The Bishop’s School, as it was then called, opened on its current site on the 16th April 1890 with 45 boys. Girls were welcomed in 1902 and the school was coeducational until 1927. We now have around 1000 pupils across the school, about 300 of whom are in the Sixth Form.

The School places great emphasis on ensuring that pupils achieve the highest academic standards of which they are capable, whilst encouraging them to develop their social, cultural and recreational skills and interests at the same time. This means that the school adopt a firm but caring approach to all aspects of School life. Staff endeavour to work closely with parents in ensuring that boys spend their time at School profitably but happily.

The Lower School Office is the focus of life for the boys in their first two years. In addition to handling all of the routine (but very important) day-to-day pastoral issues, the Lower School Office also monitors the academic progress of the boys through the analysis of report data. The office staff receive information from all aspects of the boys’ schooling, including rewards and sanctions, so that they can both support and challenge boys to do their best.

In the Middle School this policy is carried out by working closely with pupils and parents on academic, pastoral and career matters and by trying to equip them with a good range of qualifications and skills by the end of Year 11 – whether they go on to enter the Sixth Form or leave school at this stage.

The team of Middle School Tutors are responsible for the progress and welfare of the boys in the middle school year groups, with academic matters regularly monitored closely through report and other data. The Middle School Office staff also handle many work-related concerns, for example issues which arise through coursework and controlled assessment, organisation and prioritisation and study skills.

The Middle School Office organises the options procedure each year, through which Year 9 boys make their choices for the Key Stage 4 courses. This includes an Options Evening for parents in the Spring Term where, in addition to academic matters, careers related advice and guidance will be given by our independent Careers Consultant.

Christian traditions and values are the way of life at Bishop Wordsworth’s. Boys joining the sixth form from other schools acknowledge that the care and support here are comparable with their experiences elsewhere. However, everyone is aware that here they are firmly rooted in biblical teaching and Christian practice. Students know that each one of them is valued and encouraged and supported to be the best they can be. They appreciate the high quality and tireless academic and pastoral support that helps them achieve and results in high levels of attendance and very few exclusions. This includes careful attention to their spiritual, emotional and mental wellbeing, so necessary at times when boys’ natural competitiveness and personal aspiration exert considerable pressure. Students are confident that staff deal with any behaviour and relationship challenges effectively and without delay in line with the values of Christianity. Boys are usually quick to understand and resolve problems. The comment, ‘we try so hard to be a good person and care for each other’ characterises the views of many.

Academic progress is carefully monitored and supported to ensure the highest standards and aspirations are achieved. However, reflecting a biblically inspired understanding that life is to be lived to the full, boys are expected to engage with the wide range of enriching opportunities provided by the school. Sports, music, drama, art, languages and Christian union are just some examples of the extra-curricular provision from which students benefit. In keeping with the ethos of the school, boys who have interests not included in existing provision know they can seek approval to initiate additional clubs and activities. Students relish opportunities to take roles of responsibility and leadership. The most senior prefect roles are held in very high regard. The fact that the cathedral prefect, responsible for liaison with the cathedral, is one of the three most senior positions highlights the importance accorded to worship and Christian traditions. Character development and community service are given high priority. A large number of students undertake the Duke of Edinburgh’s Award up to gold level thereby growing in social awareness and resilience. Students understand the importance of service through opportunities in school such as the role of subject prefect. Greater awareness comes through voluntary work with Oxfam, the Trussell Trust, Sarum College, the local hospital and others as part of the sixth form programme of enrichment. International trips and a vast array of speakers broaden horizons and instil in students the importance of social and political awareness as well as the responsibility they have to be good citizens. In addition, RS challenges their thinking, making them aware of different beliefs and ways of life amongst Christians as well as people of other faiths and no faith throughout the world. All these elements of provision enrich students’ spiritual, moral, social and cultural (SMSC) development encouraging them to be reflective about the people they want to be. They contribute to the school’s aspiration to prepare them to live a full and fulfilling life.

THE SUCCESS OF THE SCHOOL

There are many impressive features that combine to make Bishop Wordsworth’s an outstanding school. Standards are exceptionally high. The personal development and well-being of the students are impressive. The outstanding curriculum, including its recent focus on languages and the international dimension, effectively prepares students for the future.

Leadership and management are excellent. The headteacher, senior team and staff share a passionate commitment to the school and give their time generously to run out-of-hours activities. The headteacher has an inspiring vision for the school, seeking to provide the best all-round education in an ever-changing and competitive world. Potential innovations are researched thoroughly.

The school is engaged in a healthy debate about the effectiveness of different teaching and learning styles for its students. A small group of students is researching how you can judge learning in a lesson and the learning approaches that students like. The quality of teaching and learning is good. Teachers have excellent subject knowledge and clearly aim for high standards but many lessons lack the range of learning approaches featured in the students’ research.

The governors actively support the school and are well organised and not afraid to question. Since the last inspection, standards have risen even higher and great strides have been made in eliminating the widespread problems with accommodation, although some remain. Bishop Wordsworth’s capacity to improve yet further is excellent.

Leadership and management are outstanding. The school is extremely well led by the headteacher, who is respected by staff, students and parents. He is deeply committed to preserving the excellent traditions within the school but keen to see further development and willing to pursue new avenues.

The senior leadership team plays a key role in managing improvements and sustaining high quality in provision. The research project into teaching and learning styles is providing useful evidence to inform the school’s timely debate about the approaches used. Staff have bravely, and skifully, worked with students to gain better insight into students’ views about learning.

The school’s effective improvement planning is based on a secure evaluation of performance data in every area of operation. The senior team has a comprehensive oversight of strengths and weaknesses in subject departments. However, the setting of individual targets for students requires further refinement to ensure that everyone recognises the degree of challenge that they represent and how students can benefit most from them.

Specialist status has been very well led and managed. It has a very positive impact on the school not just in terms of results but also through building an international dimension into the curriculum.

The governing body is effective, actively supporting this successful school and holding senior managers to account constructively. The accommodation has improved vastly since the last inspection but, given some of it is still in an unsatisfactory state of repair, governors and senior staff must ensure that the school continues to monitor potential health and safety issues regularly.