|Name||Longhill High School|
|Ofsted Inspection Rating||Good|
|Inspection Date||18 September 2018|
|Address||Falmer Road, Rottingdean, Brighton, East Sussex, BN2 7FR|
|Religious Character||Does Not Apply|
|Number of Pupils||892 (50% boys 50% girls)|
|Number of Pupils per Teacher||13.4|
|Percentage Free School Meals||20.9%|
|Percentage English is Not First Language||6.6%|
Information about this school
The headteacher was appointed in June 2016, three months after the last inspection. The proportion of pupils who are disadvantaged is above average. The proportion of pupils who receive support for SEN and/or disabilities is above average. The school has a special facility for pupils who have dyslexia. The Focus Centre, a separate building on the school site, provides support for pupils who struggle to participate in school life. A small number of pupils attend alternative learning providers, such as Greater Brighton Metropolitan College and Albion in the Community.
Summary of key findings for parents and pupils
This is a good school The local community has renewed its confidence in the school since the last inspection. Pupils, parents and carers, leaders of other schools and the local authority all agree that the school has improved significantly. The inspirational leadership of the headteacher has resulted in the staff working together to transform their school. The school now provides a good level of education. Pupils’ behaviour has been transformed since the last inspection and they are now proud of their school. They are smart, polite and tolerant of the views and differences of others. They recognise the many improvements and are appreciative of their teachers and the leaders of the school. Since the last inspection, teaching has become more effective in most subjects. The majority of teaching meets pupils’ needs well. There is a small amount of inconsistent teaching across the school that does not challenge pupils enough. Strong support from leaders and staff for pupils who have special educational needs (SEN) and/or disabilities has resulted in good progress. The pupils supported by the in-house dyslexia unit are served well. Pupils’ progress, while much improved, is not yet consistently strong enough across all subjects and years to make up for the inconsistencies in the past. Because of decisive action by leaders and staff, the progress of disadvantaged pupils and those that are the most able is stronger than that of their peers. The curriculum and enrichment activities promote pupils’ development well. Pupils are happy and safe. The school’s safeguarding procedures are highly effective. Governors are fully committed to the school. They provide effective support and challenge to school leaders. Overall attendance is below national averages. Leaders are working to reduce pupils’ absence and there are signs of attendance improving this year. Leaders have an accurate view of the school’s strengths and areas to improve. However, leaders have not monitored the success of some of their improvement plans sharply enough.