Withernsea High School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at this school are welcoming.

A strong sense of tolerance and respect for others develops through the curriculum of the 'head, hand, and heart'. Activities during Pride Week and Black History Month are valued by pupils. During the inspection, pupils were involved in remembrance activities in recognition of Armistice Day.

These carefully planned activities broaden pupils' horizons and knowledge of the world.

Pupils are happy and respond warmly to visitors at the school. Relationships between adults and pupils are friendly and respectful.

Pupils told inspectors they feel safe at school and are confident that adults will help them on the rare occ...asions bullying occurs.

Pupils are focused in lessons. Teachers deal quickly with rare instances of off task behaviour.

Pupils respond to teachers' instructions well. At social times, pupils' behaviour is calm. There are clear rules and routines which pupils understand and follow.

Expectations of pupils are high. Staff on duty are highly visible. Pupils know that they can speak to teachers if they are worried about anything.

Pupils' varied needs are met through the school's flexible provision. This is a space in the school where pupils who need it, including those who are vulnerable, receive additional support. Pupils were positive when they spoke to inspectors about this.

Many saw it as a 'safe space' in the school.

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

There has been significant change in the curriculum since the appointment of the current headteacher in 2018. The curriculum is sequenced to ensure that pupils learn the most important knowledge.

For example, in English, leaders' plans show how they want pupils to develop knowledge about inference as they move through the school. The number of pupils taking the English Baccalaureate has risen since the previous inspection because of the focus on curriculum development.

Teachers carefully plan activities for pupils with special educational needs and/or disabilities (SEND) to ensure that they gain the same knowledge as other pupils.

The information that teachers receive helps them to adapt their planning for pupils with SEND. Sometimes, however, the information in these plans is not updated regularly enough.

Pupils' work in their books shows that they understand what they learn.

Some pupils were not always able to recall previous learning when they spoke to inspectors. This is because assessment is not yet consistently developed across the school. In most subjects, leaders use retrieval tasks to check what pupils have learned and remembered.

In a small number of subjects, activities to help pupils remember what they have learned are not fully embedded.Pupils are encouraged to read during tutor time activities. There are 'recommended reads' on display in the school library which regularly change.

The small number of pupils at the early stages of learning to read are clearly identified by leaders. These pupils receive phonics teaching. Leaders have plans to train more teachers to teach phonics.

Leaders have appointed a literacy leader to develop a school-wide approach to literacy.

Leaders analyse behaviour records carefully. They use this information to help pupils stay on track.

Behaviour around school is respectful and calm. Pupils' attendance has been affected by the pandemic. Leaders know that absence and persistent absence are higher than they were before the COVID-19 pandemic, and they are working on strategies to improve this.

Leaders have identified key aims in the curriculum. These include helping to 'broaden horizons' for pupils. The personal development curriculum has been carefully planned to achieve this aim.

One pupil told inspectors that an important aim of the school was 'to make people feel welcome, no matter who they are'. Many pupils who inspectors spoke with shared this view. Pupils clearly understand what makes a good friend.

Some pupils told inspectors it is important to be kind and loyal. Older pupils have a detailed understanding of consent.

Leaders have planned carefully for the closure of the school's sixth-from provision.

Careers information and guidance helps pupils move into further education and training that is right for them. Leaders plan opportunities for pupils to work with external agencies. For example, the Royal Air Force is delivering a team building programme.

Governors have a clear understanding of the work of the school to improve the curriculum. They receive regular updates from subject leaders. Governors' minutes show that they ask challenging questions.

This is leading to improvements in the curriculum. Governors do not have clear enough oversight of plans for pupils with SEND. This is because leaders do not regularly present this information to governors.

In Ofsted's Parent View survey, some parents told inspectors the school was very supportive during the pandemic.

Safeguarding

The arrangements for safeguarding are effective.

Leaders of the personal development curriculum meet external partners to talk about local issues.

This means the curriculum is carefully planned so that pupils learn about local safeguarding risks.

Staff receive regular updates from safeguarding leaders about developing issues. Staff with whom inspectors spoke had a clear understanding of the processes for raising concerns.

Staff recall recent training clearly, for example around peer-on-peer abuse.Record-keeping is clear and consistent. Leaders involve external agencies appropriately to ensure that pupils receive the help they need.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Plans for pupils with SEND sometimes do not contain the most important and up-to-date information. This means that sometimes teachers do not know how to make the most appropriate adjustments for these pupils. Leaders should ensure that plans for pupils with SEND are regularly reviewed and updated.

Governors should ensure that they have clear oversight of these plans. ? Assessment across the school is not consistent enough. In some subjects, teachers do not always check on the important component knowledge that pupils have remembered.

This means that some pupils cannot recall prior learning. Leaders should ensure that assessment across the school is consistent. ? Pupils' attendance has been affected by the pandemic.

Absence and persistent absence are higher now than before the pandemic. Leaders should ensure that they continue to develop and embed strategies to monitor attendance. They should continue to take swift action to ensure that attendance and persistent absence return to pre-pandemic levels.

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