Swanmore College

What Ofsted said

From the inspection on 24 May 2023

Pupils enjoy coming to this friendly and happy school. Leaders have high expectations of behaviour. Most pupils and parents appreciate how well behaviour is managed. However, some perceive that approaches may not be fair. Nevertheless, pupils' behaviour in lessons and around the site is excellent. Leaders deal with bullying very well. Pupils have a range of adults in school they trust to help them if necessary. Consequently, pupils feel safe in school. Leaders are determined that pupils have a well-rounded experience of school. They have put in place an ambitious curriculum for all pupils, and teachers share these high aspirations. Pupils, including those with special educational needs and/or disabilities (SEND), achieve well across different subjects. They are also well prepared for future learning. However, a few pupils in key stage 4 would benefit from targeted support to help them become fluent readers. Pupils benefit from an impressive programme of enrichment and extra-curricular activities. This equips them with the cultural understanding, character and memorable experiences needed to play a full and active role in life. Furthermore, because sessions are led by teachers and support staff, and often include pupils from different year groups, they contribute to the school's distinctive 'family' ethos.

What the school should improve

• Support for pupils in key stage 4 who are still in the early stages of learning to read is not as effective as it could be. As a result, a small number are not fluent readers. This impacts how well they are prepared for current and future learning. Leaders should embed a rigorous approach to helping older pupils who struggle to read which mirrors that in place in key stage 3.
• Some pupils and parents perceive that some sanctions are not always fair or consistently implemented. This is because leaders do not communicate clearly enough the reasons for sanctions or how actions taken to address behaviour are part of a wider pastoral approach. Leaders should continue to work with pupils and parents so they understand the rationale and benefits of the system so that everyone has confidence in the school's approaches.

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