The Hayling College

What Ofsted said

From the inspection on 24 September 2024

Pupils benefit from the warm relationships they build with caring staff. They feel safe. Pupils receive thoughtful support that builds their confidence and raises aspiration. Very recent changes to the curriculum mean that pupils are now learning a wide range of subjects in greater depth. Pupils typically enjoy learning and most follow the instructions of teachers. In some lessons, learning is not matched to pupils' needs. Pupils do not spend enough time practising new ideas independently or linking concepts together. Some pupils are not suitably challenged to develop their thinking. This limits how well pupils remember learning. Staff know pupils well. They are aware of the needs of pupils with special educational needs and/or disabilities (SEND), but plans that set out the strategies identified to support these pupils to learn are not always reviewed precisely enough. This means that staff are not suitably aware of the most effective help that supports some pupils to learn well. Therefore, some pupils with SEND do not achieve as well as they could. Clear routines mean that pupils know what staff expect of them. Some pupils express frustration that some staff do not sufficiently address disruption in lessons effectively enough. In these lessons, they find it harder to concentrate and learn.

What the school should improve

• Teaching is not sufficiently designed to address gaps in some pupils' knowledge and extend pupils' thinking. This means that some pupils do not learn as well as they could. The school should continue to ensure that staff have the training and expertise they need to adapt learning so pupils master concepts, enabling them to form more complex ideas.
• The school does not consistently check that the support in place for pupils with SEND is meeting pupils' needs effectively. This means that pupils do not receive the appropriate help they need to learn well. The school should continue to develop how it reviews the impact of in-class support and interventions to ensure that pupils with SEND learn as well as they can.
• Processes to re-integrate pupils successfully back into school are not systematic. This means that some pupils do not get the effective support that they need to manage their behaviour and reduce the risk of further suspensions. Leaders should review how they re-integrate pupils back into school, providing them with the right support, which is regularly evaluated, so that repeat suspensions are reduced.
• Much of the school's work is new and processes to review the impact of actions are not yet well formed. The school is not sufficiently clear on the effectiveness of some aspects of its work and its impact on staff workload. The school should ensure that there are robust and strategic processes in place to fully assure itself about the indicators of school improvement.

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