Horndean Technology College

Inspection of Horndean Technology College Barton Cross, Horndean, Waterlooville, Hampshire PO8 9PQ

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The quality of education Good Behaviour and attitudes Good Personal development Outstanding Leadership and management Outstanding Previous inspection grade Good 5 and 6 November 2024

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What is it like to attend this school?

Pupils are very proud of their school. They recognise and value the way that their education is personalised to them, and the comprehensive support which is available. The atmosphere is calm with strong, positive relationships between pupils and staff.

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What is it like to attend this school?

Pupils behave well. They have consistently positive attitudes to their learning. The few pupils who find this more difficult are supported well by the consistent high expectations and help they receive from staff. Pupils are diligent and want to do well in their lessons.

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What is it like to attend this school?

Pupils are highly respectful of each other. They feel safe and are happy at school. Pupils who join the school mid-year feel warmly welcomed and integrate quickly into school life. Pupils understand the well developed pastoral systems. They know who to talk to if they have concerns and are sure they will receive any help that they need.

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What is it like to attend this school?

Pupils’ contribution to the wider life of the school is strong. ‘Student Leaders’ are active and feel that their voice is heard. Pupils develop their skills and contribute to their community through events such as the weekly lunch for elderly local residents.

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

The vision to equip pupils with a broad and comprehensive education is at the heart of the school. Leaders, including governors, work together for the benefit of all pupils. Systems and processes ensure that academic and pastoral teams, and their actions, are integrated. This provides ambition and inspiration, as well as support for every pupil.

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

Pupils’ education is highly personalised. The school’s curriculum is innovative and flexible. The school recognises that, in the past, it has not always enabled pupils to do as well as they could in their GCSE examinations. However, pupils now study a combination of subjects that match their strengths and interests. While few pupils enter the English Baccalaureate, all pupils have the choice to do so.

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

A focused and sustained effort to rapidly improve aspects of teaching and learning has successfully raised standards across the school. This results in lessons that make a real impact on what pupils know and can do. Pupils are highly motivated and achieve well in lessons. Pupils’ oracy and reasoning are developed by their contributions to regular discussions. As a result, pupils are articulate and able to express their ideas clearly.

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

The curriculum precisely identifies what pupils need to learn and when they need to learn it. Lessons are engaging. However, activity choice in some lessons does not always lead to pupils consistently and systematically learning the planned curriculum. The school recognises this and now uses robust systems to continue to check that teaching is as effective as possible.

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

Pupils with special educational needs and/or disabilities (SEND) flourish. Those who attend the school’s specially resourced provision for pupils with autism (specially resourced provision) are fully integrated into lessons and enrichment activities. Skilled 5 and 6 November 2024

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staff identify pupils’ needs quickly and with accuracy. They understand how to adapt lessons and resources for pupils with SEND expertly.

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Reading is prioritised. The school’s library encourages pupils to explore new texts. Regular reading checks help to identify pupils who need extra assistance. Those who find reading more difficult are supported through in-class sessions and small-group work.

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Staff training is highly effective. Staff are enabled to become specialists in their role. Pupils value this staff expertise and appreciate the extra help they receive. Staff work collaboratively to identify where there may be concerns about any individual pupils’ progress. As a result, well-informed actions are taken to help pupils remain on track for future success.

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The school’s provision and offer for pupils’ wider personal development is extremely strong. Staff value this aspect of their work and ensure it is integrated into all aspects of school life. Pupils are confident and think independently about their future options. Careers education takes place in every year group. It is thoughtful and well matched to pupils’ needs. Threaded throughout this curriculum is a focus on encouraging pupils to be highly ambitious. One pupil remarked that ‘until I came to the school, I didn’t understand how ambitious I could be’.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 There are some inconsistencies in the implementation of the curriculum. This means staff do not always make the most of the range of structures which are in place to support aspects of pupils’ education. The school should continue to refine how it checks the implementation and impact of the curriculum to ensure this in line with expectations.

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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. 5 and 6 November 2024

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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). 5 and 6 November 2024

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School details

Number of pupils on the school roll 1,272

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 12 March 2019, under section 8 of the Education Act 2005.

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Information about this school

 The school uses one registered and two unregistered alternative provisions.  The school has a specially resourced provision for pupils with autism. Seventeen pupils attend this provision.  The school meets the requirements of 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 5 and 6 November 2024

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provision.  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.  The inspectors held meetings with the headteacher, the special educational needs and disabilities coordinator, curriculum leaders and other staff.  The inspectors met with the chair of governors and other members of the governing body and spoke with a representative of the local authority.  The inspectors carried out deep dives in these subjects: English, mathematics, geography, physical education, design and technology and science. For each deep dive, the inspectors met with subject leaders, looked at curriculum documents, visited a sample of lessons, spoke to teachers, spoke to pupils about their learning and looked at samples of pupils’ work. The inspectors also visited lessons from a range of other

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curriculum subjects.  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 the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  The inspectors considered the responses to Ofsted Parent View. They also took into consideration the responses to the confidential staff and pupil surveys.

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Inspection team

Ed Mather, lead inspector His Majesty’s Inspector

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Inspection team

Christie Ransom Ofsted Inspector 5 and 6 November 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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