Harwich and Dovercourt High School

Harwich and Dovercourt High School

Address: Hall Lane, Harwich, Essex, CO12 3TG Unique reference number (URN): 145061

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Monitoring inspection: 16 June 2026

Urgent improvement This school had a full inspection on 6 January 2026 . We graded some areas as 'urgent improvement' and 'needs attention' from the full inspection. We carried out a monitoring inspection on 16 June 2026.

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Monitoring inspection: 16 June 2026

Inspectors only considered the areas marked as updated. Inspectors focused on the following areas: Achievement, Attendance and behaviour, Curriculum and teaching, Inclusion, Leadership and governance. To find out more read our monitoring inspection guidance.

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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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This school requires significant improvement

His Majesty’s Chief Inspector is of the opinion that this school requires significant improvement because it is performing significantly less well than it might in all the circumstances reasonably be expected to perform.

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Attendance and behaviour Updated Needs attention

Over time, rates of attendance for all groups of pupils at the school have been low. Leaders are taking effective action to address this. Alongside the trust, school leaders have established an effective attendance strategy to secure further improvements. The school works effectively with local partners to support individual pupils and families. They demonstrate a secure knowledge of pupils' needs and barriers to high attendance. Additional support, such as time in The Beacon, helps support some pupils to reintegrate into school after longer absence. These improvements in pupils' attendance are now becoming embedded. Levels of absence, including for disadvantaged pupils, are closer to the national average.

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Attendance and behaviour Updated Needs attention

Leaders have high expectations for pupils’ behaviour. However, there is too much variability in how well these expectations are realised in practice. Many pupils behave well, treating one another with respect and tolerance. However, a notable minority of pupils do not feel consistently safe. Although bullying is not common, pupils are not always confident it would be dealt with effectively. While the school is typically calm and orderly, in many lessons low- level disruption is too frequent. Staff do not consistently address pupils' off-task behaviour. When this happens, it prevents pupils from focusing on their learning.

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Curriculum and teaching Updated Needs attention

Leaders have an accurate view of the quality of the curriculum and teaching in school. Presently, too much variation exists in how effectively the curriculum is taught. Consequently, pupils do not receive a consistently high-quality education. Leaders continue to take effective action to address this. For example, the key stage 3 curriculum has been broadened, taking into account pupils’ interests.

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Curriculum and teaching Updated Needs attention

Staff receive training to enable them to teach the curriculum well. Some strategies, with support from the trust, have accelerated in recent months. This includes support for staff teaching outside of their subject specialism. Despite this, much work is in the early stages and inconsistencies across teaching remain.

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Curriculum and teaching Updated Needs attention

Where practice is most effective, pupils make better progress through the curriculum. Leaders support teachers appropriately to develop their expertise. Many teachers are confident in checking pupils’ understanding and correcting misconceptions during lessons. While there are areas of strength, leaders recognise where further support and training is needed. Typically, teachers do not do not provide pupils with sufficient opportunities to apply their skills or knowledge. As a result, teachers do not have a secure grasp of the depth of pupils' understanding. Too often, teachers do not provide pupils with sufficient guidance or opportunities to improve their work. This slows pupils’ progress through the curriculum.

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Curriculum and teaching Updated Needs attention

Help for pupils who are in the early stages of learning to read has been prioritised. They are well supported by specialist trained staff. These sessions, including phonics, enable pupils to catch up and support them to access the curriculum. The school’s approach to supporting those pupils who require help with their writing is underdeveloped by comparison.

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Inclusion Updated Needs attention

Since the previous inspection, leaders have significantly improved the systems in place to identify pupils’ individual needs, such as special educational needs and/or disabilities (SEND). Leaders are working at pace to ensure pupils who may require additional help are accurately identified. Leaders are strengthening relationships with parents and carers and working more closely with external agencies to support pupils. They have redesigned a pupil support area, known as the Beacon, to better meet pupils' needs. Leaders have introduced a wide range of appropriately targeted interventions to support pupils. It is too early to measure the impact of this work. Leaders recognise there is more to be done.

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Inclusion Updated Needs attention

Teachers do not consistently have appropriate information or training about how to best meet pupils' individual needs. Although sometimes, teachers adjust their practice to support pupils appropriately; too often the support for pupils with SEND and other disadvantaged pupils varies from one classroom to another.

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Inclusion Updated Needs attention

The school has established various targeted approaches to support individual pupils and groups. This includes supporting those pupils at risk of exclusion to remain engaged in their learning. These initiatives are beginning to make a difference, especially for those who struggle with anxiety or attendance. Some pupils access part of their education at providers of alternative provision. These placements are carefully selected and appropriately reviewed by leaders to ensure that they are in the best interests of pupils.

