We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of Hamstead Hall Academy.
What is Locrating?
Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews,
neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Hamstead Hall Academy.
To see all our data you need to click the blue button at the bottom of this page to view Hamstead Hall Academy
on our interactive map.
The school motto: 'Success for all through hard work and harmony' permeates everything that happens in this school. High ambitions for every pupil, including disadvantaged pupils, those with special educational needs and/or disabilities (SEND) and pupils who speak English as an additional language (EAL), are commonplace. All staff want pupils to flourish and achieve well.
These aims are consistently realised, especially for pupils with SEND.
Pupils at this school are welcoming, friendly and polite. They enjoy learning and attending school.
Respectful relationships between staff and pupils are evident acro...ss all year groups. Pupils say that teachers are the best thing about their school. Pupils are confident that staff will deal with any issues quickly, fairly and effectively.
Pupils benefit from a carefully constructed curriculum to enhance their personal development. For example, there are holiday clubs for all pupils throughout the year, a range of extra-curricular activities and off-site trips. Pupils receive advice about possible career paths and next steps in education.
The wider curriculum promotes equality of opportunity and diversity effectively. As a result, pupils understand, appreciate and respect differences in the world and its people. Pupils are well prepared for life in modern Britain.
What does the school do well and what does it need to do better?
In a short space of time, new leaders have made many improvements to the school and, consequently, raised standards. The curriculum is broad and ambitious for all pupils. This includes pupils with SEND, pupils who speak EAL and disadvantaged pupils.
All pupils achieve well. This is reflected in the positive results pupils achieve by the time they leave the school.
The provision for pupils with SEND is exceptional.
The school quickly identifies any pupil who may need additional help. Pupils receive support that is tailored to their needs and challenges. Some pupils receive support from the school's resource base, where staff provide excellent support to help them overcome any barriers to learning.
The school has introduced a range of strategies that they call 'vulnerable first'. These are designed to ensure that teachers meet the needs of all pupils in lessons. Staff know their pupils very well and additional adults provide excellent support in lessons.
As a result, pupils know more and produce high-quality work.
Teachers use assessment very well to check on what pupils can do and what gaps exist. They adapt their teaching to address these gaps effectively and provide support where needed.
Most of the time, pupils receive appropriate work that is well matched to their needs. However, occasionally, some teachers do not move pupils' learning on when they are ready to learn new things, especially those who are more able.
The school supports pupils who are at the early stages of learning to read very well.
The literacy curriculum is very effective. Pupils receive individualised intervention to help them to become proficient readers. As a result of this work, the vast majority of pupils read at least at a level appropriate for their age.
Students in the sixth form benefit from a good quality of education. They receive support and feedback to improve their learning. They speak highly of their school.
Students get impartial advice about possible future career pathways. As a result, almost all students go on to appropriate destinations. In the recent past, some students studied qualifications that were not always well matched to their needs.
Consequently, some students did not achieve as well as they could. However, leaders have ensured that current students are now on the right courses.
Pupils' behaviour is good.
They understand and generally meet leaders' very high expectations of conduct. Positive relationships further promote positive behaviour. The school provides tailored support for pupils who need additional help to behave well or to get the most out of school life.
The pastoral care for pupils is very strong and effective.
The school supports pupils' personal development well. This is reinforced by the school's values and the strong relationships between staff and pupils.
The personal, social, health and economic (PSHE) education curriculum ensures that pupils learn about personal safety, healthy relationships and online safety. The PSHE curriculum also emphasises respect for different races, faiths and cultures. Pupils say that everyone is equal and should be respected for who they are.
All pupils are encouraged to participate in activities to extend their learning beyond the classroom. All of this prepares them well for later life.
Senior leaders and trust executives have a highly detailed, accurate understanding of the school's strengths and weaknesses.
Senior leaders work very well with trust leaders to continuously improve the school and strive for excellence. Staff speak highly of the support they receive from senior leaders, including well-being and workload support.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Some teachers do not consistently adapt their teaching to extend the learning of pupils who are ready to learn new content. This can slow the learning of some pupils. The school should ensure that staff consistently adapt their teaching to meet the needs of all pupils.
