Chichester High School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school After a decline in pupils' achievements, the headteacher, who took up her post in January, has worked with her leadership team to secure strong teaching, learning and assessment. Leaders, including governors, have high expectations and aspirations for the academic and social success of all pupils. Senior and middle leaders are effective in improving the quality of teaching and learning.

As a result, pupils enjoy learning and strive to achieve well in subjects across the curriculum. In all year groups, pupils make strong progress in English and mathematics. Governors have a strong understanding of the school.

They provide sufficient challe...nge to leaders regarding the progress that pupils, including disadvantaged pupils, make at each key stage. Teachers have strong subject knowledge and high expectations of their pupils. Pupils study a broad, balanced and creative curriculum that enables them to develop tolerance, empathy and respect.

Consequently, pupils gain the knowledge, skills and understanding to be successful citizens of 21st century Britain. Through the curriculum, pupils learn how to care for their physical and emotional well-being. Leaders are tenacious in ensuring the safety of pupils.

Pupils with special educational needs and/or disabilities (SEND) receive effective support to enable them to access the curriculum confidently and successfully. The sixth form provides an outstanding education. Students are highly articulate, ambitious and conscientious.

Through a personalised curriculum, they gain strong knowledge, skills and understanding in a breadth of subjects. They also benefit from a rich extra-curricular programme of work experience that prepares them very well for the world beyond school. Disadvantaged pupils do not make strong progress in many areas of the curriculum to catch up with other pupils nationally.

Although most pupils demonstrate exemplary attitudes towards learning, a minority of pupils' low-level poor behaviour is not addressed consistently well. Consequently, these pupils do not make as much progress as their peers. Teachers do not consistently use assessment information about pupils to inform the planning and teaching of some lessons.

Some teaching, therefore, does not meet the needs of pupils.

Information about this school

The school is larger than the average-sized secondary school. It is part of TKAT.

The school has a local governing body alongside a board of trustees. The proportion of pupils supported by pupil premium funding is above the national average. Most pupils are White British.

The proportion of pupils with SEND is above the national average. The proportion of pupils with education, health and care plans is below the national average. The school uses alternative provision for a very small number of pupils.