The Winchcombe School

What Ofsted said

From the inspection on 10 February 2026

Pupils benefit from a positive, caring environment where warm relationships and well-established routines help them feel safe. They know the school’s values of respect, kindness, courage and curiosity. Pupils try hard to embody these traits in daily life. This ethos contributes to a clear sense of belonging. Behaviour is typically calm and orderly. Pupils understand the rules, which they view as fair and consistently applied. Bullying is rare, and dealt with successfully. Many pupils build knowledge securely across a broad range of subjects. They engage well in subjects such as design and technology and history. However, too many younger pupils are not learning to read quickly enough. Additionally, writing is not taught as well as it should be across the school. Over time, large numbers of disadvantaged pupils have not achieved well in reading, writing and mathematics. This means that they leave Year 6 without the essential learning that they need for secondary school. Low attendance among disadvantaged pupils further restricts their progress and compounds gaps in their learning. Pupils with special educational needs and/or disabilities (SEND) are typically well cared for, particularly those who attend the resourced provision, where support is well matched to pupils' needs. However, provision for pupils with SEND across the school varies. Some pupils with SEND do not benefit from the adapted teaching that they need to make secure progress through the curriculum. Developing pupils beyond the academic is a clear strength of the school. Pupils benefit from a wide range of opportunities that help them to grow into confident, responsible young people. They take on meaningful leadership roles that build their independence and their sense of contribution to school life and beyond. Clubs, trips, residential visits and outdoor learning enrich pupils’ wider experiences and broaden their horizons. Pupils also develop a secure understanding of diversity, respect and the fundamental British values, which is reflected in their thoughtful interactions with others.

What the school should improve

• Leaders should ensure that pupils, including older pupils who have not secured firm foundational reading knowledge and skills, receive precise early reading teaching and support. • Leaders should ensure that the writing curriculum is implemented consistently well, with a shared high ambition to raise pupils' achievement in this aspect of the school's work. • Leaders should analyse attendance patterns more closely to identify barriers and take swifter, more effective action to improve attendance rates, particularly for disadvantaged pupils. • Leaders should provide staff with regular, high-quality professional learning and rigorously monitor its impact to drive rapid improvement. This includes training focused on meeting pupils’ needs, appropriate pedagogical choices and behaviour management.

Read the full Ofsted report (opens in a new tab)