Shaftesbury High School, located in Harrow, underwent an inspection on November 9 and 10, 2022, and received an overall effectiveness rating of Requires Improvement. The quality of education, behavior and attitudes, and leadership and management were also rated as Requires Improvement, while personal development and sixth-form provision were rated as Good. The school previously held an Outstanding rating in its last inspection in September 2019.
Pupils at Shaftesbury High School are well cared for and enjoy positive relationships with staff. The school environment is designed to promote calmness and focus, with soothing classical music played in the mornings. Staff are trained to support pupils in managing their behavior, and quiet spaces are available throughout the school. Pupils have access to a variety of visits and opportunities that prepare them for life beyond school. However, the curriculum in several subjects is not well designed, failing to account for what pupils already know and can do, which hinders their ability to build knowledge progressively.
While pupils generally enjoy school and feel safe, instances of disruptive behavior occur, as staff do not consistently enforce expectations for behavior. The new leadership is beginning to implement changes to improve learning outcomes, including reviewing the curriculum to ensure it is ambitious and logically sequenced. For example, the mathematics curriculum now emphasizes developing pupils' knowledge and fluency in calculation methods, which helps them tackle complex real-life problems.
Despite these improvements, the curriculum in several subjects does not adequately consider pupils' needs and starting points. Teachers check pupils' understanding, but weaknesses in curriculum design mean that misconceptions are not always identified or corrected. Leaders are aware of this issue and plan to focus on ensuring that teachers check pupils' understanding of key aspects of the curriculum.
In the sixth form, the curriculum is more carefully considered and ambitious, effectively preparing students for adulthood. They receive instruction on employment, healthy relationships, and independent living, with practical applications in English and mathematics integrated into their learning experiences.
Leaders have prioritized reading, implementing a new phonics program that is consistently followed across the school, resulting in pupils becoming fluent and confident readers. Additionally, staff have been trained to use a restorative approach to support behavior, although expectations for behavior are not consistently communicated, leading to mixed attitudes towards learning.
The school has effective systems in place to manage attendance and punctuality, and pupils' wider development is well considered through various outings and opportunities for additional responsibilities. The curriculum for relationships and sex education is age-appropriate and well-designed, with teachers responding sensitively to pupils' questions.
There is a strong focus on careers and work experience, with the sixth-form curriculum designed to prepare pupils for the world of work. Leaders are considerate of staff workload and well-being, fostering a supportive environment.
The safeguarding arrangements are effective, with staff trained to recognize signs of risk and report concerns promptly. Leaders maintain strong relationships with external agencies to provide timely support for pupils and their families. The curriculum also emphasizes teaching pupils how to keep themselves safe, both online and in the community.
To improve, the school needs to ensure that the curriculum accounts for pupils' needs and existing knowledge, allowing for a coherent design that facilitates cumulative understanding. Additionally, staff must establish consistent expectations for behavior to promote a positive learning environment.
