Setting

Store Street Manchester M1 2WD T 0300 123 1231 www.gov.uk/ofsted

p.1

Emma Marshall Principal Havelock Academy Holyoake Road Grimsby Lincolnshire DN32 8JH

p.1

Urgent inspection of Havelock Academy

Following my visit to the school on 21 January 2025 with Steve Wren, His Majesty’s Inspector and Sam Vickers, Ofsted Inspector, I write on behalf of His Majesty’s Chief Inspector of Education, Children’s Services and Skills to confirm the inspection findings. Thank you for the help you gave me and the time you took to discuss behaviour in the school.

p.1

Urgent inspection of Havelock Academy

The inspection was conducted under section 8 of the Education Act 2005 and in accordance with Ofsted’s published procedures for urgent inspections. The inspection was carried out because His Majesty’s Chief Inspector of Education, Children’s Services and Skills was concerned about behaviour at the school.

p.1

Urgent inspection of Havelock Academy

We do not give graded judgements on urgent inspections. However, if we find some evidence that overall standards may be declining, but where no serious concerns have been identified, then the next inspection will normally be a graded inspection, which will be carried out under section 5 of the Act and will be brought forward. If we have serious concerns, we will deem the urgent inspection as a graded inspection immediately.

p.1

Evidence

This inspection was unannounced. The inspection team considered evidence that included observations of pupils’ behaviour and their attitudes to learning in lessons; observations of pupils’ behaviour throughout the day, including discussion with pupils; documentary evidence; discussions with governors and trustees, leaders (including trust leaders) and school staff. Having evaluated the evidence, I am of the opinion that at this time:

p.1

Behaviour and attitudes

Leaders have recently introduced a new behaviour policy. This policy was introduced as part of a ‘reset’ of behavioural expectations at the school, following leaders’ identification that some pupils were not consistently meeting the schools’ standards. The school is currently embedding this policy so that high expectations are understood and that pupils embody the ‘Havelock Way’.

p.2

Behaviour and attitudes

The inspection team found that leaders are taking appropriate steps to maintain standards of behaviour at the school. Pupils told inspectors that their lessons are infrequently disturbed by poor behaviour, although breaktimes could sometimes be more boisterous. A small number of pupils stated that there is some inconsistency with how staff apply the behavioural policy. They told inspectors that some staff are unduly strict and some are unduly lenient. Inspectors observed pupils managing their behaviour well during unstructured times of the day.

p.2

Behaviour and attitudes

During the inspection, inspectors visited lessons that were calm and purposeful. On occasions, a small number of pupils were not as actively engaged in lessons. However, inspectors did not observe low-level disruption or off-task behaviour. The inspection team also observed that many pupils had strong relationships with teachers. Pupils were frequently observed receiving rewards for positive behaviour. This has helped to create a positive learning environment. Most pupils responded quickly to requests and instructions from staff. A small number of pupils needed repeat reminders before they complied.

p.2

Behaviour and attitudes

The calm atmosphere in lessons is supporting the school to improve the progress that pupils make through the curriculum. During the inspection, pupils were able to articulate what they had learned and why this was important. However, although pupils comply with learning routines and expectations, some pupils have not developed a strong personal motivation to succeed.

p.2

Behaviour and attitudes

Leaders have ensured that pupils with special educational needs and/or disabilities (SEND) are well supported. For example, pupils in ‘The Wave’ provision receive support to improve their confidence and self-esteem. A small number of pupils have more complex behavioural challenges. They receive nuanced support through carefully selected alternative provision arrangements and through the school’s own ‘HIVE’ provision. Inspectors noted that the school’s recently raised behavioural expectations have resulted in a short-term rise in suspensions. The school has made these expectations clear to pupils. Leaders expect that suspensions will reduce over time as new standards and ‘red line’ transgressions become commonly understood by pupils. The school has established a mentoring project for pupils who are repeatedly suspended. There are some early signs that this is having impact. However, it is too early to see evidence of overall suspensions

p.2

Behaviour and attitudes

reducing. Inspectors noted a small rise in permanent exclusions from the school. Inspectors determined that these were used as a last resort and only after the school had exhausted other options.