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Inclusion Updated Needs attention

The school’s pupil premium strategy is appropriately considered. However, over time, it has not had the impact that leaders intend. This is particularly evident in the achievement of pupils who are disadvantaged, which has remained low.

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Leadership and governance Updated Needs attention

Since the previous full inspection, leaders have further strengthened their capacity to provide support and challenge to the school. They are taking effective action to raise standards. Their early work has begun to have a promising impact on pupils' experiences.

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Leadership and governance Updated Needs attention

Leaders across the the trust and school have an accurate view of the school. They recognise that, historically, improvements have not been secured quickly enough. The trust has increased support for the school such as mitigating recruitment challenges in this coastal location and increasing its capacity to make necessary changes. This support is beginning to positively impact routines and provide targeted support for pupils with barriers to their learning.

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Leadership and governance Updated Needs attention

Those with responsibility for governance provide increasingly effective support and challenge to school leaders. They act in the interests of pupils. They complete reviews of systems, including those for attendance, behaviour and safeguarding, to assure themselves that the school meets its statutory duties.

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Leadership and governance Updated Needs attention

Families have mixed views of the school. While some are positive, others lack confidence in aspects of the school’s work. Some are yet to see improvements in the day-to-day experience of their children. Leaders are working effectively to rebuild positive relationships with the community. They act on concerns raised and share information more consistently with parents and carers.

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Leadership and governance Updated Needs attention

Staff receive an appropriate professional development offer. Those who are new to the profession are well supported to complete their induction programmes. Leaders carefully balance the need to make improvements with the impact of these on staff workload and wellbeing.

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Personal development and wellbeing Needs attention

The school provides pupils with a growing range of opportunities to enhance their education. This includes clubs, leadership opportunities and enrichment activities. These build pupils’ confidence and extend their interests. However, the school does not monitor pupils’ participation closely enough. This limits its ability to ensure that those pupils who would benefit most, including disadvantaged pupils, receive a full offer that supports their wider cultural and character development.

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Personal development and wellbeing Needs attention

Pupils study personal, social and health education and relationships and sex education regularly. During these lessons, pupils learn how to keep themselves safe, including online. The school adjusts the curriculum, ensuring that it reflects its context and local issues. The curriculum builds progressively, enabling pupils to develop an age-appropriate

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Urgent improvement

understanding of important knowledge, such as the fundamental British values or how to keep healthy and safe. Some pupils learn this curriculum securely. However, others do not. As in other subjects, variation in how effectively the curriculum is taught and other factors, such as absence, result in pupils’ knowledge of these topics being inconsistent.

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Urgent improvement

The school provides pupils with effective pastoral care. Staff know pupils well and act in their interests. Pupils have confidence in trusted adults to listen and help them should they have any concerns. The school offers a range of additional services, such as support for pupils’ mental health. These help those who face additional barriers to feel that they belong.

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Urgent improvement

Pupils receive a programme of careers advice and guidance. This includes opportunities to learn about providers who they may wish to study with in the future to help pupils to make more informed decisions. Pupils can access independent one-to-one advice. This advice helps to provide pupils with the information they need to make these important decisions with confidence.

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Achievement Updated Urgent improvement

The achievement of pupils in GCSE examinations is low, including in English and mathematics where results have declined and are notably below national averages. This is particularly the case for disadvantaged pupils whose attainment is below that of their peers nationally. The gap between the attainment of disadvantaged pupils and their peers is widening.

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Achievement Updated Urgent improvement

Leaders are taking appropriate steps to begin to improve pupils' achievement. They are working at pace to bring about much needed improvements. Even so, pupils’ knowledge of the curriculum in many subjects remains insecure. Too many pupils continue to produce work that is not of a high quality due to the limited impact of the curriculum over time. Although pupils’ reading knowledge is improving, standards of written work, particularly for some boys and disadvantaged pupils, continue to be too variable. As a result, many pupils are not as well prepared for their next steps in education, employment or training as they should be.

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Monitoring inspection : 16 June 2026

Pupils continue to experience a mixed quality of education. Teachers are increasingly confident to address pupils' misconceptions during lessons. Where this happens, pupils often acquire knowledge well. However, there remains too much variability in the effectiveness of the school's curriculum and teaching. Teachers do not routinely identify gaps in pupils' skills or knowledge. Pupils with special educational needs and/or disabilities, and disadvantaged pupils do not consistently receive support that meets their needs. In many lessons, pupils do not benefit from sufficient opportunities to apply their learning. As a result, many pupils do not achieve well.

