The Hayling College

Inspection of The Hayling College Church Road, Hayling Island, Hampshire PO11 0NU

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Inspection dates: 24 and 25 September 2024

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The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Previous inspection grade Good 24 and 25 September 2024

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What is it like to attend this school?

Pupils benefit from the warm relationships they build with caring staff. They feel safe. Pupils receive thoughtful support that builds their confidence and raises aspiration. Very recent changes to the curriculum mean that pupils are now learning a wide range of subjects in greater depth. Pupils typically enjoy learning and most follow the instructions of teachers. In some lessons, learning is not matched to pupils’ needs. Pupils do not spend enough time practising new ideas independently or linking concepts together. Some pupils are not suitably challenged to develop their thinking. This limits how well pupils remember learning.

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What is it like to attend this school?

Staff know pupils well. They are aware of the needs of pupils with special educational needs and/or disabilities (SEND), but plans that set out the strategies identified to support these pupils to learn are not always reviewed precisely enough. This means that staff are not suitably aware of the most effective help that supports some pupils to learn well. Therefore, some pupils with SEND do not achieve as well as they could.

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What is it like to attend this school?

Clear routines mean that pupils know what staff expect of them. Some pupils express frustration that some staff do not sufficiently address disruption in lessons effectively enough. In these lessons, they find it harder to concentrate and learn.

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

The school has taken recent important steps to ensure that pupils will learn an ambitiously designed curriculum. The important knowledge and skills that pupils need have been carefully identified and ordered. Topics explore concepts in sufficient depth, enabling pupils to make connections between ideas.

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

However, some pupils have not had the benefit of the new curriculum, still under development in some subjects. Therefore, many have significant gaps in their learning. Teachers routinely check for gaps but are not always effective in addressing them. Teaching in some lessons moves on before pupils sufficiently understand. This means that pupils are not well prepared for future learning.

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

Staff receive regular training on how to make learning accessible for all pupils. Teachers teach in a clear and concise way. However, lesson approaches do not always help pupils to think deeply. Opportunities for pupils to verbalise thinking and apply what they know are not as well developed. This means pupils struggle to commit learning to long-term memory.

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

A small number of pupils with complex behaviour needs experience disrupted education due to regular internal and external suspensions. Staff do not systematically check that support is effective in improving pupils’ behaviour. Recent improvements to review this process are not yet well developed. The school does use alternative education in a thoughtful way to help pupils re-engage positively with education. 24 and 25 September 2024

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Most pupils do treat each other with kindness and respect. They report that this is an inclusive school where all are welcome. A rich offer of clubs and trips are well attended by all. The school takes careful steps to make sure disadvantaged pupils benefit fully from this offer. A well-developed careers curriculum helps pupils make informed decisions about their future. Work experience and regular encounters with employers and further education raise pupils’ aspirations.

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A lack of sharp focus in the past has meant that pupils have a limited awareness of different faiths, cultures and perspectives. Pupils are not confident to debate meaningfully about current affairs. Student leadership opportunities are well-intended. However, pupils are not clear how to have their voice heard. The school’s work on anti-bullying has raised pupils’ awareness of the impact of ‘banter’ and bullying. Pupils feel incidents of bullying are decreasing as staff are more effective when dealing with it.

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More pupils are now attending well. Staff continue to provide appropriate attendance support for those who need help. The school has implemented a number of other important changes to improve provision for pupils. However, governors recognise that there is a need to evaluate the effectiveness of the school’s work more strategically. For example, to check if the recent actions taken to alleviate staff’s workload are having the desired effect. This would then enable them to assess if the measures taken are understood and beneficial for all.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Teaching is not sufficiently designed to address gaps in some pupils’ knowledge and extend pupils’ thinking. This means that some pupils do not learn as well as they could. The school should continue to ensure that staff have the training and expertise they need to adapt learning so pupils master concepts, enabling them to form more complex ideas.  The school does not consistently check that the support in place for pupils with SEND is meeting pupils’ needs effectively. This means that pupils do not receive the appropriate help they need to learn well. The school should continue to develop how it reviews the impact of in-class support and interventions to ensure that pupils with SEND learn as well as they can.  Processes to re-integrate pupils successfully back into school are not systematic. This means that some pupils do not get the effective support that they need to manage their behaviour and reduce the risk of further suspensions. Leaders should review how

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(Information for the school and appropriate authority)

they re-integrate pupils back into school, providing them with the right support, which is regularly evaluated, so that repeat suspensions are reduced. 24 and 25 September 2024

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 Much of the school’s work is new and processes to review the impact of actions are not yet well formed. The school is not sufficiently clear on the effectiveness of some aspects of its work and its impact on staff workload. The school should ensure that there are robust and strategic processes in place to fully assure itself about the indicators of school improvement.

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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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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 24 and 25 September 2024

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 14 and 15 June 2023, under section 8 of the Education Act 2005

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Information about this school

 The school currently uses two registered and five unregistered alternative providers.  The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision. 24 and 25 September 2024

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 Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Meetings were held with the headteacher, senior leaders, staff, pupils and members of the governing body, including the chair of the governors. The lead inspector had a meeting with a representative of the local authority.  An inspector held a telephone discussion with members of staff from a sample of the alternative providers.  Inspectors carried out deep dives in these subjects: English, mathematics, science, modern foreign languages and physical education. For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered

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the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors spoke to staff, including early career teachers, about behaviour and their workload in school.  Inspectors considered the responses to the confidential staff survey. They took account of the responses to Ofsted Parent View, including the free-text comments, and three letters from staff and parents. Inspectors considered the views of pupils shared in the confidential pupil survey and through discussions held with pupils throughout the school.

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Inspection team

Michelle Payne, lead inspector His Majesty’s Inspector

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Inspection team

Peter Fry Ofsted Inspector 24 and 25 September 2024

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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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