School etc

The Warwick School

The Warwick School
Noke Drive
Redhill
Surrey
RH14AD

phone: 01737 764356

headteacher: Mr Ronald Searle

web: www.warwick.surrey.sch.uk

school holidays: via Surrey council


781 pupils aged 11—16y mixed gender
1088 pupils capacity: 72% full

400 boys 51%

11y7412y7413y9314y7815y82

380 girls 49%

11y8212y7013y7414y6415y89

Last updated: June 20, 2014


Secondary — Community School

URN
125268
Education phase
Secondary
Establishment type
Community School
Establishment #
4460
OSGB coordinates
Easting: 528447, Northing: 150848
GPS coordinates
Latitude: 51.242, Longitude: -0.16124
Accepting pupils
11—16 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Feb. 13, 2013
Region › Const. › Ward
South East › Reigate › Redhill East
Area
Urban > 10k - less sparse
Admissions policy
Comprehensive
Main specialism
Technology (Operational)
Investor in People
Committed IiP Status
Free school meals %
15.00
Learning provider ref #
10006850

Rooms & flats to rent in Redhill

Schools nearby

  1. 0.4 miles St Matthew's CofE Primary School RH11JF (455 pupils)
  2. 0.5 miles Phoenix Centre RH12HY
  3. 0.7 miles St Joseph's Catholic Primary School, Redhill RH11DU (418 pupils)
  4. 0.7 miles Battlebridge Education Centre RH12HZ
  5. 0.8 miles St Bede's School RH12LQ (1662 pupils)
  6. 0.8 miles East Surrey College RH12JX
  7. 0.8 miles Rnib Redhill College RH14DG
  8. 0.9 miles Earlswood Infant and Nursery School RH16DZ (430 pupils)
  9. 0.9 miles Earlswood Junior School RH16JX (345 pupils)
  10. 0.9 miles Wray Common Primary School RH20LR (504 pupils)
  11. 0.9 miles Wray Common Middle School RH20LR
  12. 0.9 miles Wray Common First School RH20LR
  13. 1.2 mile St John's Primary School RH16QG (236 pupils)
  14. 1.3 mile Dunottar School RH27EL (186 pupils)
  15. 1.3 mile St Nicholas School RH13PU (55 pupils)
  16. 1.4 mile Merstham Primary School RH13AZ (270 pupils)
  17. 1.4 mile Reigate Parish CofE (Aided) Infant School RH27DB (180 pupils)
  18. 1.4 mile Royal Alexandra and Albert School RH20TD (967 pupils)
  19. 1.4 mile Reigate Grammar School RH20QS (905 pupils)
  20. 1.5 mile Royal Alexandra and Albert (Aided) Junior School RH20TD
  21. 1.5 mile Doods Brow School RH14HQ
  22. 1.5 mile Brooklands School RH20DF (81 pupils)
  23. 1.5 mile Woodfield School RH13PR (115 pupils)
  24. 1.5 mile Greystone School RH13PR

List of schools in Redhill


The Warwick School

Inspection report

Unique Reference Number 125268
Local Authority Surrey
Inspect ion number 359874
Inspect ion dates 8–9 June 2011
Reporting inspector Patricia Metham HMI

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Secondary
School category Community
Age range of pupils 11–16
Gender of pupils Mixed
Number of pupils on the school roll 907
Appropriate authority The governing body
Chair Ray Elgy
Headteacher Ron Searle
Date of previous school inspection 11 June 2008
School address Noke Drive
Redhill
RH1 4AD
Telephone number 01737 764356
Fax number 01737 770007
Email address reveal email: h…@warwick.surrey.sch.uk
Age group 11–16
Inspect ion dates 8–9 June 2011
Inspect ion number 359874

Introduction

This inspection was carried out by one of Her Majesty's Inspectors and four additional
inspectors. Inspectors visited 29 lessons, observing 29 different teachers, and held
meetings with members of the governing body, staff and students. They evaluated
students' attainment over three years, schemes of work, policies, the school development
plan, the governing body minutes and reports from the School Improvement Partner. They
considered 208 responses to the questionnaire sent to parents and carers, 158 responses
to the students' questionnaire and 90 responses from staff.
The inspection team reviewed many aspects of the school's work. It looked in detail at a
number of key areas.

  • How effectively is the school raising standards in core subjects and improving the
    attainment of boys?
  • How effectively are leaders and managers disseminating and embedding best
    practice across all departments?
  • How successfully does the curriculum, including the enrichment programme, meet
    the needs of all students in each key stage?
  • What has been the impact of the specialism on provision and outcomes for
    individuals and groups of students within the school as well as within the local
    community?

