Highworth Warneford School, located in Swindon, Wiltshire, underwent an inspection on April 5 and 6, 2022, and received an overall effectiveness rating of Requires Improvement. The quality of education, behavior and attitudes, and leadership and management were also rated as Requires Improvement, while personal development was rated as Good. The school has experienced a decline in student enrollment since the previous inspection in March 2018, and it operates as a single academy trust.
The school is characterized by a strong sense of community, with staff and pupils describing it as having soul. Leaders are familiar with the students and their families, fostering a supportive environment. The house system encourages competition and student leadership, and many students participate in performing arts and sports events. Feedback from students is actively sought, and most report that bullying is addressed effectively. However, some students express concerns about inconsistent behavior management and feel uncomfortable reporting harassment.
In terms of academic performance, while some subjects are well-taught, there are inconsistencies in the curriculum across different subjects. Leaders have made efforts to structure the curriculum for key stage three, but not all subjects are equally well planned. This has resulted in some students lacking the necessary knowledge to progress effectively. The school has recently appointed a new special educational needs coordinator to enhance support for students with special educational needs and disabilities, and these students are generally well supported in lessons.
Teachers provide clear instructions and examples, but there are instances where students do not possess the foundational knowledge required to grasp new concepts. The reading program has been identified as needing improvement, as it does not accurately assess students' needs, leading to a lack of challenge for some. Behavior expectations are high, and while students generally conduct themselves well, there is room for improvement in analyzing behavior data to support further enhancements.
The school has made strides in inclusivity, with students valuing the LGBTQ+ group and the overall atmosphere becoming more welcoming. However, there are several students on part-time timetables or accessing alternative provisions, and leaders do not consistently monitor these arrangements. Attendance remains a challenge, particularly for disadvantaged students and those with special educational needs, although efforts are being made to improve this situation.
The personal, social, and health education curriculum is well-structured, addressing the importance of healthy relationships in an age-appropriate manner. The school also has a robust careers program, meeting the requirements of the Baker Clause, and students speak positively about work experience opportunities.
The inspection highlighted the need for the school to improve the sequencing of the curriculum to better prepare students for future learning stages. Additionally, leaders must enhance monitoring of part-time and alternative provision to ensure its effectiveness. Attendance strategies for vulnerable students require a more strategic approach, and the reading abilities of students need to be accurately identified to ensure they can access the curriculum confidently.
Overall, while Highworth Warneford School has strengths in community engagement and personal development, it faces challenges in curriculum consistency, behavior management, and attendance that need to be addressed to improve its overall effectiveness.
