Sir Thomas Fremantle School, located in Winslow, Buckinghamshire, has been recognized as a good school following its recent inspection on May 8 and 9, 2024. Under the leadership of headteacher Francis Murphy and the oversight of a board of trustees chaired by Sarah Driscoll, the school has made significant strides in fostering an inclusive and ambitious environment for all students. The school community, including parents, carers, and pupils, has noted the positive changes and improvements taking place, with many students eager to contribute to further developments.
The school promotes its RISE values—Resilience, Integrity, Success, and Empathy—which are embraced by the majority of pupils. This has fostered a positive atmosphere where respectful relationships thrive among students and staff. Pupils report feeling safe and supported, with a clear understanding that bullying is not tolerated. They are aware of the procedures for reporting any incidents and trust that staff will address them appropriately.
Recent curriculum enhancements have broadened the range of subject options available to students, particularly at key stage four, where creative and vocational courses complement the English Baccalaureate subjects. Most pupils benefit from high-quality teaching and are achieving well, including those with special educational needs and disabilities. However, there is still work to be done to ensure that the refined curriculum thinking is fully embedded across the entire school.
The curriculum is generally well-structured, allowing knowledge and skills to build progressively. Teachers effectively introduce new content and select activities that aid retention and application of learning. Individual pupil needs are identified, and support is tailored accordingly, enabling teachers to adapt their approaches effectively. Regular checks on understanding and constructive feedback are common, particularly in mathematics, where pupils often provide well-reasoned verbal responses. Nonetheless, there are instances where expectations for written work, especially in key stage three, could be higher, indicating that some pupils may not be reaching their full potential.
The school has implemented a comprehensive literacy strategy, exposing pupils to diverse and challenging texts. For those needing additional reading support, staff accurately identify gaps and provide targeted assistance, helping students to catch up quickly. Behaviour and attendance expectations are high, and the school has taken decisive action to enhance behaviour management and attendance routines. Most pupils demonstrate good behaviour and attendance, although there are occasional inconsistencies in behaviour management that need addressing.
The personal development programme is thorough, covering essential life skills and social issues, and is currently under review for further enhancement. The school’s careers provision is robust, benefiting from partnerships with various organizations, ensuring that pupils are well-prepared for their future endeavors. An increasing array of clubs and extracurricular activities is available, promoting personal interests and talents among students.
Trustees play a vital role in shaping the school’s strategic direction, providing strong support and challenge while being mindful of staff workload and wellbeing. Staff express pride in their work at the school, contributing to a positive working environment.
The safeguarding arrangements are effective, ensuring that pupils are protected and supported. However, the school must continue to embed its highest levels of curriculum thinking and refine behaviour management strategies to ensure that all pupils meet the school’s high expectations. By addressing these areas, the school can further enhance its educational provision and support for all students.
