School report

Inspection of a good school: Bitterne

Park School
Dimond Road, Bitterne Park, Southampton, Hampshire SO18 1BU

Inspection dates: 17 to 18 January 2023

Outcome

There has been no change to this school’s overall judgement of good as a result of this
ungraded (section 8) inspection. However, the evidence gathered suggests that the
inspection grade might not be as high if a graded (section 5) inspection were carried out
now. The next inspection will therefore be a graded inspection.

What is it like to attend this school?

Pupils are proud of their school. They speak positively about the importance of diversity
and inclusivity. They are confident that staff respond to any reports of bullying quickly and
effectively. Despite many pupils understanding the importance of positive behaviour in
and around school, not all pupils abide by the behaviour policy. Occasionally, learning in
lessons is disrupted and some behaviour around school falls short of leaders’ high
expectations.

Most pupils feel safe and know that staff prioritise their well-being. Leaders provide a
range of positive opportunities for pupils to hear from a range of organisations to learn
about safety in the local community.

Leaders have been making appropriate changes to the curriculum to support all pupils to
meet ambitious goals. Leaders are aware that there is further training and support
needed to ensure that these ambitions are realised.

Beyond the taught curriculum, pupils have a wide range of clubs available to attend at
school. They also have a range of additional activities that they can participate in,
including, for example, the school production.

As one parent said, ‘the teachers at this school work hard, and there is a strong
commitment to raising kind and respectful young people’.

What does the school do well and what does it need to do better?

Leaders are wholeheartedly committed to ensuring that all pupils benefit from their time
at Bitterne Park School. The range of subjects available from Year 7 to Year 13 is broad
and prepares pupils well for their next steps in education. The selection of what teachers
want pupils to learn in most subjects is suitably challenging and taught in an appropriate
order.

Leaders are implementing improvements to individual subjects. For example, in English,

leaders have updated the texts that pupils read to develop a richer understanding of a
range of literature. Similarly, in languages, recent curriculum adjustments are supporting
more pupils to access the curriculum and achieve well. As a result, the number of pupils
selecting a language at key stage 4 is increasing quickly.

In some subjects, teachers regularly check that pupils understand what they are being
taught. Teachers then adapt the lesson to respond to any arising misconceptions or gaps
in knowledge. However, in some other subjects, some teachers do not systematically
check on the knowledge of all pupils and adjust their teaching when needed. This means
that in some lessons pupils move on to new content before they have secured the
important knowledge they need. Some pupils therefore struggle to understand what they
are being taught, and as a result the quality of their participation in lessons is weaker.
Leaders are taking action to make rapid improvements to the quality of education that
pupils receive.

Leaders have prioritised the important role that reading plays in supporting all pupils to
access the broad and balanced curriculum. There is a sharp focus on ensuring that pupils
who struggle to read confidently and competently are identified and provided with the
rapid support that they need to improve. Furthermore, pupils with special educational
needs and/or disabilities (SEND) are accurately identified and receive additional well-
matched support to help them to access the curriculum.

In many lessons and around school, pupils demonstrate positive and respectful
behaviours. However, some staff and pupils shared concerns about behaviour. In some
lessons, learning is interrupted. There are some inconsistencies in how lateness to lessons
and low-level pupil disruption are managed in lessons. Leaders have put in place actions
to improve the conduct of pupils in and around the school. However, not all pupils meet
leaders’ high expectations for behaviour and at times the behaviour policy is not applied
consistently. Leaders do not currently use all the information available to them to precisely
monitor the impact of their actions to reduce the variability of low-level disruptive
behaviour and conduct concerns within school.

Leaders know their pupils and families well. As a result, the personal, social and health
education programme at the school is bespoke and age appropriate. Pupils learn about
important themes within the local community and are taught important knowledge to help
them to stay safe. Pupils are also provided with useful information to prepare for their
next stages of education, employment or training. This is particularly strong in the sixth
form.

Staff across the school are confident that their training needs are well understood by
senior leaders. Most staff are also appreciative of the steps that leaders have taken to
manage their individual workload. This includes recent changes to how teachers assess
pupils.

Inspection report: Bitterne Park School

17 and 18 January 2023 2
Safeguarding

The arrangements for safeguarding are effective.

Staff are acutely aware of the risks that pupils in their care might face. Staff receive
regular and specific training and updates from leaders about safeguarding. As a result,
staff are well informed about a wide range of safeguarding issues within the community.
They know their responsibilities to identify and report safeguarding concerns accurately
and in a timely manner. When concerns are raised, those responsible for safeguarding are
quick to investigate and respond appropriately. Leaders work effectively with external
agencies to ensure that pupils and their families get the help that they need. Leaders also
seek the support of local organisations to support pupils to learn about important
knowledge related to safety.

What does the school need to do to improve?

(Information for the school and appropriate authority)

◼ Sometimes teachers move pupils on to new learning before they have securely learned
what they are being taught. This means that some pupils have gaps in their knowledge
and misconceptions that prevent them from being successful. Leaders must ensure that
all staff receive the support needed to ensure pupils are given clear feedback and the
additional practice time needed to make improvements before they are introduced to
more-complex content.
◼ There are some inconsistencies in the application of the behaviour policy within
lessons. This means that some lateness to lessons and off-task behaviour that disrupt
learning are not managed effectively. As a result, some pupils miss important learning
time. Leaders must ensure that all staff are well supported to follow clear and well-
communicated processes to reduce low-level disruptive behaviour and lateness that
interrupt learning.
◼ Some pupils shared concerns about poor behaviour during social times. Leaders are
taking action to reduce these concerns but not all pupils are yet confident that this
behaviour is well managed. Leaders must take further action to review the impact of
these initiatives and clearly and appropriately communicate their high expectations
during social times to all members of the school community.

