Dyke House Sports and Technology College

Dyke House Sports and Technology College

Address: Mapleton Road, Hartlepool, TS24 8NQ Unique reference number (URN): 139405

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Pupils achieve well at Dyke House. GCSE examination results in 2025 were especially high and reflect a compelling trajectory of improvement over time. The high proportion of disadvantaged pupils who attend the school achieve well. The achievement gap between disadvantaged and non-disadvantaged pupils is closing rapidly. Pupils with special educational needs and/or disabilities make secure and consistent progress. The proportion of pupils attaining at least grade 4 in GCSE English and GCSE mathematics is significantly higher than the national average and has been over time. Attainment across other subjects is also typically higher than the national average.

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Achievement Strong standard

In lessons, pupils are supported to learn the curriculum effectively. They demonstrate secure knowledge and deep understanding. Effective additional support means that if pupils have gaps in their basic skills in reading, writing, communication and mathematics, these close quickly. Pupils are well prepared for the next stage of their learning.

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Attendance and behaviour Strong standard

Leaders prioritise attendance firmly. They have high expectations and a relentless approach to ensuring that pupils attend school regularly. Robust systems support their work. Leaders analyse attendance data rigorously and provide timely, targeted support for pupils who face barriers to attendance. Leaders ensure they communicate with parents and carers quickly and regularly if they have concerns. They work well with a range of other professionals if necessary, to provide pupils with the support they need. Leaders' effective approaches to attendance helps to ensure that pupils attend well. Those groups of pupils and individuals who receive leaders' targeted support improve their attendance markedly.

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Attendance and behaviour Strong standard

The school is calm and orderly. Staff share consistently high expectations. There are embedded, consistent routines that pupils follow well. Pupils are highly respectful of staff and the school environment. They enjoy warm, positive relationships with staff. In lessons, pupils participate positively in learning and want to succeed. They work diligently. 'Applause moments', postcards home and 'proud' events celebrate pupils’ achievements. Pupils value these opportunities. Bullying is rare. Any incidents are resolved quickly if they occur.

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Attendance and behaviour Strong standard

Leaders make skilful adaptations to support pupils who face barriers to managing their emotions. For example, they use the internal 'bridge' and 'inclusion centre' to provide some pupils with the opportunity to reset, remain engaged with school and take part in therapeutic interventions that support them well.

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Curriculum and teaching Strong standard

The curriculum at Dyke House is ambitious and carefully designed. Leaders have clear expectations for how the curriculum should be taught. These expectations are followed closely by staff. This ensures that pupils experience a high degree of consistency in their learning across subjects and key stages. For example, teachers use the school's ‘teaching techniques’ consistently to model work effectively, check pupils' understanding routinely and help pupils to remember core knowledge through 'choral responses'.

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Curriculum and teaching Strong standard

Pupils are regularly given opportunities to apply their learning. Pupils' communication and oracy is developed well because teachers ensure pupils learn new and specialist vocabulary regularly. Pupils are encouraged to use it in 'talk partners' activities and in class debates and discussion. While all pupils benefit from this, it supports pupils who speak English as an additional language particularly well.

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Curriculum and teaching Strong standard

Leaders waste no time in identifying pupils who have gaps in their basic skills in reading, writing and mathematics. This begins when pupils start the school in Year 7. A range of successful interventions, including in phonics and reading fluency, are put in place to ensure pupils catch up quickly.

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Curriculum and teaching Strong standard

Pupils who face barriers to learning are supported consistently well. For example, teachers ensure that disadvantaged pupils benefit from extra checks on their learning so that timely, additional support can be put in place if necessary.

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Inclusion Strong standard

Leaders' commitment to inclusion is impressive. The school is held in high regard by parents, carers and the local authority for the care and precisely-tailored support it provides for pupils who may face barriers to their learning or wellbeing. Leaders act quickly to identify the barriers that pupils face and work continuously to remove them. Leaders from across the school meet routinely to review pupils' progress and the impact of their support. This joined- up approach means that pupils get the right support they need, quickly. High-quality training ensures that staff have the expertise they need to support pupils with special educational needs and/or disabilities successfully.

