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High academic achievement, respectful behaviour and positive, caring relationships are the hallmarks of Haybridge High School.
Leaders have high ambitions for every pupil and want them to achieve their best, and pupils frequently do. Pupils at this school are a delight. They are courteous, welcoming and friendly.
They enjoy learning and coming to school. Interactions between staff and pupils are good-mannered, friendly and respectful.
Pupils' behaviour is strong.
They work hard and aim to do well. Lessons are calm and orderly. Students in the sixth form behave superbly.
They act as role models to their younger peers. Bullying is not tolerate...d, and pupils are confident that their teachers sort out any that might occur. Pupils feel safe.
They have a good understanding of how to keep themselves safe in a variety of real-life situations. Leaders place great emphasis on everyone's mental well-being.
Pupils benefit from a wide range of activities that extend their learning beyond the classroom and develop their personal interests.
The many activities include trips, visits, residential stays and after-school clubs. Pupils gave various examples of activities they enjoy, such as the robotics club and school theatre show, for example.
What does the school do well and what does it need to do better?
Senior leaders have exceptionally high aspirations for every pupil and student.
To meet these high expectations, leaders have created an ambitious curriculum that offers a wide range of subjects. For example, all pupils in key stage 4 are expected to study a modern foreign language. This includes disadvantaged pupils and those with special educational needs and/or disabilities (SEND).
Leaders have carefully mapped out what knowledge and skills pupils should learn in most subjects, including in the sixth form. In a few subjects, these plans are not as clear yet. Leaders know this and support subject leaders with this work effectively.
Leaders usually ensure that provision for pupils with SEND helps them to be successful. Adults generally spot when pupils fall behind and give targeted support to help them catch up. The new SEND coordinator knows pupils well and checks how well they are doing.
On occasion, teachers do not routinely provide appropriate work and/or learning activities for pupils with SEND. When this happens, pupils' work is not well matched to their needs and they can become disengaged.
Teachers adapt learning and consider pupils' prior knowledge to ensure that they remember more over time very successfully.
This works particularly well in subjects such as English, mathematics, ethics and art, for example. As a result, pupils' work is of a high quality. Equally, teachers use their knowledge about students in the sixth form to plan learning activities that deepen students' understanding of complex topics.
Students say that they enjoy learning and do well.
Teachers use assessment well, including in the sixth form. They do this by using a range of effective strategies that tell them what pupils have understood.
Teachers then adjust their teaching to fill any gaps in pupils' knowledge. As a result, pupils and students generally achieve highly.
Pupils conduct themselves very well.
Leaders have high expectations of pupils' behaviour. These are understood by all. Lessons are generally free from disruption and learning takes place unhindered.
Sixth-form students' behaviour is excellent.
Reading is promoted effectively. For example, pupils have 'tutor reads', and sixth-form students are trained to be reading buddies for younger peers.
Consequently, pupils, including in the sixth form, enjoy reading and do so often. Leaders act swiftly to put effective interventions in place for any pupils who may need support with their reading.
Leaders have planned a wide range of opportunities for pupils to develop their passions outside of the classroom, for instance sporting clubs, craft clubs and theatre shows.
Uptake in these activities is not as high as leaders would like. They are working well to increase participation in extra-curricular activities. Pupils' personal development is promoted very well.
Leaders ensure that all pupils and students learn about mental well-being and what it means to be kind. For example, there are mental health first aiders, and the 'Bee Kind' programme highlights acts of kindness around school. Additionally, all pupils and students benefit from a well-thought-out and impartial careers programme.
As a result, pupils and students in the sixth form move on to appropriate destinations, including apprenticeships.
Senior leaders have a forensic understanding of the school's strengths and weaknesses. This is because they know their school exceptionally well.
They are quick to improve any aspects that do not meet their high expectations. Staff are unanimous in their support of senior leaders and feel proud to work at the school.
Safeguarding
The arrangements for safeguarding are effective.
Staff work very well together to safeguard pupils. This is supported by regular training for every member of staff. Leaders underpin any training with timely updates on current local and regional issues.
All staff know what to do if they are concerned about a pupil. The safeguarding team works well with external agencies. Staff seek help and advice to ensure pupils are safe.
Leaders ensure that pupils are educated about how to stay safe in their daily lives. This includes a clear focus on pupils' mental health and well-being, online safety and dangers around the use of social media.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• A few teachers do not routinely provide pupils with SEND with work that is well matched to their needs.
Where this happens, work is either too hard or too easy. As a result, pupils' learning slows or they become disengaged with their learning. Leaders need to ensure that staff consistently match work to all pupils' needs.
