Garth Hill College

Highlights from Latest Inspection

Outcome

Garth Hill College has taken effective action to maintain the standards identified at the previous inspection.

What is it like to attend this school?

Pupils enjoy coming to this inclusive, friendly school.

They foster strong relationships with staff and with one another. Pupils' well-being is a priority. The highly effective pastoral system supports pupils' well-being and mental health.

Pupils know they have an adult they can talk to if they have concerns. The school encourages pupils to help others. For example, some pupils support others as mental health ambassadors.

Pupils feel safe and cared for.

Staff have high expectations for what pupils will achie...ve, including for those who attend Rise@GHC. Leaders have continued to make improvements in response to previous lower than national average examination results.

Pupils are now learning and remembering more across the curriculum. Pupils also value the calm and purposeful atmosphere across the school where many show a positive attitude towards their learning.

Pupils benefit from the wide range of worthwhile educational experiences on offer.

Pupils participate in the Duke of Edinburgh scheme, compete in a variety of sports, and join in the art or drama club. These opportunities enrich pupils' learning and nurture their per-sonal development. Sixth-form students are excellent role models for younger pupils.

They play a vital part in the life of the school by organising charity fundraising events and activities in the local community.

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

The school recognises that pupils' previous achievement in nationally published results has not always been consistent across the school's curriculum. In addition, disadvantaged pupils in particular have not achieved as well as they should.

The school has focused on addressing these issues and there is evidence today that indicates some positive impact of this work. For example, the school has refined its curriculum. Pupils now study a three-year key stage 3.

At key stage 4, more pupils choose the suite of qualifications that make up the English Baccalaureate. Pupils appreciate the wide range of subjects they can choose to study at key stages 4 and 5. Staff help pupils to choose appropriate courses that meet their individual needs.

This includes a range of vocational courses that appeal to pupils' interests and help to prepare them for their future lives and work.

Most pupils attend well and are keen to learn and engage well in lessons. They try hard and take pride in their work.

In the sixth form, teachers use their strong subject knowledge to deliver the curriculum expertly. The quality of discussion and debate in sixth-form lessons is high. Students are mature and articulate.

They talk with confidence and insight about their learning.

Processes are in place to identify and support any special educational needs and/or disa-bilities (SEND) that pupils may have. Both in Rise@GHC and across the whole school, staff understand how to adapt their lessons or resources to help pupils with SEND learn well.

Most teachers check and identify gaps in pupils' learning effectively. This enables teachers to revisit and address misconceptions. Occasionally, the checks that some teachers make on pupils' knowledge are less successful.

In these instances, some pupils are not as well supported to deepen their understanding of important concepts as they could be.

The school fully understands the importance of reading. It has implemented a coherent programme to support those pupils who are not confident readers to improve their reading fluency and comprehension.

Sixth-form students act as reading mentors for lower school pupils. As a result, pupils develop greater confidence in reading. The school also promotes reading for pleasure, for instance through ensuring that the library is a welcoming and vibrant area.

The wider personal development of pupils is a strength. The school has put in place a carefully considered programme that runs through the whole school. This develops pupils' characters, confidence and resilience, supporting them to become active citizens and suc-cessful young adults.

Pupils learn about positive relationships, including consent, and about online safety.

The school prepares pupils effectively for their next steps. It has extensively planned careers opportunities, seeking to introduce pupils to a range of engagements, for example through the 'business insights week' for Year 10 pupils.

Older students value their careers education and understand how it helps them make informed choices about their future education, apprenticeship, or employment options.

Governors and school leaders work together to identify priorities for the school's future development. They are aware of, and sensitive to, staff workload and well-being.

Staff feel well-supported and are happy and proud to work at this school. All teachers, includ-ing those new to the profession, value the high-quality training and guidance offered to strengthen and improve the pupils' education.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Occasionally, some teachers do not check thoroughly enough that pupils understand what has been taught. As a result, some pupils have misconceptions that are not addressed. The school should ensure that the good practice that exists for checking pupils' understanding is applied consistently across the school so that pupils learn and remember the curriculum successfully in all subjects.

• Disadvantaged pupils do not always achieve as well as their peers across the curriculum and in examinations. Additionally, some of these pupils do not always gain as much from the wider personal development opportunities offered by the school. The school must ensure that disadvantaged pupils receive the support they need so that they leave the school with the skills and knowledge required to be ready for the next stage in their education.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. 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's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection 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.

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in May 2019.

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