Chichester High School

What Ofsted said

From the inspection on 5 November 2024

Leaders have successfully established a positive and respectful school culture. Pupils are happy and feel safe. They know a trusted adult that they can go to should problems arise. The school works effectively with the trust, and together they have successfully improved pupils' attendance, behaviour, progress and well-being. Pupils are polite and friendly. They talk about their school with pride. Relationships between staff and pupils are strong and supportive. The school has high expectations of pupils' behaviour and commitment. Behaviour seen in lessons is consistently positive. Any low-level disruption is dealt with extremely swiftly, and often anticipated. The personal development programme is carefully structured. The programme is not yet fully embedded but is already developing pupils' confidence, resilience and self- awareness. Sixth-form students actively support and encourage younger pupils. They are excellent role models. The school contributes significantly to pupils' enrichment through trips out, trips abroad and an extensive range of extra-curricular opportunities. The breadth, quality and take-up of extra-curricular activities are impressive. The school is suitably focused on mental health and well-being. This is actively supported through assemblies, tutor time and the personal development programme. Of particular note is the 'Daily Check-in', which checks pupils' well-being, reinforces good learning habits and focuses pupils on the day ahead.

What the school should improve

• There is still some variability in the implementation of the curriculum. Consequently, not all pupils and all groups of pupils make sufficient progress. The school should ensure that the implementation of the curriculum encourages and supports the progress of all groups of pupils in line with some of the best practice seen.
• The proportion of pupils taking the EBacc is well below national averages. The uptake of languages is not high enough. Leaders should continue their work to raise the status of languages and ensure that more pupils, including disadvantaged pupils and pupils with SEND, achieve the EBacc in line with government expectations.
• Relationships with parents are still developing. As a result, some parents feel negative about the school and uninformed about its intentions. Leaders should continue their work to ensure the ongoing support, understanding and engagement of parents alongside the wider community.

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