Highdown School and Sixth Form Centre

What Ofsted said

From the inspection on 26 March 2024

High expectations for pupils' behaviour and academic achievement mean that the school supports pupils' ambitious aspirations effectively. Pupils are invariably polite, respectful and kind. The vast majority of pupils behave well and attend regularly. Pupils contribute to each other's well-being enthusiastically, taking on a range of very meaningful leadership roles. The school's effective work to develop pupils' character is typified by sixth-form students who act as excellent role models for other pupils. The school's 'inclusion charter', created by pupils, makes a very positive impact on day-to- day life. Discrimination of any kind is not tolerated and pupils feel safe. Pupils benefit from an impressive range of opportunities that support their wider development, both within the curriculum and beyond. Pupils with special educational needs and/or disabilities (SEND) and other disadvantaged pupils play a full and active role in the school. Cultivating pupils' reading is a real strength of the school. Weaker readers get the right additional help to become more fluent and confident, supporting their learning across the curriculum. The school develops pupils' enthusiasm for reading widely, fostered through activities such as regular reading sessions, debates, visits from authors and competitions. The 'Highdown Canon' is a selection of culturally rich texts that the school recommends to pupils and encourages them to read. The diversity represented in these books contributes very strongly to pupils' cultural and spiritual understanding.

What the school should improve

• Teachers do not adapt lessons consistently effectively to support disadvantaged pupils. These pupils, therefore, do not achieve as well as other pupils overall. The school should continue its work to refine and improve provision for disadvantaged pupils so that they reach the school's high expectations and achieve well in examinations.
• Teachers' pedagogical choices do not always deepen pupils' learning fully. Pupils do not achieve as highly as they could, therefore. Building on its successful processes for professional development, the school should support teachers to consistently select the approaches which have most impact on pupils' achievement.

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