Garth Hill College

School report DRAFT - not for publication

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DRAFT - not for publication Inspection of a school judged good for overall effectiveness before September 2024: Garth Hill College Bull Lane, Bracknell, Berkshire RG42 2AD

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Inspection dates: 22 and 23 October 2024

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Outcome

Garth Hill College has taken effective action to maintain the standards identified at the previous inspection.

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What is it like to attend this school?

Pupils enjoy coming to this inclusive, friendly school. They foster strong relationships with staff and with one another. Pupils’ well-being is a priority. The highly effective pastoral system supports pupils’ well-being and mental health. Pupils know they have an adult they can talk to if they have concerns. The school encourages pupils to help others. For example, some pupils support others as mental health ambassadors. Pupils feel safe and cared for.

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What is it like to attend this school?

Staff have high expectations for what pupils will achieve, including for those who attend Rise@GHC. Leaders have continued to make improvements in response to previous lower than national average examination results. Pupils are now learning and remembering more across the curriculum. Pupils also value the calm and purposeful atmosphere across the school where many show a positive attitude towards their learning.

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What is it like to attend this school?

Pupils benefit from the wide range of worthwhile educational experiences on offer. Pupils participate in the Duke of Edinburgh scheme, compete in a variety of sports, and join in the art or drama club. These opportunities enrich pupils’ learning and nurture their per- sonal development. Sixth-form students are excellent role models for younger pupils. They play a vital part in the life of the school by organising charity fundraising events and activities in the local community.

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

The school recognises that pupils’ previous achievement in nationally published results has not always been consistent across the school’s curriculum. In addition, disadvantaged pupils in particular have not achieved as well as they should. The school has focused on 22 and 23 October 2024

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addressing these issues and there is evidence today that indicates some positive impact of this work. For example, the school has refined its curriculum. Pupils now study a three- year key stage 3. At key stage 4, more pupils choose the suite of qualifications that make up the English Baccalaureate. Pupils appreciate the wide range of subjects they can choose to study at key stages 4 and 5. Staff help pupils to choose appropriate courses that meet their individual needs. This includes a range of vocational courses that appeal to pupils’ interests and help to prepare them for their future lives and work.

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Most pupils attend well and are keen to learn and engage well in lessons. They try hard and take pride in their work. In the sixth form, teachers use their strong subject knowledge to deliver the curriculum expertly. The quality of discussion and debate in sixth-form lessons is high. Students are mature and articulate. They talk with confidence and insight about their learning.

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Processes are in place to identify and support any special educational needs and/or disa- bilities (SEND) that pupils may have. Both in Rise@GHC and across the whole school, staff understand how to adapt their lessons or resources to help pupils with SEND learn well.

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Most teachers check and identify gaps in pupils’ learning effectively. This enables teachers to revisit and address misconceptions. Occasionally, the checks that some teachers make on pupils’ knowledge are less successful. In these instances, some pupils are not as well supported to deepen their understanding of important concepts as they could be.

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The school fully understands the importance of reading. It has implemented a coherent programme to support those pupils who are not confident readers to improve their reading fluency and comprehension. Sixth-form students act as reading mentors for lower school pupils. As a result, pupils develop greater confidence in reading. The school also promotes reading for pleasure, for instance through ensuring that the library is a welcoming and vibrant area.

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The wider personal development of pupils is a strength. The school has put in place a carefully considered programme that runs through the whole school. This develops pupils' characters, confidence and resilience, supporting them to become active citizens and suc- cessful young adults. Pupils learn about positive relationships, including consent, and about online safety.

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The school prepares pupils effectively for their next steps. It has extensively planned careers opportunities, seeking to introduce pupils to a range of engagements, for example through the ‘business insights week’ for Year 10 pupils. Older students value their careers education and understand how it helps them make informed choices about their future education, apprenticeship, or employment options.

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Governors and school leaders work together to identify priorities for the school’s future development. They are aware of, and sensitive to, staff workload and well-being. Staff feel well-supported and are happy and proud to work at this school. All teachers, includ- ing those new to the profession, value the high-quality training and guidance offered to strengthen and improve the pupils’ education. 22 and 23 October 2024

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Occasionally, some teachers do not check thoroughly enough that pupils understand what has been taught. As a result, some pupils have misconceptions that are not addressed. The school should ensure that the good practice that exists for checking pupils’ understanding is applied consistently across the school so that pupils learn and remember the curriculum successfully in all subjects.  Disadvantaged pupils do not always achieve as well as their peers across the curriculum and in examinations. Additionally, some of these pupils do not always gain as much from the wider personal development opportunities offered by the school. The school must ensure that disadvantaged pupils receive the support they need so that they leave the school with the skills and knowledge required to be ready for the next stage in their education.

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Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good its overall effectiveness.

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Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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Background

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in May 2019. 22 and 23 October 2024

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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). 22 and 23 October 2024

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provision

Number of pupils on the school roll 1480

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form

Appropriate authority The governing body

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form

Dates of previous inspection 3 and 4 November 2021, under section 8 of the Education Act 2005

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Information about this school

 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.  The school has a specially resourced provision, Rise@GHC, for pupils with autistic spectrum conditions.  The school uses four registered and 14 unregistered provisions for pupils.

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Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school’s education provision. 22 and 23 October 2024

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 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors held meetings with the headteacher, senior leaders, a range of staff, pupils, and three members of the governing body, including the chair of governors.  An inspector met with a representative of the local authority.  An inspector held a telephone discussion with a member of staff at two providers of alternative provision.  An inspector visited the special resourced provision, Rise@GHC. They had discussions with staff, visited lessons, spoke with pupils about their learning and looked at samples of pupils’ work.  Inspectors focused inspection activity on the following groups of subjects: history, science and music; and maths, English and modern foreign languages. For each group

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of subjects, inspectors visited a sample of lessons, spoke with pupils about their learning and looked at samples of pupils’ work.  To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors met with several groups of pupils and observed their behaviour at break and lunch time.  Inspectors spoke to staff, including early career teachers, about behaviour and their workload in school.  Inspectors considered the responses to the confidential online staff survey. They took account of the responses to the online parent survey, Ofsted Parent View, including parents’ free-text comments. Inspectors considered the views of pupils shared in the confidential online pupil survey and through discussions held with pupils throughout

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Inspection team

Ann Fearon, lead inspector Ofsted Inspector

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Inspection team

Wendy Martin Ofsted Inspector 22 and 23 October 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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