Horsforth School

Highlights from Latest Inspection

Outcome

Horsforth School continues to be a good school.

The headteacher of this school is Paul Bell.

This school is part of Horsforth School single-academy trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Paul Bell, and overseen by a board of trustees, chaired by Rosemary Edwards.

What is it like to attend this school?

This school believes in opportunity and achievement for all.

It is highly effective in achieving this aim. Pupils benefit from an expansive choice of courses that prepare them well for their future careers and aspirations. The school has high expectations for all p...upils.

There is an inclusive ethos at the school that supports and challenges pupils to achieve their best. Pupils study a well-constructed curriculum and are taught by well-trained teachers.

Pupils are happy, and they behave well in lessons and around the school.

Bullying rarely happens but is dealt with swiftly should it arise. Pupils are challenged to earn 'character badges' through completion of activities that develop character and resilience. Pupils are taught about local dangers, such as road safety, and how to keep themselves safe online.

Pupils experience a diverse array of enrichment activities, from learning about robotics to school theatre productions. The school actively engages with the community and has provided notable support for local charities, such as the 'Candlelighters' charity that supports children with cancer and their families. Sixth-form students are an asset to the school.

They lead clubs and revision sessions and act as role models for younger pupils.

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

The school has planned an effective and inclusive curriculum. Pupils can choose a wide variety of subjects to study at the school.

The curriculum prepares pupils well for future education, employment and training opportunities. Pupils and students in the sixth form make excellent progress through the curriculum. They achieve well on their courses.

Pupils learn topics in a well-structured and sequenced way. This helps pupils to learn and remember new knowledge and concepts over time. Pupils benefit from precise and regular assessment that identifies where and how they can improve.

The school ensures that lessons are ambitious and that there are high aspirations for all. Pupils who are disadvantaged and pupils with special educational needs and/or disabilities (SEND) are supported well and helped to develop their resilience.

Teachers are skilled, well trained and knowledgeable.

Lessons are designed to ensure that previous learning is regularly recapped. Questioning is used effectively to build and develop pupils' understanding. On some occasions, teaching activities do not encourage pupils to think or discuss ideas in sufficient depth.

This means that pupils do not routinely develop a more complex understanding of some topics.

The school prioritises reading. All pupils receive timely assessments of their reading ability.

This enables teachers to identify pupils' needs and put targeted support in place. This helps pupils to make rapid progress with their reading. A new reading curriculum has been recently introduced.

Teachers read shared texts aloud in tutor time, and pupils have dedicated library lessons to develop a love of reading. It is too early to gauge the impact of some of these newer initiatives.

Pupils are courteous and polite to teachers and visitors.

They are attentive in lessons. The school ensures that attendance matters to all pupils. As a result, attendance at the school is consistently high.

Leaders have established a strong culture of respect at the school. If consequences such as suspensions are necessary, the school ensures that pupils are reintegrated back into school with appropriate support.

The school provides an extensive programme of personal development.

Pupils learn about healthy relationships and dangers such as sexting in an age-appropriate way. They experience various day-long events that build knowledge of topics such as hate crime, anti-bullying and autism awareness. Sixth-form students learn about pertinent themes, including road safety and sexual harrassment.

The school prioritises mental health and well-being and has recently become accredited with 'MindMate Friendly' status.

Pupils and students in the sixth form thrive on extensive enrichment opportunities. For example, students develop leadership skills through mentoring pupils in lower year groups, participating in the Duke of Edinburgh's Award and sports leadership programmes.

Pupils become mental health ambassadors, cadets and school parliamentarians, and they participate in charity work. In one notable example, the school recently raised over £11,000 in support for childhood cancer.

Staff feel well supported by leaders and are proud to work at the school.

There is a strong culture of teamwork and most staff feel that their workload is well managed. Leaders have ensured that there are plentiful training opportunities for staff to develop their expertise and careers. Trustees are knowledgeable and well briefed about school performance.

They meet with senior leaders regularly and hold them to account effectively.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• On some occasions, pupils are not encouraged to explore ideas in sufficient depth.

This means that opportunities to develop a thorough understanding of important concepts are sometimes missed. The school should ensure that pupils are encouraged to consistently discuss and explore concepts as thoroughly as possible.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be good in December 2013.

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