Background

When we have judged a school to be good, we will then normally go into the school
about once every four years to confirm that the school remains good. This is called an
ungraded inspection, and it is carried out under section 8 of the Education Act 2005.
We do not give graded judgements on an ungraded inspection. However, if we find
evidence that a school would now receive a higher or lower grade, then the next
inspection will be a graded inspection, which is carried out under section 5 of the Act.
Usually this is within one to two years of the date of the ungraded inspection. If we
have serious concerns about safeguarding, behaviour or the quality of education, we
will deem the ungraded inspection a graded inspection immediately.

Inspection report: Bitterne Park School

17 and 18 January 2023 3
This is the first ungraded inspection since we judged the school to be good in November
2017.

How can I feed back my views?

You can use Ofsted Parent View to give Ofsted your opinion on your child’s school, or to
find out what other parents and carers think. We use information from Ofsted Parent View
when deciding which schools to inspect, when to inspect them and as part of their
inspection.

The Department for Education has further guidance on how to complain about a school.

Further information

You can search for published performance information about the school.

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil
premium funding: pupils claiming free school meals at any point in the last six years and
pupils in care or who left care through adoption or another formal route.

Inspection report: Bitterne Park School

17 and 18 January 2023 4
School details

Unique reference number 116458

Local authority Southampton

Inspection number 10256499

Type of school Secondary

School category Maintained

Age range of pupils 11 to 18

Gender of pupils Mixed

Gender of pupils in sixth-form Mixed

provision
Number of pupils on the school roll 2,023

Of which, number on roll in the sixth 156

form
Appropriate authority The governing body

Chair of governing body Matt Bishop

Headteacher Stewart Roderick

Website http://www.bitterneparkschool.org.uk/

Date of previous inspection 29 and 30 November 2017, under section 5

of the Education Act 2005

Information about this school

◼ Since the previous inspection there have been several changes to the leadership of the
school. These changes include the headteacher, from September 2020, and the chair of
the governing body. From September 2022 there have also been changes to the senior
leadership team of the school.
◼ The school currently uses two alternative providers to provide education and support
for a small number of pupils.
◼ The school has a resource base for pupils with autism spectrum disorder called ‘The
ARB’. Currently, 51 pupils are supported within the provision.
◼ The school meets the requirements of the Baker Clause, which requires schools to
provide pupils in Years 8 to 13 with information about approved technical education
qualifications and apprenticeships.

Inspection report: Bitterne Park School

17 and 18 January 2023 5
Information about this inspection

◼ This was the first routine inspection the school received since the COVID-19 pandemic
began. Inspectors discussed the impact of the pandemic with leaders and have taken
that into account in their evaluation of the school.
◼ Inspectors carried out deep dives in these subjects: English, mathematics, languages,
music and physical education. For each deep dive, inspectors discussed the curriculum
with the subject leader, observed pupils at work, spoke to teachers, spoke to pupils
about their learning and looked at a sample of pupils’ work.
◼ Inspectors met with the headteacher and other leaders, including leaders of the
specialist resource provision. The lead inspector also met with the director of education
from the local authority.
◼ The inspection team reviewed a wide range of information provided by the school,
including information about behaviour, minutes of governor meetings, and relevant
school policies. Inspectors also reviewed leaders’ own evaluation about the
effectiveness of the school and their plans for further improvement.
◼ Inspectors talked to a wide range of pupils and observed their behaviour in lessons and
during social times.
◼ Inspectors reviewed the arrangements for safeguarding by looking at relevant
documentation, staff recruitment checks and training records. The inspectors also
talked to a range of staff and pupils.
◼ Inspectors spoke with staff and pupils to gather their views. They considered 297
responses to Ofsted’s online survey, Ofsted Parent View, including 258 free-text
comments. Inspectors also took account of 105 responses to the staff survey and 182
responses to the pupil survey.

Inspection team

Hanna Miller, lead inspector His Majesty’s Inspector

Alan Johnson Ofsted Inspector

Peter Fry Ofsted Inspector

Inspection report: Bitterne Park School

17 and 18 January 2023 6
The Office for Standards in Education, Children’s Services and Skills (Ofsted)
regulates and inspects to achieve excellence in the care of children and young
people, and in education and skills for learners of all ages. It regulates and
inspects childcare and children’s social care, and inspects the Children and Family
Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher
training, further education and skills, adult and community learning, and education
and training in prisons and other secure establishments. It assesses council
children’s services, and inspects services for children looked after, safeguarding and
child protection.

If you would like a copy of this document in a different format, such as large print
or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk.

You may reuse this information (not including logos) free of charge in any format
or medium, under the terms of the Open Government Licence. To view this licence,
visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the
Information Policy Team, The National Archives, Kew, London TW9 4DU, or email:
psi@nationalarchives.gsi.gov.uk.

This publication is available at http://reports.ofsted.gov.uk/.

Interested in our work? You can subscribe to our monthly newsletter for more
information and updates: http://eepurl.com/iTrDn.

Piccadilly Gate
Store Street
Manchester
M1 2WD

T: 0300 123 1231

Textphone: 0161 618 8524
E: enquiries@ofsted.gov.uk
W: www.gov.uk/ofsted

© Crown copyright 2023

Inspection report: Bitterne Park School

17 and 18 January 2023 7