Prestatyn High School

Highlights from Latest Inspection

Prestatyn High School provides a positive and engaging learning environment where nearly all pupils develop as happy, kind, and respectful individuals. The school is an inclusive learning community where pupils and staff work closely and effectively as a team and these relationships form the heartbeat of the school. Through its 'Engagement Centre', well-being room and partnerships with outside agencies, the school provides strong and well-considered support for pupils' well-being.

As a result, most pupils feel safe and know who to turn to for support. The school's curriculum is designed thoughtfully with the needs of pupils at its heart. Leaders have a deep understanding of the community they serve, and their commitment to ensuring... that the school both supports and shapes that community is notable.

Complementing the formal curriculum is a vibrant enrichment and extra-curricular offer, sometimes shaped and delivered by pupils themselves. Although areas such as the planning for the progressive development of pupils' skills is at the early stages of development, the school provides an inclusive curriculum, which offers something for every pupil, regardless of their background. Where teaching is at its strongest, pupils make good progress.

However, in a minority of instances, there is too much inconsistency in how well teachers plan to develop pupils' knowledge, skills and understanding over time and pupils are not challenged well enough. This limits the progress that pupils make. The headteacher and his senior team have worked well to establish a culture of high expectations for all and shared well their vision that the whole-school community take positive responsibility for their actions and decisions.

Governors, leaders, and staff care about their locality and strive to ensure that their school supports the community to thrive. Leaders gather a range of evidence to evaluate the school's work and generally have a clear understanding of the strengths and areas for improvement. Although leaders evaluate the quality of teaching, this is not precise enough to meet all their aspirations and plan for improvement.

Recommendations R1 Strengthen evaluation and improvement processes so that leaders have a more precise understanding of the impact of their work, particularly the impact of teaching on learning R2 Ensure that teaching supports all pupils to develop their knowledge, skills and understanding progressively R3 Strengthen the provision for the progressive development of pupils' skills