Information about the school

The Warwick School is of average size, with fewer girls than boys. In addition to provision
on the main site, the school runs alternative provision on a second site for a small number
of Key Stage 4 students pursuing a largely vocational programme.
A slightly higher than average proportion of students come from minority ethnic groups,
principally from other White or Asian backgrounds. Approximately one in 10 students
speaks English as an additional language. A higher than average proportion join or leave
the school at other than conventional times. The proportion identified as having special
educational needs and/or disabilities is slightly higher than average. Predominantly, these
students have moderate learning difficulties or behavioural, emotional and social
development needs. The proportion known to be eligible for free school meals is below the
national average.
In October 2008, Warwick School achieved redesignation as a Specialist Technology
College. In 2009, its Investors in People status was renewed and, in 2010, it achieved the
Investors in Careers standard. In 2006, the school gained an Artsmark award.
The Warwick School participates in the Surrey Schools Specialist Consortium and the
Redhill Learning Consortium, and extends its curriculum provision through links with local
colleges.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Inspection judgements

Overall effectiveness: how good is the school? 3
The school's capacity for sustained improvement 2

Main findings

Asked to identify the key qualities of this satisfactory and steadily improving school, Key
Stage 3 students were emphatic: 'It's safe.' Key Stage 4 students highlighted changes in
the school's ethos and approach: 'Transformed! The atmosphere of the whole school has

changedThe support is amazing so much communication between staff and students.'

Credit for this transformation is consistently and justifiably given by staff, students,
parents and carers to the headteacher and his senior leadership team, whose ambitious
vision is securely founded on a realistic self-evaluation of the school's strengths and areas
for development. The safety and well-being of students are well supported and child
protection procedures are robust. Attainment is improving in response to changes in
subject leadership, more stable staffing, curriculum development and increasingly effective
use of information about students' progress. Capacity for further improvement is good.
Challenges remain: the most-able students are not prompted often enough to stretch and
refine their thinking and skills; boys have not yet caught up with the progress and
attainment of girls, although the gap is closing; and in lessons and when marking work,
not all teachers make effective use of the assessment skills that have been the focus of
the school's professional development programme. On an upward trend, attainment is
now average overall but with weakness in mathematics and, to a lesser extent, English.
Literacy and numeracy skills are not consistently developed across the curriculum, which
inhibits students' otherwise effective preparation for adult life. Nonetheless, persuasive
school data indicate a substantial increase in the proportion of students making
satisfactory progress.
The headteacher and his senior team are successfully strengthening the capacity of
academic and pastoral middle leaders. Through consultancy, well-judged deployment of
advanced skills teachers and engagement of staff at all levels, they have increased the
proportion of teaching that is good or better. Information gathered from lesson
observations and analysis of students' progress is used well to set priorities for staff
development. Teachers and support staff feel valued. The curriculum is broad and flexible.
Creative approaches are effective in meeting the needs of those with special educational
needs and/or difficulties; for example, The Warwick School's innovative 'Route 4'
curriculum is successfully engaging Key Stage 4 students for whom mainstream provision
is not always suitable. The school has productive partnerships with other schools, colleges
and businesses, which usefully extend students' options. The technology specialism
provides an impetus for staff and students to contribute positively to the local community,
for example through science and mathematics activities for primary children and
information and communication technology courses for adults.
While there is a small core of occasionally disruptive students, behaviour in lessons and
around the school is generally good. Students appreciate the clarity and consistency of the

Inspect ion grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

school's systems of sanction and reward. They willingly take on responsibility for each
other for example, as prefects and mentors and the student council is well respected and
influential.
The school's pastoral care is strong and its impact clear; for example, overall attendance
has improved for all except for a relatively small number of students whose circumstances
may make them vulnerable, and the number of fixed-term and permanent exclusions has
plummeted. Transition into Year 7 is well managed through extensive consultation with
primary schools and careful support at the start of Key Stage 3. The pastoral team is
strongly led and enterprising, working well with external agencies to complement effective

on-site initiatives such as the Support Centre. Comments from those parents and carers

who responded to the inspection questionnaire were overwhelmingly positive, especially
from those whose children have special educational needs and/or disabilities. The
following are typical, the first from a parent with a daughter in Year 11 and the second
from one with a son in Year 10. 'Her attitude to school has improved every year since

being at The Warwick. She has been given fantastic encouragement, support and praise,

especially from the SEN team.' and 'Thanks to the unfailing dedication and support of the
SEN department, my son has risen to the position of senior prefect despite being autistic.'
Up to 40% of the schools whose overall effectiveness is judged satisfactory may receive a
monitoring visit by an Ofsted inspector before their next Section 5 inspection.

