Sir Christopher Hatton Academy

What Ofsted said

From the inspection on 11 October 2022

Leaders believe that pupils should 'aim for excellence' in every aspect of school life. Most pupils rise to this challenge. They have positive attitudes and are keen to learn. They value the high-quality support they receive from staff. They are aspirational about their futures. Many pupils, particularly pupils at key stage 4 and sixth-form students, achieve success. As one parent typically explained, 'Every pupil is given support to achieve their potential.' Most pupils show respect for others and conduct themselves well. They act as 'upstanders' when someone needs their support. Staff resolve incidents of bullying swiftly. Occasionally, the behaviour of a small minority of pupils disrupts the learning and social times of others. Pupils say that a few staff do not respond consistently to incidents of poor behaviour. Staff encourage pupils to push themselves beyond their comfort zones. Pupils often exhibit 'Hatton character qualities', such as resilience and leadership. Some join the combined cadet force while others take part in the Duke of Edinburgh's Award scheme. A wide range of enrichment and extra-curricular activities also help develop pupils' characters. For instance, pupils learn to juggle, practise debating or study astronomy. Pupils embrace diversity.

What the school should improve

• In some subjects, staff do not plan, or implement, the key-stage-3 curriculum carefully enough. They do not always pay close enough attention to pupils' specific learning needs. A minority of pupils in key stage 3 produce work that is of a poor quality or is left unfinished. These pupils cannot recall important subject content and have gaps in their knowledge. Leaders must ensure that the key- stage-3 curriculum is implemented consistently well in all subjects and meets the needs of pupils. Leaders should make sure that teachers check that key-stage-3 pupils have secure knowledge before moving on.
• A small number of pupils sometimes show a lack of respect to others and become dysregulated. Some staff do not always manage these incidents of poor behaviour in the same way. This poor behaviour occasionally disrupts others' learning and their social times. Leaders must ensure that everyone has the same high expectations of pupils' behaviour and conduct. They must check that all staff implement the school's behaviour policy consistently. Leaders must provide pupils who struggle to self-regulate with the support they need to behave well at all times.

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