Worle Community School

Worle Community School is a large secondary school that has been stabilised by leaders since the previous inspection. Teaching quality has improved, the curriculum is broad and ambitious, and pupils generally behave well and feel safe. Personal development is a priority, with a well-planned PSHE curriculum and a range of extra-curricular activities. However, pupils' achievement at the end of key stage 4 has been below national averages for some time, although outcomes for disadvantaged pupils compare more favourably and the proportion achieving grade 5 in English and mathematics is rising. Leadership lacks coherence, which limits the school's effectiveness in several areas. Oversight of attendance is not rigorous enough, and persistent absence remains well above the national average, particularly affecting vulnerable pupils and those with SEND. Inclusion systems are fragmented, meaning some pupils' needs are not accurately identified or met consistently. Governance is in transition, and trustees do not have a detailed enough understanding of the school's strengths and weaknesses. Some pupils continue to use derogatory language, and not all pupils feel a strong sense of belonging. The school is part of The Priory Learning Trust and benefits from a clear professional development offer that staff value. Leaders are prioritising the right things and are working in the best interests of pupils, but impact is sometimes limited by weak analysis and monitoring systems. Safeguarding standards are met.

Strengths

• Leaders have successfully stabilised the school and established clear routines.
• The curriculum is broad and ambitious, and teachers typically explain concepts clearly.
• Teaching quality has improved, with some highly effective practice where pupils revisit prior learning.
• Pupils' personal development is prioritised, including through extended tutor time and PROUD values.
• The PSHE curriculum is ambitious and responsive to local issues.
• A range of extra-curricular activities is available, including Duke of Edinburgh and school musical.
• Comprehensive careers advice and guidance meet statutory requirements.
• Staff value the effective professional learning offer and feel well-supported with workload.
• Behaviour has improved, with fewer suspensions and a calmer, more orderly environment.
• Disadvantaged pupils' outcomes compare more favourably than national averages in some measures.
• The number of pupils achieving grade 5 in English and mathematics is increasing.

Areas for Improvement

• Pupils' achievement at the end of key stage 4 has been below national averages in many areas for some time.
• Some pupils have gaps in knowledge, leading to weaker recall and difficulty keeping up.
• Leaders' oversight of attendance lacks rigour, and persistent absence is well above national average.
• Vulnerable pupils, including those with SEND, are disproportionately persistently absent.
• There is a lack of coherence in the leadership of inclusion, with fragmented oversight of vulnerable pupils.
• Strategies to support pupils with SEND are not always closely matched to individual needs.
• Leaders do not systematically evaluate the impact of additional funding for disadvantaged pupils.
• A lack of coherence in the leadership team means leaders do not have a shared, accurate view of weaknesses.
• Governance is in transition, and trustees have only a broad understanding of areas needing improvement.
• Some pupils use derogatory language, and not enough is being done to stamp this out.
• Some pupils do not feel a sense of belonging and have negative attitudes towards school.
• Parental engagement remains an ongoing challenge, with some parents dissatisfied.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Worle Community School attended 87.8% of sessions (the national figure for secondary schools was 91.6%). 34.8% of pupils were persistently absent, missing at least one session in ten (nationally 23.4%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 9.9% of pupils at Worle Community School were suspended at least once (nationally 7.3%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Worle Community School had 17.0 pupils for each teacher (the national figure for secondary schools was 16.7). Of its teachers in 2024–25, 19.8% were no longer at the school a year later (nationally 14.1%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 10.5% of pupils at Worle Community School were on SEN support (nationally 14.1%) and 3.9% had an education, health and care (EHC) plan (nationally 3.5%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded secondary schools. Counts are as published, with small numbers not hidden.

In 2024–25 Worle Community School received £8,247 and spent £7,903 for each of its 1,291 pupils. It ended the year with reserves of £1,418,000 (£1,099 per pupil).

Across all 20 schools of Pathway Trust, income was £7,571 and spending £7,443 per pupil.

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24). Academy figures include a share of the trust's central services, shared out by pupil numbers, and are rounded to the nearest £1,000. Premises costs were defined differently from 2024, so compare them across that gap with care.

• Primary Schools
• Secondary Schools

All schools in Weston-Super-Mare · North Somerset local authority: places and applications

Worle Community School is part of Pathway Trust, which runs 20 schools. The nearest others:

• Priory Community School Weston-Super-Mare
• Castle Batch Primary School Weston-Super-Mare
• St Anne's Church Primary School Weston Super Mare
• Berrow Church Primary School Burnham-On-Sea
• Burnham-On-Sea Infant School Burnham-On-Sea
• St Andrew's Church Junior School Burnham-On-Sea
• The King Alfred School Highbridge
• West Huntspill Primary School Highbridge
• East Huntspill Primary School Highbridge
• Pawlett Primary School Bridgwater

What is Worle Community School's Ofsted rating?

The latest Ofsted rating for Worle Community School is Needs attention, from an inspection in July 2026.

When was Worle Community School last inspected by Ofsted?

Worle Community School was last inspected in July 2026.

How many pupils does Worle Community School have?

Worle Community School has 1,244 pupils on roll.

What age range does Worle Community School cover?

Worle Community School for pupils aged 11 to 16.

What are Worle Community School's GCSE results?

In 2026 its average Attainment 8 score was 41.9, and 43% of pupils achieved grade 5 or above in both English and maths GCSE.

Where is Worle Community School?

Worle Community School is at Redwing Drive, Mead Vale, Weston-super-Mare, Somerset, BS22 8XX.