What does the school need to do to improve further?

  • Improve attainment by:
    embedding approaches to assessment and marking that consistently help
    students to identify weaknesses and to develop skills that they can apply
    confidently in different contexts, especially in the case of boys
    strengthening the provision designed to reinforce core skills across the curriculum
    ensuring that high expectations, effective questioning and challenging tasks
    prompt more-able students to be more reflective, imaginative and independent
    learners.
  • Increase the proportion of teaching that is good or better by:
    ensuring more consistent matching of expectation and approach to students'
    needs and learning styles.
  • Improve the attendance of those students whose circumstances may make them
    vulnerable.
Outcomes for individuals and groups of pupils 3

Improved results in 2010 and well-substantiated evidence of continuing improvement this
year have brought students' attainment and progress broadly in line with national
averages. Girls continue to attain more highly and progress more rapidly than boys,
although adjustments to the curriculum choice of texts and topics in English, for example
and targeted interventions are closing the gender gap. Those known to be eligible for free
school meals and most of those identified as having special educational needs and/or
disabilities achieve as well as their peers nationally. In response to previously poor

Inspect ion grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

achievement by those on the School Action Plus programme, the school has set up
alternative provision, which is successfully motivating these students and enabling them to
gain worthwhile qualifications.
Students are enthusiastic and effective ambassadors for the school. They feel extremely
safe, behave well, treat each other and adults with respect and care, and willingly take on
responsibilities in the school and the wider community. They know what constitutes a
healthy lifestyle; not all, however, make healthy choices, especially about what and when
they eat. Many participate in sport and activities such as dance. Attendance for all but
some of the students whose circumstances may make them vulnerable has steadily
improved. Numbers of exclusions have fallen dramatically in response to well-managed
interventions that engage and support those at risk of dropping out of education or being
excluded. The school's pervasive ethos of mutual respect and tolerance underpins
students' spiritual, moral, social and cultural development, which is reinforced effectively
through assemblies, the tutor programme and the curriculum.

These are the grades for pupils' outcomes

Pupils' achievement and the extent to which they enjoy their learning 3
Taking into account:
Pupils' attainment¹
3
The quality of pupils' learning and their progress 3
The quality of learning for pupils with special educational needs and/or disabilities
and their progress
3
The extent to which pupils feel safe 1
Pupils' behav iour 2
The extent to which pupils adopt healthy lifestyles 3
The extent to which pupils contribute to the school and wider community 2
The extent to which pupils develop workplace and other skills that will contribute to
their future economic well-being
3
Taking into account:
Pupils' attendance¹
3
The extent of pupils' spiritual, moral, social and cultural development 3

1

The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

is low

How effective is the provision?

Overall improvement in teaching since the last inspection is built on careful monitoring and
helpful professional development. Common strengths include: teachers' secure and
enthusiastic subject knowledge; their very positive rapport with students; careful lesson
planning that makes clear what students are expected to learn and presents a logical

Inspect ion grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

sequence of activities; varied approaches to keep students engaged; and effective use of
resources, including information and communication technology. These strengths were
well demonstrated in a Year 8 drama lesson, in which students worked purposefully in
small groups to tell a difficult story through four short scenes. They understood what the
purpose of the exercise was, applied skills developed in previous sessions, ensured that
each group member had a significant part to play, and were confident that feedback from
the teacher and from other students would be thoughtful and productive. Teachers
understand the importance of regularly assessing what students have learnt and can do.
They have sound questioning skills; however, on occasion, they accept the first answer
offered rather than prompting more analytical or creative responses, especially from more-
able students. Marking of written work does not consistently balance praise with guidance
on how to improve or use questions to extend students' thinking. Much teaching is lively
but lessons are not always well paced.
Good curriculum development is leading the improvement in students' attainment and
progress; it is broad and flexible and usefully extended through links with local colleges
and businesses. In Years 10 and 11, four pathways enable students to combine academic
and vocational options in ways that best meet their abilities and aspirations. Transition
into Year 7 for less-confident or less-able students is well supported by small-group
teaching. The extra-curricular programme is extensive and popular with students. In
addition to regular sports and arts activities, students compete in local and regional
competitions and have opportunities to undertake projects in other countries.
The school is highly inclusive and committed to making every student feel valued. The
special needs coordinator and her team work unstintingly to evaluate and support the
emotional and learning needs of students whose circumstances may make them
vulnerable, liaising effectively with external agencies. They ensure that teachers and
support staff know as much as they need to about their students and are given advice on
how to respond. Individual needs are not always fully met during mainstream lessons,
however; for example when a student is left too long, unable to progress with a task,
before getting appropriate guidance. Pastoral managers maintain good communication
between school and home, and ensure that students' academic progress and personal
development support each other.

