Hobart High School

What Ofsted said

From the inspection on 21 March 2023

Pupils describe feeling safe and happy. They say that Hobart is an inclusive community where being different is part of their everyday life. The school diversity group is important to both pupils and adults. Pupils enjoy attending a small school because they 'know everyone in the building'. Pupils comment that they have a voice through student leadership and that they have seen improvements across the school as a result. School leaders have increasingly high expectations. Pupils' behaviour reflects their pride in the school. Pupils follow the mobile phone policy without exception. The majority of pupils wear their uniform well. Most lessons are calm, and the transition between lessons is orderly. Pupils participate in a wide variety of activities during social times. Pupils and staff recognise that bullying happens in the school. However, pupils say that this is not common and that teachers act quickly to address it. Pupils comment that leaders have re-designated year group toilets to reduce bullying. This has worked effectively, and pupils appreciate the difference it has made. Pupils shared with inspectors that they feel that teachers want them to succeed. Pupils comment that teachers praise them when they have worked hard. This motivates them to achieve more.

What the school should improve

• The overarching aims and sequence of learning in some subjects is unclear, particularly in key stage 3. As a result, not all pupils develop sufficient subject knowledge or skills. Leaders need to review the current approach to curriculum planning in these subjects to ensure pupils have every opportunity to succeed.
• Suspensions are used appropriately, but rates of repeat suspensions are high among vulnerable pupils. Absence through suspension hampers pupils' learning. Leaders need to ensure their current approach to behaviour management is implemented more rigorously to reduce the number of repeat suspensions.
• Values are shared by school leaders, but lines of accountability for pupils' progress are sometimes unclear. This means that vulnerable pupils and those with SEND are at risk of underachievement because actions are not well coordinated or monitored. Leaders need to review the management of these areas to ensure effective coordination of intervention strategies.

Read the full Ofsted report (opens in a new tab)