Hailey Hall School

What Ofsted said

From the inspection on 13 May 2025

Pupils have often experienced a disrupted education prior to coming here. They are ably supported by well-trained staff to gradually re-engage with education. The school has high expectations for these boys. Many of them respond well to the academic or vocational opportunities provided to them. The school ensures pupils have the necessary qualifications and work experience for their post-16 opportunities. Some pupils need more time and support to settle into school and succeed. However, by the end of Year 11, pupils leave having secured places in college, training or work. The school provides a range of mental well-being support. Many pupils use these taught strategies to manage their emotions independently. This means they focus in lessons, cope socially and show respect. Pupils understand the school rules. They know the consequences of not following the agreed 'code of conduct'. They are treated fairly. Pupils who need additional help to meet the expected behaviour standards receive individual tailored support. Pupils know that bullying or discrimination is not tolerated and is quickly and effectively addressed. Pupils earn 'respect points' to access extra-curricular activities such as using the gym, computing or playing pool. Pupils like the reward trips offered, such as go-karting. Some pupils take on leadership roles, for example as 'mental health ambassadors'.

What the school should improve

• The school's actions for addressing pupils' disengagement from learning or repeated unwelcome behaviours are not yet having the desired impact in sustainably improving school attendance overall. Therefore, some pupils are not achieving as well as they could, and are still missing too much school. The school should apply its existing behaviour management strategies in a more whole-school strategic and cohesive way to improve attendance and engagement for more pupils overall.
• Sometimes, in some subjects, the work that the school sets for pupils is not suitably ambitious to extend pupils' knowledge further. This means that some pupils do not achieve highly or do not move on to a higher qualification pathway soon enough. When pupils are emotionally ready to learn more, the school should provide work that specifically deepens and stretches pupils' understanding to maximise their outcomes.

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