These are the grades for the quality of provision

The quality of teaching 3
Taking into account:
The use of assessment to support learning
3
The extent to which the curriculum meets pupils' needs, including, where relevant,
through partnerships
2
The effectiveness of care, guidance and support 2

How effective are leadership and management?

An exceptional degree of confidence in the commitment and effectiveness of the
headteacher and his senior leadership team is shared by staff and students, parents and

Inspect ion grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

carers. His ambitious but realistic vision for the school is well embedded in the
development plan and being steadily implemented through strong line management, clear
policies and rigorous monitoring of teaching and learning. While the impact on attainment
and progress is steady rather than quick, there is evidence of improvement in all key
areas. Members of the governing body are supportive and are becoming more effective in
holding the school to account but, as they acknowledge, communication with parents and
carers needs to be more effective. The budget is designed to meet curriculum priorities
and day-to-day financial management is efficient, ensuring satisfactory value for money in
the face of reduced student numbers.
The school regularly reviews its equalities and community cohesion policies, and ensures
they are effective. Thorough safeguarding procedures are in place, including stringent
checks during staff recruitment, designation of child protection officers and regular
training of all staff. Racial and bullying incidents are rare and promptly dealt with and, as
students confirm, good care is taken to promote equality of respect and opportunity.
Complementing the strong sense of community within the school, good partnerships and
involvement in neighbourhood activities help students build up a strong relationship with
their local community. The impact of the school's specialism can be seen, for example, in
the involvement of local people who come into lessons to share their experiences about
careers in science, engineering and technology. International strands in the curriculum
and links with Denmark, Africa, Borneo and India promote students' awareness of global
diversity. Their first-hand experience of multicultural Britain is less well developed.

These are the grades for leadership and management

The effectiveness of leadership and management in embedding ambit ion and driving
improvement
2
Taking into account:
The leadership and management of teaching and learning
3
The effectiveness of the governing body in challenging and support ing the
school so that weaknesses are tackled decisively and statutory responsibilities met
3
The effectiveness of the school's engagement with parents and carers 3
The effectiveness of partnerships in promoting learning and well-being 2
The effectiveness with which the school promotes equality of opportunity and tackles
discr iminat ion
2
The effectiveness of safeguarding procedures 2
The effectiveness with which the school promotes community cohesion 2
The effectiveness with which the school deploys resources to achieve value for money 3

Views of parents and carers

Almost all those who responded to the questionnaire presented an exceptionally positive
view of the school's leadership and management, and of the communication between

Inspect ion grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

school and home. They were confident that their children were safe, happy and doing
well. There was emphatic praise for the support given to students with special educational
needs and/or disabilities.
These views were fully supported by inspection evidence.

Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at The Warwick School to complete a
questionnaire about their views of the school.
In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements
about the school.
The inspection team received 208 completed questionnaires by the end of the on-site inspection. In total,
there are 907 pupils registered at the school.
The table above summarises the responses that parents and carers made to each statement. The
percentages indicate the proportion of parents and carers giving that response out of the total number of
completed questionnaires. Where one or more parents and carers chose not to answer a particular question,
the percentages will not add up to 100%.

