North Huddersfield Trust School

Inspection of a good school: North Huddersfield Trust School Woodhouse Hall Road, Huddersfield, West Yorkshire HD2 1DJ

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Outcome

North Huddersfield Trust School continues to be a good school.

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What is it like to attend this school?

Leaders at North Huddersfield Trust School have developed an ethos around the values of professionalism, respect, innovation, determination, and enrichment (PRIDE). Pupils and staff work hard to bring this to life in their everyday interactions in the school. There is a welcoming and vibrant atmosphere in the school. The diversity of the school and community is celebrated.

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What is it like to attend this school?

Pupils know staff care about them. They say that they can go to anyone for help, knowing that they will be listened to. Staff are passionate about ensuring pupils get the support that they need. Pupils told inspectors bullying is rare. If there are issues, staff quickly resolve them. Staff help pupils to build and manage positive relationships. Pupils are calm and patient, staff are visible to help pupils remain safe. In lessons, pupils focus on their work without disruption.

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What is it like to attend this school?

Parents and carers are complimentary about the school and how much their children enjoy their learning. Leaders use a variety of systems and methods to communicate with parents. However, a small minority of parents would like more information.

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What is it like to attend this school?

A unique feature is the ‘Trust Partners’ who work closely with the school for the benefit of pupils. This includes local businesses, community organisations, local colleges, and the university. This strengthens the provision in the school and the wider community.

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

Since the last inspection leaders have reviewed the curriculum. They have designed a curriculum that sequences what pupils need to learn in a clear order. This helps pupils develop their knowledge and skills. In recent times, leaders have focused on strengthening pupils’ memory so that they can recall information and use it in new learning. Pupils like this approach and say that it helps them to remember what they have been learning. In some subjects, such as modern foreign languages, this is well 11 and 12 May 2022

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developed. However, in English, the strategies have only recently been implemented and as a result are not as strong.

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Teachers check if pupils have any misconceptions about their learning, and then quickly address them. Subsequent work in pupils’ books show where they have made improvements. Pupils show care in the presentation of their work.

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Leaders recognise the need to ensure pupils can read well. In English, they read quality texts as a basis for their learning. Weaker readers are identified for extra help. There is a whole-school focus on improving literacy. Pupils are keen to talk about their learning in different subjects. At times they are hampered by not having the subject-specific technical language that they need to be able to do this well.

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Leaders have produced detailed plans for pupils with special educational needs and/or disabilities (SEND) that provide strategies for staff to support pupils’ individual needs. Teachers have had recent training linked to SEND. In lessons, teachers use this information to make adjustments, so pupils with SEND do well.

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Teachers have high aspirations for pupils including preparing them for their next stage. Pupils are being encouraged to study a modern foreign language in key stage 4, in line with the English Baccalaureate qualification. There is a focus on careers learning which meets the Gatsby Benchmarks. The trust partners enhance this provision by giving their support to the school, including work placements, interviews, peer mentoring, volunteering, and joint projects.

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Leaders recognise the importance of the personal development of pupils across the curriculum. The curriculum is carefully planned to enhance pupils’ cultural capital and understanding of the world. In assemblies and form time, staff raise awareness of a variety of issues and themes including positive healthy relationships, improving mental health, lesbian, gay, bisexual and transgender, Black history and Ramadan. Pupils value having the time to consider these topics to help their understanding. They talk with enthusiasm about their learning in personal, social and health education.

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There are several enrichment activities for pupils to access including a variety of sports, theatre trips, science trips and charity events. These are well attended by pupils, including those with SEND. Pupils value the opportunities they have to develop as leaders. They are keen to be representatives of the student parliament or act as librarians to support their peers.

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Staff are proud to work at this school. They feel leaders are approachable and supportive at times when they have an increase in workload. They are clear about the way colleagues support one another. Leaders have ensured there are a series of planned opportunities to promote staff well-being.

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Safeguarding

The arrangements for safeguarding are effective. 11 and 12 May 2022

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Relationships in school are strong between staff and pupils. Staff recognise when action needs to be taken to keep pupils safe. Regular training ensures staff are up to date.

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Leaders have put clear safeguarding procedures in place. Records show clear actions have been taken in response to concerns. This includes working with external agencies. Leaders take swift action to mitigate risk and challenge decisions made when more support is vital.

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(Information for the school and appropriate authority)

 The recently introduced focus on promoting pupils’ memory is not as well developed in some areas of the curriculum as others. This reduces the depth of knowledge and skills that pupils can master. Leaders need to ensure that the curriculum gives opportunities for pupils to recall important information. Teachers should enable pupils to use this information in their new learning.  In some areas of the curriculum, pupils do not have a grasp of the subject-specific language and vocabulary they need. This means they are unable to articulate their learning effectively. Leaders, together with subject leaders, must ensure there are opportunities for pupils to strengthen their understanding of academic and technical language.  A small minority of parents feel that they need more information from the school. They miss out on knowing how best to support their child. Leaders need to ensure the avenues of communication they use are effective, so that all parents receive the

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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 a section 8 inspection of a good or outstanding school, because it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on a section 8 inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a section 5 inspection. Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour, or the quality of education, we will deem the section 8 inspection as a section 5 inspection immediately.

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Background

This is the first section 8 inspection since we judged the school to be good in April 2017. 11 and 12 May 2022

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How can I feed back my views?

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. 11 and 12 May 2022

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School details

Inspection number 10226870 Type of school Secondary comprehensive

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provision

Appropriate authority The governing body

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provision

Date of previous inspection 25 and 26 April 2017, under section 5 of the Education Act 2005

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Information about this school

 There is a breakfast and after-school club.  A small number of pupils attend off-site alternative provision at Ethos Academy and Brian Jackson College.  The proportion of pupils who are disadvantaged is well above the national average.

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Information about this inspection

 This was the first routine inspection the school 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.  Inspectors met with the headteacher, senior leaders, special educational needs and disabilities coordinator, curriculum leaders and other members of staff. The lead inspector met with a group of trust partners and governors, including the chair of governors. She took account of 96 responses to Ofsted’s staff survey. 11 and 12 May 2022

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 Inspectors scrutinised a range of documentation, including the school self-evaluation and development plans, safeguarding documents and minutes of governing body meetings.  Inspectors conducted deep dives in the following subjects: English, modern foreign languages, and physical education. Inspectors looked at curriculum plans, visited lessons across year groups, reviewed pupils’ work and talked to them about their learning.  The lead inspector visited different areas of the school site including English as an additional language; SEND, the EVOLVE provision and ‘The Bungalow’ for pupils with learning or mental health needs.  Inspectors observed pupils’ behaviour in lessons and around the school, including at breaktimes, lunchtimes and at the end of the day. They gathered pupils’ views about the school, including formal and informal discussions. They took account of 62 responses to Ofsted’s pupil survey.

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 Inspectors took account of the views of 40 parents who responded to Ofsted Parent View.

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Inspection team

Louise Greatrex, lead inspector Ofsted Inspector

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Inspection team

Liz Cresswell Ofsted Inspector 11 and 12 May 2022

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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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