This letter outlines the findings from the monitoring inspection of Warren School, which took place on March 5, 2024. The inspection was conducted on behalf of His Majesty’s Chief Inspector of Education, Children’s Services and Skills, and it was the third monitoring inspection since the school was placed in special measures following a graded inspection in June 2022. The purpose of this monitoring inspection is to assess the progress made by the school since the last graded inspection, rather than to provide an overall effectiveness grade.
During the inspection, discussions were held with the interim executive lead, senior leaders, and the chair of the Consortium Multi-Academy Trust regarding the actions taken to improve the school. The impact of the COVID-19 pandemic was also considered. The inspection team met with staff, visited classrooms, and spoke with students about their learning experiences. Various school documents, including policies, curriculum plans, and safeguarding records, were reviewed to inform the judgement.
The inspection found that while progress has been made, further work is required for the school to be removed from special measures. The school has received support from the Consortium Trust, which is now leading the governance and addressing the weaknesses identified in previous inspections. However, ongoing staff turnover, including changes in leadership, has hindered the implementation of some improvement plans. A new headteacher has been appointed and will start in March 2024, which is expected to provide stability.
Leaders have worked to enhance the quality of education by clarifying expectations for staff regarding what students should learn. This has been structured through learning pathways tailored to meet students' specific needs. Staff have expressed appreciation for this clarity, which aids in their teaching. Professional development opportunities have been provided, particularly in English and mathematics, although some teachers still lack secure knowledge in all subjects they teach. This has led to challenges in adapting lessons to meet the diverse needs of students.
Subject leaders are receiving support to fulfill their roles effectively, and they are actively monitoring and providing feedback to improve curriculum delivery. However, there has not been enough focus on developing assessment approaches, and the impact of the curriculum has yet to be evaluated comprehensively.
Reading remains a priority, with leaders introducing high-quality texts and promoting a love of reading through various initiatives. While students are making progress in phonics, some staff lack confidence in supporting reading development.
The school has made significant strides in updating Education, Health and Care plans, ensuring they accurately reflect students' needs. Systems are in place to create pupil learning plans that include measurable targets and strategies for support.
Efforts to engage parents have been re-established, with consultation meetings and regular newsletters. However, some parents still express concerns about their children's education and lack understanding of the improvement actions being taken. The school’s website does not provide sufficient information about the curriculum.
Improvements in safeguarding systems have been noted, with effective oversight and training for staff. The trust has a clear understanding of the school's weaknesses and is focused on setting priorities for improvement. The support network provided by the trust and partnerships with other schools is helping to enhance staff knowledge and skills. External consultants are also contributing to the development of educational quality. Overall, while progress has been made, continued efforts are necessary to ensure the school meets the required standards for removal from special measures.