Statements Strongly
agree
Agree Disagree Strongly
disagree
Total % Total % Total % Total %
My child enjoys school 76 37 122 59 6 3 3 1
The school keeps my child
safe
78 38 124 60 3 1 1 0
My school informs me about
my child's progress
112 54 92 44 1 0 1 0
My child is making enough
progress at this school
87 42 106 51 13 6 1 0
The teaching is good at this
school
59 28 137 66 7 3 0 0
The school helps me to
support my child's learning
58 28 135 65 10 5 0 0
The school helps my child to
have a healthy lifestyle
35 17 154 74 14 7 0 0
The school makes sure that
my child is well prepared for
the future (for example
changing year group,
changing school, and for
children who are finishing
school, entering further or
higher education, or entering
employment)
81 39 118 57 4 2 0 0
The school meets my child's
particular needs
81 39 114 55 8 4 1 0
The school deals effectively
with unacceptable behaviour
72 35 115 55 17 8 3 1
The school takes account of
my suggestions and concerns
63 30 129 62 5 2 2 1
The school is led and
managed effectively
109 52 94 45 2 1 2 1
Overall, I am happy with my
child's experience at this
school
109 52 91 44 3 1 1 0

Glossary

What inspection judgements mean

Grade Judgement Description
Grade 1 Outstanding These features are highly effective. An outstanding school
provides exceptionally well for all its pupils' needs.
Grade 2 Good These are very positive features of a school. A school that
is good is serving its pupils well.
Grade 3 Satisfactory These features are of reasonable quality. A satisfactory
school is providing adequately for its pupils.
Grade 4 Inadequate These features are not of an acceptable standard. An
inadequate school needs to make significant improvement
in order to meet the needs of its pupils. Ofsted inspectors
will make further visits until it improves.

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 46 48 6 0
Primary schools 6 47 40 7
Secondary schools 12 39 38 11
Sixth forms 13 42 41 3
Special schools 28 49 19 4
Pupil referral units 14 45 31 10
All schools 10 46 37 7

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now
make some additional judgements that were not made previously.
The data in the table above are for the period 1 September 2010 to 31 December 2010 and are consistent
with the latest published official statistics about maintained school inspection outcomes (see

www.ofsted.gov.uk).

The sample of schools inspected during 2010/11 was not representative of all schools nationally, as weaker
schools are inspected more frequently than good or outstanding schools.
Percentages are rounded and do not always add exactly to 100.
Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary
schools, special schools and pupil referral units.

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning,
development or training.
Attainment: the standard of the pupils' work shown by test and
examination results and in lessons.
Capacity to improve: the proven ability of the school to continue
improving. Inspectors base this judgement on what
the school has accomplished so far and on the quality
of its systems to maintain improvement.
Leadership and management: the contribution of all the staff with responsibilities,
not just the headteacher, to identifying priorities,
directing and motivating staff and running the school.
Learning: how well pupils acquire knowledge, develop their
understanding, learn and practise skills and are
developing their competence as learners.
Overall effectiveness: inspectors form a judgement on a school's overall
effectiveness based on the findings from their
inspection of the school. The following judgements,
in particular, influence what the overall effectiveness
judgement will be.
The school's capacity for sustained
Outcomes for individuals and groups of pupils.
The quality of teaching.
The extent to which the curriculum meets
The effectiveness of care, guidance and
improvement.
pupils' needs, including, where relevant,
through partnerships.
support.
Progress: the rate at which pupils are learning in lessons and
over longer periods of time. It is often measured by
comparing the pupils' attainment at the end of a key
stage with their attainment when they started.

10 June 2011
Dear Students

Inspection of The Warwick School, Redhill RH1 4AD

Thank you for being so friendly and helpful when the inspection team and I visited your
school. We agree that, while it provides a satisfactory quality of education for you at the
moment, your school is steadily improving under what you, your staff, parents and carers
have described as 'inspirational' and 'transformational' leadership.
Overall progress and attainment are improving and are now broadly in line with national
averages. You are being helped to develop the knowledge and many of the skills you will
need later in life; however, literacy and numeracy levels across the curriculum are not yet
high enough. You benefit from the wide range of options provided for you, including Route
4. We were pleased to hear that you have confidence in your teachers and support staff,
and that you feel exceptionally safe. It was encouraging to see how willingly you take on
responsibility for each other for example, as prefects and mentors and how actively many
of you contribute to teaching and learning in local primary schools.
In order to ensure that your school goes from strength to strength, we have asked your
headteacher to make sure that:

  • everyone who teaches you responds to the different ways in which you learn, and
    challenges you to do better even those of you who are already doing well are
    capable of thinking and solving problems more creatively and independently
  • your teachers always make it clear how you can improve your work, and help you to
    develop skills that you can then use confidently across the curriculum and in a range
    of situations
  • boys always attain as highly and progress as rapidly as girls
  • all of you attend school regularly.

All of you can help by not missing days of school, and by making the most of opportunities
to explore ideas and work out solutions to problems independently.
Yours sincerely

Patricia Metham
Her Majesty's Inspector

.

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