The Hundred of Hoo Academy

Highlights from Latest Inspection

Outcome

There has been no change to this school's overall judgement of good as a result of this ungraded (section 8) inspection. However, the evidence gathered suggests that the inspection grade might be outstanding if a graded (section 5) inspection were carried out now.

The school's next inspection will be a graded inspection.The principals of this school are Carl Guerin-Hassett and Mike Etheridge. This school is part of Leigh Academies Trust, which means other people in the trust also have responsibility for running the school.

The trust is run by the chief executive officer, Simon Beamish, and overseen by a board of trustees, chaired by Frank Green.

What is it like to attend this school? ...b>

Pupils thrive at this happy and welcoming school. There are high expectations for how pupils behave.

The school has put in place intensive and very effective support to help those pupils who find it difficult to regulate their behaviour. As a result, all pupils benefit from calm classrooms where they can concentrate on their work.

Pupils are keen to demonstrate how much they have learned and they are confident in discussing this learning.

All pupils, including those with special educational needs and/or disabilities (SEND) are expected to join in discussions, and they are expertly supported to do so. While these high expectations are particularly notable in the school's specially resourced provision, the same ethos runs across the school and for all pupils.

A very well-planned curriculum for personal development means that pupils feel prepared for the future.

They are ambitious for what this future holds and they have high aspirations. The school ensures that pupils know how these aspirations can be realised and it supports them to achieve their goals. The school pays close attention to the needs of the most disadvantaged pupils, and it makes sure that barriers to learning are removed.

These pupils, like all pupils at the school, also have access to a very wide range of experiences that have been carefully chosen to enrich their lives.

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

The school has created a highly ambitious curriculum that runs seamlessly from the Reception classes through to the sixth form. The International Baccalaureate forms an effective framework for this curriculum.

This means that each subject is a focus in its own right but is then combined with other subjects to become something bigger than the sum of its parts. Pupils are confident in discussing what they have learned in one subject and they reflect with insight how this connects to what they have learned elsewhere.

Pupils study a broad range of subjects in all phases of the school.

While the number of pupils taking modern foreign languages in the past has been low, it is now rising rapidly. This is leading to a significant rise in the entries into the English Baccalaureate.

The teaching of reading is very effective and pupils make excellent progress.

This begins as soon as children start in Reception where the use of language is expertly modelled by the adults there. When pupils do struggle to read, there is timely intervention put in place. This intervention matches the needs of each pupil and helps them to quickly catch up with their peers.

This approach continues, if needed, into the secondary phase of the school. As a result, pupils read with confidence and pleasure.

There are also very effective approaches to identifying other barriers to learning.

Pupils with SEND are extremely well supported by the school because their needs are so well known. Staff receive high quality training on meeting these needs and their practice in the classroom is excellent. What is especially notable is how pupils with SEND are taught how to use the support that is provided and to select things for themselves that they will find useful.

Across the school, teachers are experts in their subjects. They provide very clear explanations of the material and ask probing questions of pupils to both check and deepen their understanding. Teachers are especially adept at identifying the misconceptions that pupils have and addressing them.

Throughout the lessons, and between lessons, teachers make excellent use of assessment. The school ensures that these assessments are done in a way that do not increase the workload of staff. Whole-class and live feedback is used very well to help pupils make progress through the curriculum.

Pupils appreciate the feedback they get and the opportunities they have to regularly review their learning.

The attendance of most pupils is very good. This is especially true for the most disadvantaged pupils.

When pupils do not attend as often as they should do, the school takes effective actions to work with parents and the pupil to address any issues and support them into coming to school more regularly. Pupils are very punctual to lessons and arrive ready to learn. The school has a very clear vision for how it expects pupils to behave and pupils are taught routines for behaviour that are applied consistently across the school.

Disruption to learning is very rare. If a pupil does need to be removed from a lesson, there is both work and support provided so that they can return to their lessons as soon as possible.

The school has put in place a broad programme for careers education which includes opportunities for work experience and to learn about a wide range of routes into employment and further education.

Pupils, especially the most disadvantaged, have many opportunities to receive careers advice. The school is very aware of where additional support might be needed. Students in the sixth form get targeted support with a range of life skills.

Pupils with SEND also get additional help and support with preparing for the future. There is an excellent curriculum for personal, social, health and economic (PSHE) education and for relationship, sex and health education (RSHE). Pupils get age-appropriate advice that responds to local needs and issues as they arise.

The programme for form time is especially impressive and it gives pupils well-planned opportunities to discuss social and moral issues that prepares them well for life in modern Britain.

Safeguarding

The arrangements for safeguarding are effective.

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 first ungraded inspection since we judged the school to be good in July 2018.

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