William Brookes School

What Ofsted said

From the inspection on 8 May 2024

Most pupils say that they feel safe at school. Many pupils say that they are enjoying school much more now because the school has taken action to improve behaviour significantly. This means that fewer of their lessons are disrupted by others, so that they can learn more. Pupils would like to see these improvements continue so that they can always learn well in every lesson. Students in the school's sixth form benefit from a calm, purposeful and aspirational learning environment. Pupils and students say that there is little high-level bullying and that it is usually dealt with effectively when it happens. However, they say that there is still too much unpleasant name-calling. They are consistently encouraged to report these incidents and say that the school has zero tolerance towards racist and homophobic language. Pupils are keen for their school to be seen as inclusive. Although many pupils enjoy learning, a significant minority lack motivation and opt out of active participation. Too often, in these cases, teachers do not challenge them to improve their attitudes to learning so that they can achieve more. Pupils and students benefit from a wide range of extra-curricular activities. Numerous clubs, and exciting residential visits, broaden their experiences and cultural understanding.

What the school should improve

• The quality of curriculum delivery is inconsistent. As a result, too many pupils are not learning the intended curriculum well enough. The school should ensure that all teachers meet the needs of all pupils, maintaining high expectations of achievement and engagement in learning.
• The purpose of different types of assessment is not consistently understood. This means that assessment is not always well matched to what should have been learned. Consequently, it is not identifying the gaps and misconceptions that are barriers to further learning. The school should ensure that assessment focuses on the right things at the right time to facilitate well-informed adjustments to curriculum design and delivery that meet the needs of all pupils.
• Too many pupils never catch up with the work they have missed through absence. This means they have additional barriers to learning. The school should ensure that there is clarity for staff, pupils and parents about the reasons for and expectations of the ways in which pupils will be supported to catch up.
• A minority of pupils struggle to meet the higher expectations of behaviour now in place. As a result, they continue to disrupt the education of others. The school should take suitable action to help engage these pupils with the school culture of kindness, respect, hard work and friendship so that they understand the value of their school and their contribution to it.
• Pupils' understanding of fundamental British values is not well developed. This means they are not as well prepared as they should be for life in modern Britain. The school should continue with their work to enhance this aspect of personal development.
• Despite significant improvement in attendance overall and a reduction in suspensions, there is more work to be done. Currently, particular groups remain over-represented in these areas. The school should continue the focus on identifying the reasons for this and ensure that this work leads to clear evidence- based plans being put in place and monitored for impact.

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