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Inclusion Strong standard

Leaders have developed internal provisions known as the 'bridge' and the 'inclusion centre' that are designed to help pupils to overcome barriers. These are highly effective. For example, pupils benefit from small group and one-to-one teaching, tailored support and therapeutic interventions.

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Inclusion Strong standard

The school's high proportion of disadvantaged pupils benefit from leaders' consistently applied and well-informed pupil premium strategy. Leaders use additional funding intelligently, to provide extra academic support. Leaders find ways to remove financial barriers so that disadvantaged pupils benefit from the school's comprehensive enrichment offer. As a result, disadvantaged pupils achieve highly and are equipped with confidence, resilience and aspirations to do well in life.

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Inclusion Strong standard

Specialist staff and skilful adaptations have a significantly positive impact on the academic success and personal development of pupils who speak English as an additional language.

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Leadership and governance Strong standard

Leaders are united by a moral imperative to ensure that all pupils achieve great success in school, in order to improve their life chances. They are successful in their ambition. Leaders ensure that high expectations are the norm and pupils invariably rise to them. Leaders know the challenges many pupils face. They ensure that pupils learn well in a calm, aspirational and safe environment. This allows pupils to flourish.

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Leadership and governance Strong standard

Inclusion is central to life at Dyke House. Leaders' investment in the 'inclusion centre' ensures that pupils remain engaged in their education. Pupils with special educational needs and/or disabilities thrive here. Leaders have developed a comprehensive programme of professional learning so that staff are well equipped to understand and meet pupils' needs. The impact of this is tangible in the consistently high-quality teaching that pupils receive and the effective adaptations and support that is put in place to support pupils. Leaders are proactive in sharing their approaches with other schools.

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Leadership and governance Strong standard

Despite the sustained effectiveness of the school, leaders are not complacent. They have clear, precise plans to develop the school even further. Those responsible for governance are experienced, skilled and knowledgeable. They pose high levels of challenge to leaders to ensure the school does not stand still.

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Leadership and governance Strong standard

Parents and carers value the high-quality education, pastoral care and wider experiences that their children receive. Many expressed gratitude for highly visible leaders who are supportive and listen if they have concerns. Staff are proud to work at the school. They appreciate that leaders prioritise their wellbeing. They are positive about the range of ways that leaders help them to manage their workload.

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Personal development and wellbeing Strong standard

Pupils follow a comprehensive 'life' curriculum to support their ongoing personal development. This is designed effectively to support pupils to develop precise knowledge over time, in an age-appropriate way. The curriculum is ambitious and covers aspects of personal, social and health education and relationship and sex education that pupils learn securely. Pupils have a detailed knowledge of online safety. For instance, they confidently recognise the signs of phishing and know how to keep their personal details secure. Leaders adapt the curriculum to ensure that pupils learn about the risks they face in the community. For example, they learn about the consequences of anti-social behaviour and water safety.

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Personal development and wellbeing Strong standard

Leaders ensure that pupils are well prepared for life in modern Britain. For example, pupils understand why it is important to live under the rule of law. They develop their knowledge of democracy when they learn about election processes and different political parties. Pupils appreciate learning about different beliefs and world religions. They recognise the importance of tolerance and regularly debate and discuss topical issues, recognising different potential viewpoints. Pupils are proud to attend a school where everyone is treated equally.

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Personal development and wellbeing Strong standard

The school's ambitious 'iAspire' programme promotes a wide range of inclusive opportunities for pupils to develop personally and socially. For example, pupils take part in social action projects, fundraise and take part in residential trips. These develop pupils' understanding of citizenship, independence and teamwork. Pupils know the benefits of volunteering. They take part in litter picking in the community and visit residents in a care home. An extensive range of enrichment opportunities, such as in science, technology and engineering, the spelling bee and 'reading routes' support pupils' wider academic development and interests. Visits to prestigious universities promote aspirations and encourage pupils to aim high. A comprehensive careers programme gives pupils insights into the world of work, different post-16 options and helps them to make informed choices when they plan their next steps.

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What it's like to be a pupil at this school

Pupils who attend Dyke House benefit greatly from a high-quality education. Staff are united in their relentless determination to ensure that pupils aim high, achieve well and have every chance of success in life. They put pupils first and have consistently high expectations of them. Pupils trust the staff and value the high level of support they receive. This helps them to feel safe. Many parents and carers who responded to the inspection survey were effusive in their praise for the help, guidance and pastoral care that their children receive. Staff work continuously to find ways to remove the barriers to learning and wellbeing that a high proportion of pupils face.

