Hobart High School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils describe feeling safe and happy.

They say that Hobart is an inclusive community where being different is part of their everyday life. The school diversity group is important to both pupils and adults. Pupils enjoy attending a small school because they 'know everyone in the building'.

Pupils comment that they have a voice through student leadership and that they have seen improvements across the school as a result.

School leaders have increasingly high expectations. Pupils' behaviour reflects their pride in the school.

Pupils follow the mobile phone policy without exception. The majority of pupils wear their uniform well. Most lessons are calm,... and the transition between lessons is orderly.

Pupils participate in a wide variety of activities during social times.

Pupils and staff recognise that bullying happens in the school. However, pupils say that this is not common and that teachers act quickly to address it.

Pupils comment that leaders have re-designated year group toilets to reduce bullying. This has worked effectively, and pupils appreciate the difference it has made.

Pupils shared with inspectors that they feel that teachers want them to succeed.

Pupils comment that teachers praise them when they have worked hard. This motivates them to achieve more.

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

In most subjects, leaders have implemented a curriculum that is well sequenced and enables pupils to achieve well.

In a small number of subjects, the aims of the curriculum for key stage 3 are unclear. This prevents pupils from achieving more highly in these subjects. Recruitment difficulties have made this situation more challenging.

Leaders' approach to assessment enables most pupils to achieve well. Pupils' behaviour in lessons is appropriate and does not prevent them from learning.

Leaders are clear that they have the same ambitions for all pupils.

Pupils with special educational needs and/or disabilities (SEND) are supported well, and there is no narrowing of the curriculum for any pupil. Leaders recognise the need for greater rigour in the coordination of intervention activities.

Most pupils can read fluently, and intervention is in place to support weaker readers.

Leaders understand that they need to ensure there is a sharper focus on reading and that they need to review how this is managed.

The government's ambition is that the English Baccalaureate will be at the heart of every school's curriculum and that 90% of pupils will follow this by 2025. Leaders are taking steps to increase the number of pupils studying a modern foreign language in 2023-24 to move towards this.

Pupils' personal development is a strength of the school. The personal, social and health education (PSHE) programme, and its leadership, are excellent. Appropriate training is in place for teachers delivering the programme.

Leaders use the phrase 'challenge it to change it'. This is exactly what happens in the school. The diversity and inclusion group (DICE) promotes values that enable pupils to understand the importance of kindness, understanding and difference.

All pupils can explain the purpose of DICE and its impact. The school meets the requirements of the provider access legislation.

Pupils' behaviour around the school is appropriate and respectful.

Pupils follow instructions and act courteously towards staff and visitors. However, levels of repeat suspensions are high. In response, leaders have implemented a new system to reduce these repeat suspensions.

While the impact of the system is yet to be fully realised, there is evidence that fewer children are being suspended.

Leaders have evaluated the school's strengths and weaknesses accurately. The staff survey indicates that there is no evidence of bullying/harassment.

Leaders consider workload when making strategic decisions. The majority of parents feel that their child is happy and safe at the school.

Safeguarding

The arrangements for safeguarding are effective.

Pupils feel safe in school. There is a comprehensive programme of PSHE that raises pupil awareness of risks, both online and offline. Leaders have appropriate systems in place for identifying pupils who may be vulnerable.

The welfare of these pupils is a priority. Designated professionals act quickly to support pupils and their families. Accurate records of their actions are kept.

The school ensures that external agencies are engaged to provide support where appropriate. Leaders' actions are monitored regularly by governors through recorded link meetings. Appropriate training is provided to ensure that safer recruitment processes are robust.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The overarching aims and sequence of learning in some subjects is unclear, particularly in key stage 3. As a result, not all pupils develop sufficient subject knowledge or skills. Leaders need to review the current approach to curriculum planning in these subjects to ensure pupils have every opportunity to succeed.

Suspensions are used appropriately, but rates of repeat suspensions are high among vulnerable pupils. Absence through suspension hampers pupils' learning. Leaders need to ensure their current approach to behaviour management is implemented more rigorously to reduce the number of repeat suspensions.

• Values are shared by school leaders, but lines of accountability for pupils' progress are sometimes unclear. This means that vulnerable pupils and those with SEND are at risk of underachievement because actions are not well coordinated or monitored. Leaders need to review the management of these areas to ensure effective coordination of intervention strategies.