Harbour School Dorset

Highlights from Latest Inspection

What is it like to attend this school?

Pupil and staff numbers have continued to grow steadily since the school opened.

The school has created a curriculum that meets pupils' academic, social and emotional needs. The school tries to help each pupil learn in the way that is best for them. It continues to change the curriculum to achieve this.

For some pupils, learning is planned through practical activities. Other pupils learn national curriculum subjects. Post-16 students enjoy the new vocational training in car mechanics, salon skills, catering and horticulture.

Staff build strong relationships with pupils. These relationships enable pupils to feel safe and help them to enjoy school. Pupils somet...imes worry when other pupils are upset or angry.

Teachers and learning mentors are well trained to help pupils to become calmer at these times. Pupils are helped to understand the reasons for others' difficulties. There is a calm atmosphere around the school that supports learning.

Pupils work hard most of the time. Learning mentors encourage pupils to complete their work independently. Teachers encourage pupils to gain qualifications.

This helps to prepare pupils for their next stage of education, employment or training.

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

The curriculum has several pathways, each designed for pupils with different needs and abilities. It is clear what pupils will learn in each pathway.

Learning is planned in small, sequential steps. Teachers who know pupils well often use this knowledge to plan learning effectively. For example, in an English lesson, all six pupils keenly joined in with a discussion in which they accurately identified some grammatical aspects in a sentence.

However, on occasions, teachers do not follow these steps. When this happens, pupils' learning does not build on what they have studied before. Sometimes, teachers do not provide pupils with enough support to help them gain success in their learning.

This is because teachers and learning mentors sometimes do not have enough depth of subject knowledge.

Teachers regularly check how well pupils have learned something. However, not all teachers know effective ways to do this.

As a result, the information obtained from these checks is not always reliable. However, assessments of post-16 course work are carried out accurately. Students complete practical tasks to demonstrate their level of knowledge and skills.

Pupils have a daily session to encourage their enjoyment of reading. Those who needed extra help with their reading have become more confident and fluent readers over the last year. The school recognises that it is likely that pupils new to the school may be at an early stage of reading.

The school has decided to introduce a phonics scheme in readiness. Staff are well trained in how to support pupils' special educational needs and/or disabilities. Staff understand the underlying reasons for pupils behaving in withdrawn, anti-social or aggressive ways.

Staff training has contributed well to the positive learning environment at the school. The school makes good use of training opportunities in both English and mathematics from local organisations.

Staff feel well supported.

They appreciate school leaders' regular checks on their well-being. Staff acknowledge that some pupil behaviour can be very challenging for them to manage. The school has ensured that there are different sections of the school building for each group of pupils.

This has helped reduce the number of behaviour incidents. The frequency of pupils being suspended from school has significant reduced over the last year. Pupils sometimes feel bullied.

Staff deal with this effectively.

The vast majority of parents and carers are positive about the school. A minority of parents feel that the school's communication with them is not good.

Even so, several parents explained how their child had not attended school at all previously. Others praised the school for the way in which their child had improved their own behaviour. They valued the carefully planned transition process as their child started at Harbour School.

The personal development curriculum is taught across several subjects. These include personal, social and health education, life skills and preparation for adulthood. Vocational courses and careers education help prepare pupils for the world of work.

Students value working with the experienced tradespeople who lead the vocational courses. Students were able to identify parts of a car engine that they were servicing. The school has good links with local employers and colleges, giving pupils useful experiences in the local community.

Pupils are well prepared for their next placement after school. Students who left post-16 education last year all went to employment, college or another specialist placement.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Teachers do not always follow the planned sequence of learning. When this happens, pupils' learning does not build on what they have studied previously. The school should ensure that teachers are supported to follow curriculum planning closely.

• At times, assessment design does not ensure that teachers have an accurate view of what pupils know and can do. As a result, gaps in pupils' understanding are sometimes not identified. The school should ensure that teachers have the skills and knowledge to carry out accurate assessments.

• Occasionally, staff are not confident in subject-specific knowledge. This sometimes hinders their ability to match the specific subject curriculum to the SEND of pupils. Consequently, the curriculum is not always implemented in a way that enables pupils to learn.

The school should ensure that staff's subject knowledge is deepened.

How can I feedback my views?

You can use Ofsted Parent View to give Ofsted your opinion on your child's school, or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

The Department for Education has further guidance on how to complain about a school.

Further information

You can search for published performance information about the school.

In the report, 'disadvantaged pupils' is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school's pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route).