Wombourne High School

What Ofsted said

From the inspection on 19 May 2026

Most pupils enjoy their time at Wombourne High School. They are welcomed each day by staff who care about them and want them to succeed. In many lessons, pupils learn well and make progress. However, in some lessons, their learning is less secure. This is because teachers are not consistently alert to gaps in pupils’ knowledge or how best to meet their individual needs and help them overcome barriers to learning. This is particularly the case for disadvantaged pupils and those with special educational needs and/or disabilities. As a result, while pupils achieve outcomes in line with national averages in many subjects, this is not consistent across all areas. Some disadvantaged pupils do not attend well, and this hinders their achievement further. In the sixth form, students typically achieve well from their starting points because the curriculum is taught effectively. They receive strong careers education, information, advice and guidance, which prepares them well for their next steps. Students contribute positively to the wider school community and act as positive role models for younger pupils. Pupils particularly enjoy the school's 'enhanced curriculum', which is part of the programme for pupils' personal development and is a strength of the school. Pupils use this as an opportunity to develop their talents and interests, supported by their teachers. All pupils take part in these activities each week, and this helps to broaden pupils' horizons and strengthen the school community. Pupils told inspectors that they feel safe in school and that there is an adult they can talk to if they have concerns. They understand that expectations for behaviour have been raised, and many respond positively. As a result, lessons are typically calm and purposeful. Most pupils are kind and respectful to staff, visitors and each other. Although some bullying and unkind behaviour occur at times, pupils trust staff to take swift and effective action to address it when it does. However, some pupils find it difficult to meet the school’s raised expectations for behaviour. For these pupils, support is not yet consistently effective in helping them to improve. As a result, these pupils struggle to meet expectations in lessons and during social times, and they miss too much learning due to sanctions. Many of these pupils face additional barriers to their learning.

What the school should improve

• Leaders should ensure that all staff know and understand the specific barriers to learning that vulnerable pupils face, and that they use effective strategies in lessons so that pupils overcome these and learn well.
• Leaders should ensure that all teachers use the school-wide pedagogical approaches and routines to identify pupils’ starting points accurately and to check pupils' understanding, in order to inform and adapt their teaching so that it meets pupils' needs consistently.
• Leaders should ensure that key stage 4 pupils achieve well in all subjects by improving their outcomes in those areas where attainment is currently weaker.
• Leaders should ensure that all pupils, especially those who are vulnerable, benefit from the support they need to improve their behaviour so that they can participate fully in lessons and wider school life.
• Leaders should ensure that they use their analysis of pupils' attendance to inform their approaches so that disadvantaged pupils overcome their specific barriers to regular attendance at school.
• Leaders should continue their work to forge and rebuild constructive relationships with all parents and carers, and to work in partnership with them so that they can see the impact of the actions being taken to improve the school.

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