Weston Secondary School, located in Southampton, Hampshire, was inspected from February 6 to 7, 2024. The overall effectiveness of the school was rated as requiring improvement, along with the quality of education, behavior and attitudes, and personal development. However, leadership and management received a good rating. This was the first inspection under section five of the Education Act 2005, as the school had not been previously inspected.
The head of the school is Andy Papanicolaou, and it operates under the Hamwic Education Trust, which includes a chief executive officer, Robert Farmer, and a board of trustees chaired by Alice Wrighton. The school has a diverse community and aims to support all pupils, including those with special educational needs and disabilities. Despite high ambitions for student achievement, not all pupils are performing consistently well, and there is variability in learning across subjects. Leaders are implementing appropriate actions, but improvements are not yet fully secure.
Pupils generally feel safe and supported, with many confident in seeking help when needed. While bullying is acknowledged, staff are seen to take action to address it. However, some pupils express concerns about the effectiveness of these actions. Behavior in the school is mixed, with some pupils disrupting learning, and attendance and punctuality are issues that need addressing. The school offers a variety of extracurricular activities, which are well-received by many students, but not all pupils are receiving adequate information and teaching to support their personal development.
The curriculum is ambitious and designed to meet high expectations for all pupils, including those with SEND and disadvantaged backgrounds. Although the school has made significant investments in staff training to enhance curriculum delivery, there is inconsistency in how effectively the curriculum is implemented across the school. Not all staff possess the necessary knowledge and skills to ensure that all pupils are learning effectively, leading to some pupils not achieving their potential.
Support for pupils with SEND is effective in specific provisions, but adaptations across the curriculum are not consistently applied. The school is committed to fostering a reading culture and provides support for pupils struggling with reading, though this support needs to be more rigorous to ensure all pupils receive the help they need.
The school has established a clear approach to managing behavior, but its application is inconsistent, leading to disruptions in lessons. Attendance and punctuality remain significant challenges, impacting learning. The school is actively working to improve these areas, with some progress noted.
The personal, social, health, and economic education curriculum is well-structured, covering essential topics, but its delivery varies, resulting in some pupils not benefiting fully. The trustees have a clear vision for the school and have taken effective steps to support its development, which is positively impacting staff morale.
Safeguarding arrangements are effective, ensuring that pupils' welfare is prioritized. To improve, the school must focus on ensuring consistent curriculum implementation, enhancing attendance and punctuality, and delivering the PSHE curriculum effectively across all year groups. By addressing these areas, the school can better support its pupils in achieving their full potential.
