South Hunsley School and Sixth Form College

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are provided with a huge range of opportunities to achieve their potential at this school. Pupils study a wide selection of academic and vocational courses that support their aspirations. They enjoy learning and value the quality of lessons.

Pupils make excellent progress through the curriculum and achieve beyond what might be expected. A small number of pupils do not receive the precise support they need.

Pupils behave well in lessons and self-regulate their behaviour around the school site.

Bullying does not happen often and is dealt with when it occurs. Pupils feel safe and trust adults.

Pupils enjoy a myriad of experiences that broaden the...ir cultural knowledge.

For example, pupils can take part in the Duke of Edinburgh's Award, tend an allotment, learn about aviation, practise debating and contribute to school drama productions. Pupils have access to an exceptional range of sports opportunities.

Sixth-form students are an integral part of the school.

They support younger pupils with mindfulness. They help pupils to develop coping strategies for examinations. They lead improvements to provision at the school and actively engage with the wider community.

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

Pupils benefit from a well-developed and research-informed curriculum. Leaders have ensured that the curriculum develops the knowledge and skills that pupils need to be successful. Pupils, including students in the sixth form, can choose from a variety of courses that unlock a wide range of future opportunities.

Pupils are well prepared for their next steps in education, employment or training.

Teachers have excellent subject knowledge and are well trained. Across all key stages, pupils experience lessons that are finely tuned to allow them to know and remember more over time.

For example, pupils are regularly taught and reminded of subject-specific vocabulary. As a result, they develop confidence in their command of the subject and can articulate this to others. Teachers are adept in their use of questioning.

Teachers skilfully probe pupils' knowledge and adapt questions to develop understanding.

Pupils make very good progress through the curriculum. Teachers use frequent assessment to accurately gauge understanding and correct misconceptions.

Pupils act on the feedback they receive and improve as a result. Students in the sixth form feel exceptionally well supported by their teachers. They make excellent progress as a result.

The school's approach to the curriculum is ambitious and thoughtfully designed to ensure strong progress of all pupils. This includes those who are disadvantaged and those with special educational needs and/or disabilities (SEND). In most cases, this works well.

The vast majority of pupils perform well in public examinations. However, in some cases, pupils with specific needs do not receive the precise intervention that they need. This has resulted in some gaps in provision, particularly for pupils who are not fluent readers.

The school has plans to address this area.

Pupils attend school regularly and value their lessons. The school's work on promoting attendance has had significant impact and trends continue to improve.

Pupils have positive attitudes and show respect to their peers and to staff. A small number of pupils have not yet developed these positive attitudes. A small number of pupils reflect that the actions of a minority make them feel uncomfortable.

Leaders are addressing this.

The school provides an exemplary programme of personal development. Pupils learn about pertinent information such as keeping healthy, fundamental British values and protected characteristics.

Students in the sixth form learn about relevant topics such as contraception and the dangers of drug abuse. Pupils have numerous leadership opportunities that directly influence the school. For example, sixth-form students lead a 'Changemakers' group that promotes diversity.

The group has brought about changes to food technology lessons, ensuring that a range of dishes from different cultures are considered. Pupils that are members of the 'Eco-Committee' have led the introduction of cardboard recyclable drinks bottles to the school.

Pupils are well supported with future careers and destinations.

The school has embedded careers into the curriculum. Pupils learn about employability skills and career opportunities throughout their lessons. Pupils encounter a range of employers and training providers.

They are well informed about their options for the future.

Leaders prioritise staff well-being. The school has established a workload and ethical leadership charter.

Staff report that this has had notable impact. Staff feel well supported and enjoy working at the school. Staff are supported to develop their expertise through a range of tailored training opportunities.

Trustees and governors have a good understanding of the school and hold leaders 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)

• The school is refining the nature of the support it offers to some pupils with specific needs, in particular those who are not confident readers.

Currently, the support offered to weaker readers lacks precision in meeting their needs. This limits the progress that these pupils are making now. The school should ensure that support provided for pupils, including the use of phonics-based intervention for weaker readers, is precisely matched to their needs.

• A small number of pupils do not display the positive attitudes and behaviour of other pupils. A small number of pupils feel uncomfortable about the behaviour of others. The school should continue its work to ensure that behavioural policies, systems and education establish consistency and positive attitudes in all pupils.

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