Hartismere School

Highlights from Latest Inspection

What is it like to attend this school?

The school is a calm, harmonious and welcoming community. Staff prioritise the well-being of pupils, providing timely and tenacious support for them, including students in the sixth form. Staff ensure that pupils are happy, respectful and well cared for in line with the school's ethos of 'learn and serve'.

Pupils rise to the school's high expectations about what they can achieve. Most pupils are enthused about the wide range of lessons that they access, especially in subjects, such as mathematics, music, art and physical education (PE). Pupils develop a thorough understanding across their curriculum.

Many pupils achieve very well in a range of subjects by the end of Y...ear 11 and Year 13.

Pupils access an exceptional range of trips, visiting speakers and extra-curricular clubs. Many pupils take part in the extensive competitive sports programme.

Pupils take on many roles and responsibilities, including through the expansive and precisely planned charity work of the school's 'Hartsmere-200' campaign. This helps to promote their confidence and self-esteem.

Pupils value the importance of kind behaviour.

Most pupils behave well. Many pupils say that staff deal with any issues of poor behaviour and bullying quickly and effectively.

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

Leaders have invested in providing pupils with an extensive curriculum.

This curriculum includes a wide range of qualifications, including for students in the sixth form, and a well-aligned programme, which develops pupils' talents and interests. Most teachers are skilled, knowledgeable and confident about the subjects and qualifications that they teach. They use a range of information to identify and support pupils to learn effectively.

As a result, pupils achieve high standards, including in subjects, such as mathematics and science.

In a few subjects, teachers do not precisely check how well pupils are learning. Pupils who need extra help find the work too hard.

Some pupils who are ready to apply their learning in more complex ways, can find the work too easy. Consequently, these pupils do not develop their knowledge or learn as well as they could.

The school identifies and supports pupils with special educational needs and/or disabilities (SEND) effectively.

Staff work closely and seek external professional specialist expertise, where needed. Most pupils with SEND develop high levels of resilience, enjoy their lessons and learn and achieve well. In the few subjects where teaching does not precisely check on how well pupils are learning, pupils with SEND do not always develop their knowledge as well over time.

Pupils who are in the early stages of learning to read or who need extra help to catch up, are efficiently and precisely identified. Leaders invest in a range of well-considered additional support to help pupils develop essential phonics, comprehension and fluent reading skills. Staff are well trained to deliver these programmes.

Pupils significantly improve in their reading skills through this support.

The wealth and quality of the school's provision for pupils' personal development is exceptional. Pupils are taught the importance of respect for different faiths, beliefs and lifestyles.

Pupils learn, in an age-appropriate way, about healthy lifestyles, sex and relationships and safety, including online. They access a well-planned economic education, including how to manage their finances for older students as they move into adulthood. A large proportion of pupils, including disadvantaged pupils, undertake a role or responsibility.

This includes through an extensive charity work programme, or through the vast array of clubs, visits and competitive sporting events that they engage in. Pupils, including students in the sixth form, are prepared well for their next steps.

Pupils access a high-quality careers education, including that related to work experience and work-related learning.

They go on to appropriate next-step destinations, including appropriate post-18 apprenticeships, employment and further education.

Most pupils value their education and the school community. They attend and behave very well.

This includes during lessons, at breaks and at lunchtimes. They interact with each other and staff in a friendly and respectful way.

A high proportion of parents, carers and staff are effusive in their praise for the school.

Staff say that the school is considerate of their well-being and workload. Despite this, in some aspects of their work, leaders and governors do not review precisely where they could be more effective over time, for example, for a small number of disadvantaged pupils who do not always attend, behave or achieve as well as their peers.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, the checks that teachers make on pupils' learning are not as effective as they should be. This means that some pupils do not build their knowledge well enough over time. The school should ensure that all staff use assessment effectively, so that pupils are well supported and helped to deepen and apply their learning effectively.

• In some areas, the school does not have an accurate overview of the impact of its actions. As a result, it is unable to fully evaluate the impact these actions are having on pupils, particularly those pupils who are disadvantaged. The school needs to ensure that all aspects of its work are evaluated effectively, so that it can quickly address any short comings and build on the strengths that already exist.