Houstone School

Inspection of Houstone School Parkside Drive, Houghton Regis, Dunstable LU5 5PX

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The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good

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Previous inspection grade Not previously inspected under section 5 of the Education Act 2005

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The principal of this school is Elizabeth English. The school is part of the Advantage Schools Trust, which means other people in the trust also have responsibility for running the school. The trust is run by a chief executive officer (CEO), Stuart Lock, and deputy chief executive officer (deputy CEO), Catherine Barr. The school is overseen by a board of trustees, chaired by Mark McCourt. 20 and 21 May 2025

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What is it like to attend this school?

The school is a calm, safe place for pupils to study and work hard. Pupils live up to the school’s high expectations of behaviour and achievement. Pupils behave well and many have good attitudes to their studies. Lessons proceed without interruption, so pupils have opportunity to really concentrate on their learning. Pupils, particularly those that joined part way through their education, see the positive difference the school is making to their lives.

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What is it like to attend this school?

Pupils are respectful to staff and each other. Serious incidents are rare and dealt with appropriately. Pupils value the school’s clear rewards for behaving well and the chances they receive to ‘get back on track’. Many pupils value the range of effective additional help and support that is available for those that need it.

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What is it like to attend this school?

Pupils are proud of the new leadership roles and the chance to make a difference in the school community. Pupils enjoy the growing number of clubs, trips and other experiences complementing school life. The ‘electives’ programme is a key part of the school as it gives pupils the opportunity to do something different. From boxing and cooking to chess and art, there is a lot on offer. The improving careers curriculum prepares pupils well for their next steps beyond the school.

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

Since opening in September 2022, the school faced a variety of complex challenges. This included starting a school ‘from scratch’, absorbing pupils previously educated at other closed local providers and moving into a brand-new building. Some pupils arrived at the school with significant gaps in their knowledge and understanding. Pupils’ achievement in the most recent set of published outcomes does not represent the current high-quality curriculum on offer. The school has acted with integrity and determination to embed their high standards of achievement and behaviour while growing the school and building leadership capacity.

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

The curriculum is ambitious for pupils and very well designed. Important knowledge is broken down and sequenced carefully so pupils build their understanding effectively. Staff have good subject knowledge and a secure understanding of ‘what works well’ in the classroom. In the main, carefully chosen activities in the classroom help staff introduce new content or check pupils’ understanding with precision. Pupils build their knowledge effectively and achieve well.

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

While most staff support pupils to learn well, some staff do not quickly spot pupils who need extra help, guidance or practice. In these instances, pupils do not learn as well as they could.

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

The recently strengthened support for pupils with special educational needs and/or disabilities (SEND) is working well. Staff get accurate information about pupils’ needs, which helps them to adapt their lessons effectively. Well-targeted, intensive help, for instance with reading and numeracy, enables pupils to catch up and keep up with their 20 and 21 May 2025

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peers. Pupils access appropriate counselling and support should they need it. In class, pupils with SEND benefit from the positive learning atmosphere and quality teaching.

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Clear behaviour routines and systems mean pupils know exactly what is expected of them. In class, pupils are free to learn, uninterrupted by poor behaviour. Pupils are polite, hardworking and want to live up to the school’s expectations. If pupils need help with their behaviour, the school makes suitable adjustments, which work well. Pupils trust staff to deal with any serious incidents of poor behaviour effectively. Reduced suspensions and exclusions show the school’s approach is working.

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The school considers carefully how to help pupils be successful. The longer school day and tutor programme enables pupils to get effective help with their homework, build their numeracy and literacy and learn the well-planned personal, social, health and economic curriculum in detail. Pupils have a good understanding of important topics such as finance, careers and different faiths and beliefs. Pupils are well prepared for their next steps.

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Leaders, including from the trust, are clear about what works in the school and where further refinement is needed. For instance, they are improving communication with parents and developing leadership further, such as by broadening the expertise of those who oversee SEND provision, as the school grows.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Some staff are developing their understanding of the most effective ways to help pupils. Sometimes, these staff do not identify if pupils need further help, guidance or support quickly enough. In these cases, pupils do not learn as well as they could. The school should ensure staff spot where pupils need further help to be successful with their learning in a timely and effective way.

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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. 20 and 21 May 2025

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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). 20 and 21 May 2025

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School details

Date of previous inspection Not previously inspected under section 5 of the Education Act 2005

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Information about this school

 The school is part of the Advantage Schools Trust and opened in September 2022.  This is the school’s first inspection.  The school admitted pupils into key stage 3 and key stage 4 on opening. This included several pupils from a recently closed local secondary school, previously judged inadequate by Ofsted.  The school moved to its current site in September 2023.  The school uses one registered alternative provision and six unregistered provisions.  The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Year 8 to 13 with information and engagement about approved technical qualifications and apprenticeships. 20 and 21 May 2025

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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.  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 met with a range of leaders, including the principal, the deputy principal and other senior leaders, including the special educational needs coordinator.  Inspectors carried out deep dives in the following subjects: English, mathematics, science, art and design and history. For each deep dive, inspectors met with leaders, visited a sample of lessons, spoke with teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors also visited lessons in other subjects, such as geography, music and Spanish. In addition, inspectors visited form time, ‘prep’ and ‘electives’.

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Information about this inspection

 The lead inspector held a meeting with those responsible for governance, which included meeting the CEO, deputy CEO, a range of trustees and members of the local governing body  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 spoke with a range of pupils. Inspectors spent time with pupils at lunchtime to observe behaviour and talk about school life.  Inspectors spoke to a range of staff and considered the results of Ofsted’s staff survey.  Inspectors spoke on the telephone to several parents. They read correspondence from parents and additionally considered the responses made by parents to Ofsted Parent View, Ofsted’s online survey, including the free-text responses.

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Inspection team

Damian Loneragan, lead inspector His Majesty’s Inspector

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Inspection team

Peter Petrou Ofsted Inspector 20 and 21 May 2025

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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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