the school's high standards. Leaders are actively working to reinforce routines and implement strengthened behavior policies. While instances of bullying are rare, when they occur, staff address them swiftly. Nonetheless, pupils may not always be fully aware of the actions taken in response to bullying incidents.
The rapid growth of the school has presented certain challenges, yet staff offer a diverse range of extracurricular activities that cater to various interests and talents. The physical education department maintains a robust sports program despite limited outdoor facilities. The curriculum is broad and designed to prepare pupils for their future educational paths. However, the implementation of the curriculum in certain subjects, particularly languages, requires improvement. Leaders are focused on increasing the number of pupils studying a language in key stage four to enhance participation in the English Baccalaureate.
Subject leaders have effectively planned the concepts that pupils need to learn over time, ensuring that knowledge builds on prior learning. Most teachers implement the curriculum well, although some subjects still require further development in assessment practices to enhance pupil learning. A notable number of pupils enter Year 7 with reading ages significantly below their chronological age, which can hinder their ability to engage with the full curriculum. Skilled teachers provide targeted support through a well-structured phonics program, and pupils report improvements in their reading skills since joining the school.
Assessment practices are generally effective, allowing teachers to gauge pupils' understanding and identify areas for improvement. The special educational needs coordinator ensures that pupils with special educational needs and disabilities receive tailored support, enabling them to access the same curriculum as their peers. Disruptions to learning are minimal, and when they occur, teachers manage them effectively, fostering a respectful classroom atmosphere. However, a small number of pupils exhibit a lack of motivation, and some use inappropriate language with peers.
The school has recently enhanced its personal, social, health, citizenship, and economic education program, providing effective careers advice and tracking pupils' post-school destinations. This has led to adjustments in the options available to better meet pupils' needs. The curriculum supports the development of pupils' character and confidence over time. Safeguarding arrangements are robust, with staff receiving regular training to identify and report concerns. The school promotes an understanding of safeguarding risks and encourages pupils to seek help when needed.
To improve further, leaders must address inconsistencies in the implementation of the key stage four curriculum across subjects. Additionally, some pupils need guidance on appropriate language use to ensure a respectful environment. Overall, the Stonehenge School demonstrates a commitment to providing a supportive and effective educational experience for its pupils.
