Dedworth Middle School, located in Windsor, Berkshire, has undergone significant improvements since its previous inspection, which rated it as requiring improvement. The recent inspection in June 2022 resulted in an overall effectiveness rating of good across all key areas, including the quality of education, behavior and attitudes, personal development, and leadership and management. The school’s vision focuses on unlocking the potential of all pupils, preparing them for the next stages of their education while fostering a safe and kind environment. This vision is embodied in the ethos known as The Dedworth Way, which emphasizes high standards and community responsibility.
Pupils express pride in their school, describing it as safe, friendly, and inspirational. They appreciate the supportive atmosphere created by staff who genuinely care for their well-being. The school promotes respectful behavior among students, and incidents of bullying are addressed promptly. The Achieve Centre provides additional support for pupils' well-being, ensuring that all students can access their learning effectively.
The community has shown confidence in the school, with parents acknowledging the positive changes over time. Leaders are committed to delivering a high-quality curriculum across all subjects, which is ambitious and designed to build knowledge and skills progressively. Teachers demonstrate strong subject knowledge and often incorporate recall of previous learning into their lessons. For instance, in mathematics, pupils are encouraged to work independently and share their problem-solving strategies with the class.
However, the curriculum has faced challenges in consistent delivery, particularly in a few subjects at key stage two, where the planning of knowledge and skills has not been as robust. This inconsistency can lead to disjointed learning experiences for some pupils. Leaders are aware of these issues and are actively working with staff to ensure that the curriculum is well-planned and implemented as intended.
Teachers effectively adapt classroom activities to meet the needs of all learners, including those with special educational needs and disabilities. The school has a well-trained staff in the special educational needs department, which helps ensure an inclusive environment. While reading is prioritized, support for weaker readers has not yet reached its full potential. Leaders are planning to implement a phonics program to enhance reading support.
Pupils demonstrate respectful and kind behavior both in class and around the school. When behavior falls short of expectations, pupils participate in restorative sessions to reflect on their actions and contribute positively to the school community. The school offers a variety of after-school clubs and trips that enrich the educational experience, while the personal development program helps pupils build confidence and understand diverse cultures and future career opportunities.
The headteacher and leadership team have made significant strides in improving the school, supported by a strategic local governing body. Staff appreciate the consideration given to their workload and the rationale behind new initiatives, contributing to a positive working environment.
Safeguarding arrangements are effective, with a strong emphasis on pupil safety. The school has established systems to identify at-risk pupils and has a dedicated team of safeguarding officers. Regular training ensures that staff are equipped to recognize and address current risks, and pupils feel safe within the school environment.
Despite the overall positive evaluation, the school must continue to refine its curriculum planning and ensure that all pupils receive the necessary support for reading. The implementation of a phonics program is a priority to enhance literacy skills across the board. The school is on a promising path, with leaders committed to maintaining high standards and fostering an inclusive, supportive educational environment.
