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Hatch End High School praised as ‘calm and orderly place’ in latest Ofsted report

Hatch End High School, on Headstone Lane, Harrow, has been rated ‘Good’ in its latest Ofsted inspection conducted on February 28 and 29 this year.

The Ofsted report highlighted the school’s core values of cooperation, ambition, respect, and empathy, which are integral to all aspects of school life. It noted, “The school strives to provide the same high-quality education to all pupils. Leaders work to overcome any challenges that pupils face.” This commitment is evident in initiatives like the ‘Dream Forward’ programme, designed to raise aspirations among pupils.

Inclusion is a key focus at Hatch End High School. The report said, “The school makes sure all pupils feel included in school. For instance, pupils in the additionally resourced provision learn alongside their peers successfully.” It also praised the personal development programme for pupils with special educational needs and/or disabilities (SEND), which includes local outings to enhance their learning experience.

The inspection also praised the school’s efforts in behaviour management. “Leaders have implemented new policies and routines to manage pupils’ behaviour successfully. Staff have both appreciated and made a valuable contribution to these positive developments,” the report stated. As a result, pupils’ behaviour has seen significant improvement, with extreme behavior being rare and well-handled by the school.

Hatch End High School praised as 'calm and orderly place' in latest Ofsted report Harrow Online

The report also noted that “Pupils are taught how to keep themselves safe. Staff encourage pupils to respect people from other backgrounds and to treat everyone equally.”

Academically, the school has made strides. “Over recent years, the school has developed its curricular thinking so that it is sequenced well. This is particularly well designed and implemented in the sixth form,” the report highlighted.

Teachers at Hatch End were praised for their strong subject knowledge and effective teaching methods. The report noted that “Teachers present information to pupils clearly. They model and scaffold concepts to pupils effectively. This enables pupils to produce high-quality work.” Examples of high-quality student work were seen in history, art, photography, and design.

Support for pupils who are at the earliest stages of learning English and those struggling with reading was also highlighted. The report mentioned, “The school has introduced a plan to support those who are at the earliest stages of learning English. These pupils receive strong support across the school.”

The school’s support for pupils with SEND was particularly praised. “Leaders ensure that staff throughout school understand the individual needs of pupils. Pupils with SEND are well supported to access the curriculum,” the report stated, noting that this support helps pupils gain confidence and prepare for adult life.

The school was described as a “calm and orderly place” with improved behaviour and higher expectations of conduct.