Hendon School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils said that this is a school that has something for everyone. They are proud of their school, its facilities and the range of subjects that they can study. Pupils value that everyone is helped to feel accepted and welcomed.

As a result, they feel happy and safe.

Leaders provide a wide range of subjects for all pupils to study. For example, in Year 7, pupils like that they learn four languages, including Japanese, before specialising in two.

The rich curriculum offer also includes drama and dance in Years 7 and 8. Many pupils progress to the sixth form due to the wide choice of courses on offer. These include A levels and vocational courses.

Lead...ers' ambition for the curriculum is shaped by the expectation that all pupils will succeed. The curriculum is designed with this aim in mind. Particular attention is given to ensuring pupils with special educational needs and/or disabilities (SEND) are included fully.

All pupils are motivated to learn and typically achieve well.

Clear routines and systems in lessons contribute to pupils' good behaviour. Pupils are focused in class and enjoy learning.

Pupils said that bullying is not a big issue in this school. Pupils are taught about bullying and what to do if it happens. They are confident to report any concerns or incidents because staff resolve issues quickly.

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

Pupils study a broad range of subjects. Leaders have given careful thought to what pupils need to know and remember. Typically, teachers are specialists in their subject and have strong subject knowledge.

In most cases, they plan for subject content to be taught sequentially. Pupils build their understanding step by step over time.

Leaders also plan opportunities for pupils to revisit subject content so they can become fluent in it.

Lessons across the school typically incorporate well-chosen tasks for pupils to recall prior learning and practise what they have learned. For example, pupils in English learned about persuasive language techniques used in the text 'The Iron Giant'. Pupils then used this knowledge when learning how to write formal letters.

In A-level politics, students completed a task that required them to recall their prior knowledge about the independence referendum in Scotland. Students were able to link this to their earlier study of the Brexit referendum.

Checks on pupils' learning, including in lessons, are typically regular and helpful.

This is because what teachers measure is linked closely to the subject content that has been taught. In most cases, teachers use these checks well to find out about any gaps or misconceptions. For example, in languages, teachers assess if all pupils have grasped important grammatical rules.

Teachers go over these rules again when pupils' understanding is not fully secure. That said, this approach is not used consistently well to support pupils' progression through the planned curriculum in all subjects. Some staff do not establish if pupils' knowledge is fully secure and, in turn, make sure that they are ready for what comes next in the curriculum.

Leaders work well with primary schools to support pupils when they join Hendon School. This work is particularly strong for pupils with SEND. Pupils' needs are identified, and appropriate support is put in place.

Subject leaders plan their curriculum with pupils' different needs in mind. This ensures that pupils with SEND, including those in the specially resourced provisions for pupils with SEND (specially resourced provision), are taught the same knowledge as other pupils.

Pupils have positive attitudes to their learning.

They behave well in lessons and learning is rarely disrupted. Leaders are currently embedding a new approach to managing behaviour. This approach aims to strengthen existing routines and systems which encourage pupils to be responsible and manage their own behaviour.

Leaders provide well for pupils' wider personal development, including through their 'Smart Futures' programme. This programme is delivered by a dedicated team of well-trained teachers and enhanced in mentoring time and during assemblies. Pupils are taught to be respectful to all people, regardless of their background.

They learn to keep themselves safe physically and online. There is a comprehensive careers programme that starts in Year 7 and continues through to supporting students' choices after the sixth form. Pupils have a wide range of extra-curricular activities to choose from and participation is high.

Leaders are once again planning trips to support pupils' learning, following the easing of COVID-19 restrictions.

Leaders value their staff and provide them with opportunities to share their views. This is appreciated by staff.

They said that leaders consider their workload when making decisions. Staff also like that leaders are approachable and listen to their concerns, making changes where appropriate. Governors have good oversight of the school.

They meet regularly, in committees and as a board, to hold leaders to account and offer support when necessary.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have a good understanding of their school and the local community.

They are alert to local issues that may affect the well-being and safety of pupils. Leaders make sure that both they and staff receive regular safeguarding training. As a result, leaders and staff know how to identify potential issues and how to report them.

The safeguarding team works well with outside agencies to make sure that pupils get the support they need. The school also employs counsellors, therapists and key workers to support pupils' well-being. Pupils learn how to keep themselves safe, for example by learning about healthy relationships and consent.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some teachers' expertise and confidence in implementing the curriculum and assessing pupils' progression are underdeveloped. Therefore, sometimes, pupils are not learning subject content as deeply as leaders intend. Leaders should provide further training to staff so that all are equally confident and expert in teaching the planned curriculum.