Haberdashers’ Abraham Darby

Highlights from Latest Inspection

What is it like to attend this school?

Most pupils and students enjoy school and want to do well. Staff have positive relationships with pupils and take time to get to know them. Pupils know that they can seek help when they need it.

As a result, most pupils say that they feel safe and supported. Pupils are very appreciative of the many and varied experiences and opportunities that help them develop as individuals. Sixth-form students provide a valuable contribution to the wider life of the school.

For example, they act as reading buddies to support younger pupils to improve their reading.

Pupils generally behave well during lesson and social times. However, there is a small group of pupils who di...srupt learning and are inconsiderate of others during breaks.

Leaders are aware of these pupils and the impact they are having on others.

Most pupils, including those with special educational needs and/or disabilities (SEND), enjoy learning and try hard to meet the high expectations that are now in place. These pupils are achieving well.

Many pupils and sixth-form students enjoy and participate in a range of extra-curricular clubs. These are designed to meet a wide variety of interests, from engineering to chess, as well as music and a range of sporting activities. Rugby, netball, athletics, music and dramatic performances are especially popular.

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

Leaders and teachers are dedicated to improving the outcomes for all pupils. In recent years, they have worked to improve the curriculum. This has led to a greater clarity about the knowledge that pupils need to gain.

Consequently, an ambitious, carefully sequenced curriculum is now in place that enables most pupils to achieve well.

Teachers deliver the curriculum effectively. They present new subject matter clearly and focus carefully on the knowledge that pupils need to gain.

Leaders have secured relevant training to help staff in their roles. As a result, teachers' pedagogy and subject knowledge is a strength, particularly in the sixth form. Leaders at all levels ensure that teachers use assessment precisely to help pupils know and remember more.

Leaders ensure that pupils with SEND have the best possible experience in the classroom. Subject leaders reflect this in their planning. Pupils receive effective support within lessons.

Additional support beyond the classroom focuses on enabling pupils to access the curriculum. This enables pupils with SEND to make good progress.

Pupils who struggle to read receive the help they need to develop their reading skills.

Leaders assess pupils carefully to identify the most effective support. As a result, these pupils are learning to read and catching up appropriately.

Pupils are clear that the poor behaviour of a few pupils can disrupt their learning.

Staff echo this opinion. Leaders recognise the negative effect that this group is having on learning. They are making changes to the behaviour system.

This is showing early signs of impact. However, suspensions remain high at present and attendance in lessons for this group of pupils is also an issue.

Low attendance in the sixth form is an issue.

Some students miss too much of their study programmes. Persistent absenteeism is high across all year groups. This is leading to some pupils and students not achieving as well as they could.

Most pupils feel safe and when bullying or another incident does happen, they know that staff will deal with it. However, communication remains a significant issue. Inspectors saw evidence of leaders' actions, but this is often not seen or felt by pupils and parents.

The extensive personal development curriculum is built on the 'HAD' values. Leaders ensure that the value's message for the half term is consistent. Pupils experience this through their daily subjects, Insight lessons, mentor time and assemblies.

Pupils talk positively about their Insight lessons. They learn age-appropriate content in terms of relationships and how to keep themselves safe. Pupils also have a good understanding of fundamental British values and protected characteristics.

Disadvantaged pupils are supported to access opportunities they wish to be involved in.

Pupils are being prepared well for future study, employment, or training. They choose from a broad range of vocational and academic subjects at key stages 4 and 5.

Pupils and students receive detailed careers information and a wide range of experiences. This includes information about apprenticeships and other routes into employment.

Trustees and governors have a clear vision that every pupil is supported as an individual.

They hold an accurate picture of both education and behaviour. Governors understand their role and hold leaders to account in an appropriate manner. Trustees and the acting principal are working effectively together to secure additional support where it is needed.

Leaders are very considerate of the mental health of their staff, pupils and students. Leaders listen and adjust where possible to support staff well-being and workload.

Safeguarding

The arrangements for safeguarding are effective.

Safeguarding pupils and students is at the centre of leaders' work. Processes to identify pupils who need help are rigorous and part of daily practice. Leaders work effectively with a range of external agencies to ensure that the right help is secured at the right time for pupils and their families.

All staff and governors have received appropriate training. They know how to recognise signs of need and report all concerns in a timely way. Leaders are very clear that no concern is too small to report.

Pupils are taught how to recognise risks and to keep themselves safe, including when online. Leaders are aware of risks in the local community and make sure that pupils know how to protect themselves from those risks.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Behaviour of a small group of pupils is not good enough.

This means that lessons are sometimes disrupted for the many pupils who wish to learn. Leaders need to ensure that routines and processes for behaviour are implemented effectively. Leaders also need to ensure that these pupils are helped to overcome any barriers to learning and engaging in school life.

• Rates of persistent absence are too high across all year groups. This means that some pupils struggle to make progress through the planned curriculum. Leaders should ensure that attendance improves, particularly for those who are persistently absent and students in the sixth form.

• Pupils and parents are not always kept informed about the actions leaders have taken when bullying or other incidents occur. This results in pupils and parents not understanding what leaders have done to address these issues. Leaders should ensure that they communicate appropriately and effectively with all stakeholders about the actions that they take.

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