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Monitoring inspection : 16 June 2026

Pupils experience behaviour around the school that is generally calm. Serious disruption is rare. However, a notable proportion of pupils do not consistently feel safe. They lack confidence in how well bullying is addressed. While many pupils focus well in lessons, others do not. Sometimes pupils' attitudes towards their learning are not positive. This is often when expectations are not applied consistently.

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Monitoring inspection : 16 June 2026

Pupils with barriers to high attendance are now much better supported to attend well. The school works well with families and other agencies. As a result, pupils' attendance has notably improved.

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Full inspection : 6 January 2026

Pupils experience a mixed quality of education. Where teaching is clear and effective checks are made on pupils' understanding, pupils enjoy learning and acquire knowledge well. However, variability in the effectiveness of the school's curriculum and teaching means that this is not always the case. Disadvantaged pupils, including those with special educational needs and/or disabilities (SEND) do not consistently receive support that meets their needs. In many lessons, teachers do not identify gaps in these pupils' knowledge, and lessons are not adapted effectively. As a result, pupils do not achieve well.

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Full inspection : 6 January 2026

On arrival to school, pupils are met by approachable adults who greet them and check that they are ready to learn. Staff know pupils well and take a genuine interest in them. This helps pupils feel welcome and sets a calm tone for each day. Around the site, pupils usually move sensibly and understand the importance of tolerance and respect. This helps prepare them well for life in modern Britain. Pupils say that staff listen and act when worries, including bullying, arise. Pupils feel safe and know who to turn to if they need help, including from the effective pastoral support team.

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Full inspection : 6 January 2026

Leaders have strengthened routines for attendance. Staff make first day calls and home visits, and families recognise this effort. Even so, too many pupils continue to miss school too often. This is particularly the case for disadvantaged pupils, including those with SEND. This further limits their learning and their achievement.

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Full inspection : 6 January 2026

Pupils experience behaviour around the school that is generally calm. Serious disruption is rare, but in some lessons pupils' attitudes toward their learning are not always positive. This is often when expectations are not applied consistently or when teaching is less effective. Pupils appreciate the school's clubs, safe spaces, and the targeted help on offer to support their wellbeing. Pupils take on leadership roles and value the trips on offer. However, leaders do not track participation closely enough to make sure vulnerable pupils are routinely involved.

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Next steps

Leaders, including the trust, should ensure that pupils’ achievement in national assessments improves, particularly for disadvantaged pupils, so that all pupils are well

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Lead inspector:

Bessie Owen, His Majesty's Inspector prepared for their next stage in education or training. Leaders should ensure that staff training translates into consistently effective teaching of the curriculum, reducing variation, so that pupils achieve well across the school. Leaders should ensure that the strategies identified to support pupils with barriers to their learning, including those with special educational needs and/or disabilities, are implemented consistently well by all staff. Leaders should ensure that that gaps in pupils’ knowledge and skills, including for those pupils who require support with their writing, are closed rapidly so that pupils can progress securely through the curriculum in all subjects. Leaders, including the trust, should ensure that rigorous monitoring and evaluation enables the school to identify how well recent improvement initiatives are working and to adjust these to secure stronger impact, as required.

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Lead inspector:

Leaders should refine and embed the school’s attendance strategy to secure sustained reductions in the absence of pupils, particularly those who are disadvantaged. Leaders should ensure that behaviour expectations are applied consistently so that pupils feel safe, bullying is addressed effectively, and learning is not disrupted. Leaders should strengthen the school’s tracking of pupils’ participation in personal development activities to enable pupils who would benefit from further opportunities to be identified and included effectively.

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About this inspection

The inspector conducted this monitoring inspection under section 8(2) of the Education Act 2005. It was carried out to evaluate the progress leaders have made in improving the evaluation areas graded as 'Urgent improvement' and 'Needs attention' at the previous full inspection.

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About this inspection

This was the first monitoring inspection since the school was judged to require significant improvement following the full inspection that took place in January 2026.

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About this inspection

The purpose of this monitoring inspection was to identify and report on the school's progress in addressing the priorities for improvement set out in the report card of the full inspection. Inspectors may change a grade for one or more evaluation area determined at the full inspection based on evidence gathered during the monitoring inspection.

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About this inspection

The inspector confirmed the following information about the school: Since the previous full inspection in January 2026, a new executive headteacher has been appointed.

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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 6 January 2026

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What does this mean?

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. National average: 28.9%

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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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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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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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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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(provisional)

2023/24 (final) 21.4% 25.8% 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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(provisional)

2023/24 (final) 30.5 34.6 Close to average

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(provisional)

2022/23 (final) 30.5 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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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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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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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

2023/24 (3 term) 10.0% 8.9% Close to average

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national average

2022/23 (3 term) 10.0% 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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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.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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