p.3

Behaviour and attitudes

The inspection team found that most staff are positive about behaviour at the school. They feel well supported and trained to deal with challenging behaviour. A small number of staff do not share this view. Where staff are less positive, they do not consider that the behaviour policy is consistently applied across the school. Some staff expressed concerns that some sanctions, following more serious cases of behaviour, did not go far enough. This was explored by the inspection team. Inspectors found that there was a clear rationale for the use of sanctions and that decisions made by leaders were proportionate and appropriate. Senior leaders acknowledge that explaining the reasons for such decisions to staff would help them to understand the school’s rationale.

p.3

Behaviour and attitudes

Pupils told inspectors that bullying rarely happens at the school. They told inspectors that they are confident that staff would deal with such issues. Pupils described how they would respond to scenarios, such as witnessing another pupil being bullied or harassed. Most pupils are clear about the importance of challenging and reporting such behaviour. A very small number of pupils are less clear. They show hesitation about reporting issues due to their peers’ perceptions of them. They view some inappropriate comments as being merely ‘banter’. Leaders are aware of this and have plans to address it.

p.3

Behaviour and attitudes

Inspectors visited the school’s two internal seclusion rooms during this inspection. These areas successfully provide a distraction-free environment for pupils to work and modify their behaviour. Inspectors observed a small number of pupils in both environments, all of whom were working purposefully. Pupils in these rooms could explain the reasons why they were there. They could also explain what they need to do differently next time to avoid this sanction.

p.3

Behaviour and attitudes

Leaders acknowledge that internal truancy has risen recently. They have implemented appropriate strategies to address this. For example, there is an increased number of pastoral support staff that are now present throughout the school. This is having an impact and instances of truancy are starting to reduce. Most pupils are now punctual to lessons. Routines such as the ‘morning line up’ are well established and help ensure that pupils are ready for learning and arrive to lessons promptly.

p.3

Behaviour and attitudes

In the previous school inspection of January 2023, it was noted that leaders should ensure that systems for tracking and managing poor attendance are robust. This has been addressed. Leaders have a precise and accurate understanding of attendance data and trends. The strategies employed by the school are having impact. Pupils’ attendance is steadily improving. There have been significant improvements in the attendance of pupils who are persistently or severely absent. Leaders are not complacent about attendance. They know that more work is needed to further improve attendance at the school.

p.3

Behaviour and attitudes

There has been a recent rise in the number of pupils whose parents and/or carers have opted for them to be electively home educated. In reviewing records, inspectors found that the school has managed these situations appropriately. Inspectors found that the school has been tenacious in dissuading parents from removing their children from the school roll. The school maintains an open-door policy for pupils to return to school roll in the future.

p.4

Behaviour and attitudes

Safeguarding was judged to be effective at the previous inspection. The evidence gathered on this inspection shows that this standard has been maintained. Leaders are acutely aware of the local risks to children. Staff receive frequent and pertinent safeguarding training. The school has clear systems in place for reporting safeguarding concerns. Pupils told inspectors that they feel safe. They said that they trust staff and that they know who they can approach if they need help. Pupils told inspectors how they keep themselves safe online.

p.4

Behaviour and attitudes

The school has appropriate safety plans in place for pupils that exhibit more serious behavioural concerns. In these cases, the school intensively re-educates pupils about their behaviour. The school’s personal, social and health education programme educates pupils about local dangers, such as knife crime. The school collaborates with outside agencies and the local police force to support this work, where appropriate.

p.4

Behaviour and attitudes

Trustees and members of the Academy Scrutiny Committee have thorough oversight of the school. They have a keen understanding of the school’s strengths and development needs. They provide the support and challenge that helps school leaders to improve the school.

p.4

Additional support

Leaders from The David Ross Academy Trust work closely with school leaders. They regularly meet with school leaders and visit the school. This ensures that leaders at all levels have an accurate understanding of the school and that improvement strategies are pertinent and have impact. The school has worked with colleagues from the Department for Education in developing strategies to address attendance. The school collaborates with external agencies and the local police force to educate pupils about behaviour and local dangers.

p.4

Priorities for further improvement

 New policies and practices that are improving the culture of behaviour are not yet consistently embedded or applied across the school. This reduces the impact of these policies and the speed at which a positive culture is fully realised. The school should ensure that new behavioural policies, practices and expectations are fully embedded and consistently applied by all staff.

p.4

Priorities for further improvement

I am copying this letter to the chair of the board of trustees, and the chief executive officer of The David Ross Education Trust, the Department for Education’s regional director and the director of children’s services for North East Lincolnshire. This letter will be published on the Ofsted reports website.

p.5