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What it's like to be a pupil at this school

For pupils, the school day begins with a warm welcome from staff. Well embedded, consistent routines ensure that the school is calm and orderly. Staff create an environment that is conducive to learning. Pupils benefit from effective teaching. In lessons, pupils regularly celebrate their peers' successes through 'applause moments'. They appreciate the recognition they receive at regular 'proud' events, where pupils share their achievements. They enjoy receiving celebratory postcards from staff. Pupils conduct themselves maturely, demonstrate high levels of self control and attend well.

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What it's like to be a pupil at this school

Staff ensure that pupils' experiences of school are enriched by an extensive offer of clubs, trips and opportunities. These support pupils' personal development effectively. Pupils benefit from over 40 clubs and opportunities that take place each week. For example, at gardening club pupils learn to plant, grow and care for different plants. In crochet club pupils develop their creativity. A wide range of sport and performing arts opportunities help to develop pupils' talents, teamwork, communication and confidence. A sharp focus on teaching pupils about risks in the community, British values such as the rule of law and careers means that pupils are well prepared for their next steps and life in modern Britain.

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Next steps

Leaders should further embed their work linked to the curriculum to help ensure that there are exceptionally high standards of teaching across the school. Leaders should build on existing strengths to further increase pupils' sustained participation in the school's enrichment offer.

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About this inspection

This school is part of Northern Education Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Jane

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Team inspectors:

Shelley Heseltine, Ofsted Inspector Richard Jones, His Majesty's Inspector Malcolm Kirtley, Ofsted Inspector Lisa Turnbull, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 7 July 2026

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What does this mean?

Wilson, and overseen by a board of trustees, chaired by Mark Sanders.

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What does this mean?

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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What does this mean?

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMI.

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What does this mean?

Inspectors spoke with the principal and other senior leaders. They also spoke with leaders from the trust, representatives from the board of trustees, staff and pupils.

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What does this mean?

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.

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What does this mean?

The inspectors confirmed the following information about the school:

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What does this mean?

The school currently uses 1 registered alternative provision.

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What does this mean?

Principal: Dean Cope The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational needs support at the school.

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What does this mean?

Based on the English indices of deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced provision or SEND unit (if applicable).

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English and maths GCSE

Percentage of pupils who achieved grade 5 or above in English and maths GCSE.

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national average

2023/24 (final) 47.2% 45.9% Close to average

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national average

2022/23 (final) 49.4% 45.3% Close to average

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Attainment 8

A measure of pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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national average

2024/25 (final) 49.2 46.1 Close to average

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national average

2023/24 (final) 44.7 45.9 Close to average

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national average

2022/23 (final) 43.6 46.3 Close to average

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Progress 8

How much progress pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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national average

2023/24 (final) -0.04 -0.03 Close to average

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national average

2022/23 (final) -0.26 -0.03 Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils achieving grade 5 or above in English and maths GCSE.

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national average

2023/24 (final) 34.1% 25.8% Close to average

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national average

2022/23 (final) 30.7% 25.2% Close to average

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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national average

2023/24 (final) 38.6 34.6 Close to average

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national average

2022/23 (final) 34.1 35.0 Close to average

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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national average

2023/24 (final) -0.28 -0.57 Close to average

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national average

2022/23 (final) -0.78 -0.57 Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils who achieved grade 5 or above in English and maths GCSE.

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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A-level average point score

The average points that students achieved per A-level entry.

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national average

2023/24 (final) 34.19 34.38 Close to average

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A-level value added

A score showing students’ progress between the end of key stage 4 and the end of their academic qualification studies.

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national average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2024/25 (3 term) 9.0% 8.4% Close to average

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national average

2023/24 (3 term) 9.2% 8.9% Close to average

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national average

2022/23 (3 term) 10.1% 9.0% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2024/25 (3 term) 27.2% 23.4% Close to average

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national average

2023/24 (3 term) 28.8% 25.6% Close to average

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national average

2022/23 (3 term) 29.4% 26.5% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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