Wolverley CofE Secondary School

What Ofsted said

From the inspection on 10 February 2026

Pupils experience a school going through a period of transition. The school has significantly changed since the last inspection, with many changes to staffing and governance in recent months. There are inconsistencies in pupils' experiences in lessons and in how pupils behave, including in how staff respond to any disruption. Leaders identify the barriers that pupils may face in order to provide an inclusive, ambitious education that improves life chances. However, these barriers are not successfully overcome for some pupils. Pupils, including those who are high prior attaining, do not achieve as well as they could in many subjects. Pupils experience a curriculum that is ambitious and broad. However, in some subjects, teaching activities do not help pupils to build securely on their prior learning. Leaders are beginning to address some of these historical weaknesses, such as how effectively learning is adapted to meet the needs of all pupils. However, these weaknesses are at the earliest stages of being improved. Pupils' attendance is improving. They are safe in school and know how to report concerns quickly. However, pupils' behaviour is variable. Pupils understand the ‘Wolverley Way’ which demonstrates leaders' high behaviour expectations. Some lessons are productive, and there are some clear routines that many pupils follow. That said, too often, at social times and in lessons, pupils lose interest and disrupt others. Pupils report that there is a focus on developing positive relationships and being respectful. However, there are a number of pupils who are not respectful to each other or to staff. Where incidents of bullying happen, not all pupils are confident that this will be dealt with quickly and consistently. Leaders provide pupils with cultural experiences such as visits to New York, London and Nottingham's Poetry Live event. Pupils take on roles, such as those of sports leaders, which develop their sense of belonging and responsibility. However, the school does not fully support pupils' personal development. Although pupils have some preparation for their next steps, they do not fully benefit from an effective careers provision.

What the school should improve

• Leaders, including those responsible for governance, should ensure that there is greater precision when evaluating how effectively strategies and actions are implemented across the school.
• Leaders should ensure that the post-16 curriculum, and its delivery, is carefully reviewed to meet the needs of all students and enable them to achieve well.
• Leaders should ensure that checks on pupils' understanding are used consistently to support pupils in remembering and using the key skills and knowledge that they need.
• Leaders should ensure that adaptations are made to teaching and assessment to enable pupils, including those who face barriers to their learning and those who are high attaining, to receive effective support to deepen their knowledge and key skills across the curriculum and achieve all that they are capable of.
• Leaders should ensure that their high expectations for behaviour are understood and demonstrated by pupils and staff so that behaviour is positive and respectful across the school.
• Leaders should ensure that all pupils are provided with a consistently delivered, well-structured and systematic careers programme to prepare them effectively for life beyond the school.

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