Huxlow Science College

Inspection of Huxlow Science College Finedon Road, Irthlingborough, Wellingborough, Northamptonshire NN9 5TY

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Inspection dates: 30 November and 1 December 2021

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Overall effectiveness Inadequate

The quality of education Requires improvement Behaviour and attitudes Inadequate Personal development Inadequate Leadership and management Inadequate Sixth-form provision Requires improvement Previous inspection grade Good 30 November and 1 December 2021

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What is it like to attend this school?

Many pupils feel unsafe in school because of the poor behaviour of others. Many pupils reported feeling uneasy around school and some say that they feel intimidated. Racist, sexist and homophobic language is commonplace. Girls report that the behaviour of boys sometimes makes them feel unsafe. Some pupils use social media inappropriately.

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What is it like to attend this school?

Pupils are not confident that all staff take bullying concerns seriously. The ‘crime ambassadors’ promote anti-bullying messages and provide useful support to their peers. However, on too many occasions, pupils do not report incidents because they are not confident that staff will act.

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What is it like to attend this school?

Pupils are not prepared well for life in modern Britain. They have little understanding of other faiths, religions and cultures. One pupil summed up the views of many when he said: ‘Pupils here need to know more about other cultures. They need educating. They are ignorant of the world outside of the school gates.’

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What is it like to attend this school?

Staff do not have consistently high expectations of what pupils can achieve. At times, poor behaviour hinders pupils’ learning.

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better?

The curriculum is not consistently well planned and implemented in all subjects. This means that pupils acquire more knowledge and skills in some subjects than in others. For example, in English and in modern foreign languages, teachers plan meaningful opportunities for pupils to revisit learning so that they remember more over time. In mathematics, there are not enough opportunities for all pupils, including students in the sixth form, to revisit important knowledge. Some pupils do not achieve as well as they could in mathematics because they do not build on their previous learning well enough.

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better?

Leaders have identified gaps in pupils’ knowledge that have arisen as a result of COVID-19. In some subjects, particularly English, they have amended the curriculum to ensure that important knowledge is learned to fill these gaps.

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better?

The curriculum for personal, social and health education (PSHE) is well planned. However, this subject is not taught consistently well. Some form tutors lack confidence to deliver it well. Pupils do not know enough about healthy relationships, consent or respect. Some do not respect those who are of a different sexual orientation, gender or ethnicity.

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better?

The systems to manage pupils’ behaviour are not working. Teachers spend too much of their time dealing with poor behaviour. Leaders do not support teachers to manage pupils’ behaviour consistently well. In some subjects and in tutor time, some pupils do not learn as well as they should because of the disruptive and defiant behaviour of others. 30 November and 1 December 2021

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Students in the sixth form appreciate the support they receive from their teachers. They value the high-quality careers advice and guidance they receive. Leaders support students well in identifying their next steps in education, training and employment.

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New leaders have had a positive impact. Recent action has been taken to improve the school. The staff, parents and carers, and pupils said that they had confidence in the new headteacher. They said that his leadership was making a positive difference. However, there is an uneven distribution of leadership responsibilities. Some leaders are overburdened.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

Leaders have failed to create a culture of mutual respect and openness. Many pupils do not have the confidence to speak up about sexual harassment. Some inappropriate behaviours that leave pupils feeling unsafe have become the norm. This means that leaders do not always know about the issues and are not able to put the appropriate support in place for pupils.

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Safeguarding

When vulnerable pupils are identified, they receive effective support. Leaders ensure that they and their families receive the help they need. Staff are updated regularly about any local issues that may present a risk to pupils.

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(Information for the school and appropriate authority)

 There are failings in the safeguarding culture of the school. Too many pupils are victims of inappropriate sexual behaviour or harassment. Too many pupils do not trust that bullying, including racist, sexist and homophobic bullying, will be effectively resolved. Leaders and governors must establish a culture of openness and respect. They must ensure that systems for reporting and tackling bullying and harassment are consistently implemented so that pupils feel safe to report concerns.  The PSHE curriculum is poorly implemented. Pupils do not gain the wider personal development that they need. Leaders must ensure that all pupils experience a high-quality PSHE curriculum and wider personal development opportunities. They must acquire the appropriate knowledge so that they are prepared for life in modern Britain.  Leaders and governors have not ensured that there are secure systems in place to manage pupils’ behaviour. Poor behaviour is not tackled rigorously. This results

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(Information for the school and appropriate authority)

in lessons being disrupted regularly and pupils feeling intimidated during social times. Leaders must urgently ensure that an effective behaviour policy is consistently and fairly implemented so that pupils are able to concentrate in lessons and feel safe as they move around school. 30 November and 1 December 2021

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 The curriculum is inconsistently planned and implemented. This means that some pupils do not acquire the knowledge and skills to know and remember more of a subject. Leaders must ensure that a high-quality curriculum, which is ambitious for all pupils, including disadvantaged pupils and pupils with special educational needs and/or disabilities, is consistently and securely implemented.  Leaders and governors have not ensured that the current leadership structure is fit for purpose. Some leaders are overburdened and have too many responsibilities. Areas of the school’s work lack sufficiently close oversight and scrutiny. Leaders must revise the current leadership structure and ensure that all members of the leadership team have the appropriate knowledge and skills required of their roles.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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How can I feed back my views?

If you are the school and you are not happy with the inspection or the report, you can complain to Ofsted .

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 30 November and 1 December 2021

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sixth form

Appropriate authority The governing body

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Date of previous inspection

18 March 2021, under section 8 of the Education Act 2005

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Information about this school

 The headteacher joined the school in September 2021.  The school meets the requirements of the Baker Clause, which requires schools to provide pupils in Years 8 to 13 with information about approved technical education qualifications and apprenticeships.

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Information about this inspection

The inspectors carried out this inspection under section 5 of the Education Act 2005.

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Information about this inspection

In accordance with section 44(2) of the Education Act 2005, Her Majesty’s Chief Inspector is of the opinion that this school requires significant improvement, because it is performing significantly less well than it might in all the circumstances reasonably be expected to perform. 30 November and 1 December 2021

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This was the first routine inspection the school had received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders, and have taken that into account in their evaluation of the school.

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 Inspectors met with senior leaders, governors, subject leaders and groups of staff.  Inspectors undertook deep dives in English, mathematics, modern foreign languages and PSHE. As part of the deep dives, inspectors spoke with curriculum leaders, reviewed curriculum plans, visited lessons, considered pupils’ work and spoke to pupils and teachers.  Inspectors held a series of meetings with leaders and pupils to discuss the school’s safeguarding arrangements. They scrutinised a range of records relating to safeguarding, behaviour and attendance.  Meetings were held with pupils from all year groups. The lead inspector met with the ‘crime ambassadors’ to discuss behaviour in school.  Inspectors visited tutor periods. They observed pupils at different times of the school day, including the start and end of day and at lunch- and breaktime.  Inspectors considered the views of staff, parents and pupils through discussions

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during the inspection and Ofsted surveys.

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Inspection team

Jayne Ashman, lead inspector Her Majesty’s Inspector

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Inspection team

Dave Gilkerson Her Majesty’s Inspector 30 November and 1 December 2021

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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