|Ofsted Inspection Rating||Good|
|Inspection Date||03 May 2018|
|Address||Southleigh Road, Havant, Hampshire, PO9 2RR|
|Religious Character||Does not apply|
|Number of Pupils||616 (52% boys 48% girls)|
|Number of Pupils per Teacher||15.8|
|Percentage Free School Meals||12.9%|
|Percentage English is Not First Language||2.9%|
|Pupils with SEN Support||15.1%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school is smaller than the average-sized secondary school. Leaders and staff work through an informal partnership with other local schools, to share expertise and collaborate about developments in education. An overall average proportion of pupils have SEN and/or disabilities with only a very small proportion of pupils who have education, health and care plans. The proportion of disadvantaged pupils, approximately one-third of pupils, is above the national average. In recent years, between 15 and 20 Year 7 pupils have been eligible for catch-up funding, which is for pupils who did not attain the expected standards in English and/or mathematics at the end of primary school. The school has an increasing number of children looked after. A few of them are far from their home area and/or have been out of education for a while. A number of service children attend the school. The great majority of pupils are from White British backgrounds. A well-below-average proportion of pupils speak English as an additional language. The proportion of pupils who enter or leave the school during Years 7 to 11 is well above that seen nationally. A very small number of pupils attend pupil referral units at either Woodlands Education Centre or The Key in Portsmouth. The school met the 2017 government floor standards, which set the minimum expectations for pupils’ attainment and progress.
Summary of key findings for parents and pupils
This is a good school The headteacher has not wavered from her resolve to educate and support all pupils so that when they leave, they all move on to well-considered futures. Senior leaders and governors work hard to develop the school, to provide an interesting curriculum and to strengthen the quality of teaching and learning. They back the headteacher’s effective leadership enthusiastically and loyally. Despite the dip in GCSE examination results in 2017, the overall trend in pupils’ progress has continued to rise since the last inspection. The majority of pupils, including those who are disadvantaged, make at least good progress in most subjects, particularly in Years 10 and 11. A parent whose daughter started school in the middle of an academic year wrote that, ‘She is the happiest I have ever known her to be.’ Another referred to a ‘very positive experience of the school’ over a number of years. Although teaching and learning are good overall, a small amount of teaching does not focus enough on high expectations and challenge for all pupils or adhere to the school’s feedback policy. A minority of pupils do not take suitable care or pride in how they present their work. Sometimes they ignore the comments teachers give them about how to improve their work. The school’s highly effective and consistent focus on respect for people’s ‘rights’ contributes most effectively to pupils’ evident good behaviour, respectful relationships with staff and consideration of those less fortunate than themselves. Through the curriculum, especially tutor time, pupils’ personal development is outstanding. They study a broad range of topics related to being thoughtful citizens. Their appreciation of spiritual, moral, social and cultural issues is strong. Teachers and pastoral staff contribute much to the high quality of care and support for pupils who have special educational needs (SEN) and/or disabilities, children looked after and those who are vulnerable. The needs of service children are considered well. Teachers assess the standards of pupils’ work accurately. Leaders reflect carefully on how to allocate funding, including for disadvantaged and other groups of pupils. Occasionally, in leaders’ tracking and analysis of pupils’ progress, it is not easy to identify which expenditure or action generated the best outcomes.