Withernsea High School

Inspection of Withernsea High School Hull Road, Withernsea HU19 2EQ

p.1

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Previous inspection grade Good 29 and 30 April 2025

p.1

What is it like to attend this school?

Many pupils enjoy attending school. They are happy, safe and have positive relationships with staff. However, the quality of education that pupils receive is variable. Pupils’ recent published outcomes are below national outcomes in many areas. Lots of pupils rise to the school’s high expectations, but some do not. Pupils with special educational needs and/or disabilities (SEND) are fully included in the life of the school. Those in the enhanced resource provision receive effective support. However, across school, support for pupils with SEND in the classroom is inconsistent.

p.2

What is it like to attend this school?

In lessons, pupils are often compliant. However, pupils’ learning is sometimes disrupted by others. Around school, too many pupils ignore the rules the school has put in place. This is not consistently addressed by staff. Pupils are not concerned about bullying in the school. However, they describe an acceptance of unkind comments. When adults hear these comments, they do act. However, pupils are not always confident to speak out.

p.2

What is it like to attend this school?

Pupils access a wide range of opportunities beyond the academic curriculum. This includes clubs such as those for trampolining, arts and crafts and hairdressing. There is an active ‘Board for Change’. These pupil ambassadors represent the views of their peers. They also help make a difference in the school and wider community.

p.2

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

The school ensures an ambitious and logically sequenced curriculum is in place. For example, in design and technology, pupils learn about computer aided design. They progress from simple bookmarks to complex 3D tasks. This builds confidence and skills over time. In some subjects, pupils recall learning well over time. For example, pupils confidently discuss the musculoskeletal system in science. However, pupils’ recall of learning is highly variable. Teaching does not consistently support them to transfer learning to their long-term memory. This means they struggle to connect new learning to things they have learned in the past.

p.2

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

The school identifies the needs of pupils with SEND well. However, there is inconsistency in how well these needs are met. For some pupils with SEND, this limits the quality of work that they produce. There is variation in how well teaching is adapted to support pupils with SEND. Sometimes, work is made too easy for pupils. This means they do not develop knowledge and skills as well as they should.

p.2

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

The school recognises the importance of reading. For example, there are daily reading activities in form time and an active library. Many pupils join the school with low literacy levels. The school identifies the weakest readers among these pupils. However, some of those identified do not receive timely and effective support. This affects their ability to access the wider curriculum.

p.2

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

A team effort across the school has improved rates of attendance. There is notable impact here from the school’s work. There is more to do to improve behaviour. In lessons, some 29 and 30 April 2025

p.2

3

pupils lack motivation and do not take enough pride in their work. Beyond this, pupils do not consistently meet the school’s high expectations.

p.3

3

The school prepares pupils for the wider world. Effective careers education helps pupils reach suitable destinations. Also, the school teaches pupils important topics in ‘personal development’ lessons. Pupils speak confidently about what makes a healthy relationship. As pupils move into Year 10, they stop learning about other faiths and cultures. The curriculum does not develop pupils’ understanding about the diversity of society in modern Britain well enough. Around school, some pupils hear discriminatory comments. This includes remarks that are sexist or criticise others’ appearance. A notable minority of pupils dismiss these comments as ‘banter’ too readily. There is more work to do to promote mutual respect and challenge inappropriate views.

p.3

3

The school ensures there are clear quality assurance processes in place. However, these are not implemented consistently well. The school, including governors, is not clear about the impact of their work in some areas. This also limits how quickly they can make the changes needed. Many parents and carers are happy with the school. Staff enjoy working at the school. They know leaders consider their workload and well-being.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 There is inconsistency in how well teaching is adapted to support pupils with SEND. This means that some pupils with SEND do not achieve as well as they should. The school should improve the ways pupils with SEND are supported in lessons so that they make better progression through the curriculum.  In some subjects, teaching does not help pupils to transfer learning into their long-term memory. Some pupils struggle to recall learning over time. The school should review its approach to helping pupils embed learning in their long-term memory, building upon and sharing the good practice that already exists in some parts of the school.  The weakest readers, including those at the earliest stages of reading, do not consistently get the support that they need. This means that these pupils do not read as well as they should, and this limits how successfully they learn across the curriculum. The school must ensure that staff gain the skills and knowledge they need

p.3

(Information for the school and appropriate authority)

to support the weakest readers, and that a comprehensive, effective and timely programme of support for reading is implemented for pupils.  The curriculum does not teach pupils in key stage 4 about other faiths and cultures well enough. Pupils are not well informed about the diversity of beliefs in modern Britain and some pupils across the school demonstrate a lack of respect for difference. The school should ensure that there are opportunities for all pupils to learn about, 29 and 30 April 2025

p.3

4

discuss and celebrate the beliefs, faiths and cultures of themselves and others so they are well prepared for life in modern Britain.  The school does not check the impact of its work well enough. This means that weaknesses in aspects of the quality of education and pupils’ behaviour are not identified and addressed effectively. The school should improve how well it checks the quality of its work so that it can identify strengths and areas for improvement, and use this information to improve provision for pupils.

p.4

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.

p.4

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

p.4

Further information

You can search for published performance information about the school.

p.4

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). 29 and 30 April 2025

p.4

School details

Local authority East Riding of Yorkshire

p.5

School details

Dates of previous inspection 10 and 11 November 2021, under section 5 of the Education Act 2005

p.5

Information about this school

 Two assistant headteachers were appointed to the senior leadership team in January 2025.  The school has a specially resourced provision for pupils with SEND whose primary need is social, emotional and mental health. Fifteen pupils attend this provision.  The school currently uses one registered and two unregistered alternative provisions.  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.

p.5

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. 29 and 30 April 2025

p.5

6

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with the headteacher and other senior leaders over the course of the inspection. The lead inspector also met with school improvement adviser for the local authority.  Inspectors carried out deep dives in these subjects: English, science, geography and design and technology. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  The lead inspector met with the leader responsible for SEND, reviewed pupils’ support plans, and visited lessons to see support for pupils with SEND in action.  An inspector visited the school’s enhanced resource provision.

p.6

6

 The lead inspector met with a governor. They also reviewed documentation related to governance, including minutes of meetings.  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 met with groups of pupils and staff formally throughout the inspection and spoke with them informally at social times and in lessons.  Inspectors reviewed a range of school documents, including the school improvement plan.  Inspectors considered the responses to the online survey, Ofsted Parent View, including the free-text comments. Inspectors also considered the responses to Ofsted’s online surveys for staff and for pupils.

p.6

Inspection team

Hannah Millett, lead inspector His Majesty’s Inspector

p.6

Inspection team

Julian Appleyard Ofsted Inspector 29 and 30 April 2025

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7