Withernsea High School

What Ofsted said

From the inspection on 29 April 2025

Many pupils enjoy attending school. They are happy, safe and have positive relationships with staff. However, the quality of education that pupils receive is variable. Pupils' recent published outcomes are below national outcomes in many areas. Lots of pupils rise to the school's high expectations, but some do not. Pupils with special educational needs and/or disabilities (SEND) are fully included in the life of the school. Those in the enhanced resource provision receive effective support. However, across school, support for pupils with SEND in the classroom is inconsistent. In lessons, pupils are often compliant. However, pupils' learning is sometimes disrupted by others. Around school, too many pupils ignore the rules the school has put in place. This is not consistently addressed by staff. Pupils are not concerned about bullying in the school. However, they describe an acceptance of unkind comments. When adults hear these comments, they do act. However, pupils are not always confident to speak out. Pupils access a wide range of opportunities beyond the academic curriculum. This includes clubs such as those for trampolining, arts and crafts and hairdressing. There is an active 'Board for Change'. These pupil ambassadors represent the views of their peers. They also help make a difference in the school and wider community.

What the school should improve

• There is inconsistency in how well teaching is adapted to support pupils with SEND. This means that some pupils with SEND do not achieve as well as they should. The school should improve the ways pupils with SEND are supported in lessons so that they make better progression through the curriculum.
• In some subjects, teaching does not help pupils to transfer learning into their long-term memory. Some pupils struggle to recall learning over time. The school should review its approach to helping pupils embed learning in their long-term memory, building upon and sharing the good practice that already exists in some parts of the school.
• The weakest readers, including those at the earliest stages of reading, do not consistently get the support that they need. This means that these pupils do not read as well as they should, and this limits how successfully they learn across the curriculum. The school must ensure that staff gain the skills and knowledge they need to support the weakest readers, and that a comprehensive, effective and timely programme of support for reading is implemented for pupils.
• The curriculum does not teach pupils in key stage 4 about other faiths and cultures well enough. Pupils are not well informed about the diversity of beliefs in modern Britain and some pupils across the school demonstrate a lack of respect for difference. The school should ensure that there are opportunities for all pupils to learn about, discuss and celebrate the beliefs, faiths and cultures of themselves and others so they are well prepared for life in modern Britain.
• The school does not check the impact of its work well enough. This means that weaknesses in aspects of the quality of education and pupils' behaviour are not identified and addressed effectively. The school should improve how well it checks the quality of its work so that it can identify strengths and areas for improvement, and use this information to improve provision for pupils.

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