The Derby High School, located in Redvales, Lancashire, has been recognized as a good school following its inspection on June 6 and 7, 2023. The school fosters an environment where pupils are motivated to make a difference, leading to high levels of enjoyment and attendance. The leadership has cultivated a culture of high expectations, encouraging students to strive for their best. Pupils report feeling happy and safe, highlighting the supportive relationships they have with staff as a key aspect of their school experience.
The school has established robust behavior standards, with pupils meeting the expectations set by leaders both in lessons and throughout the school. Incidents of bullying are addressed promptly and effectively, ensuring that students have access to trusted adults for support. The commitment to meeting the needs of all pupils, including those who are disadvantaged or have special educational needs and disabilities, is evident. The school aims to provide every student with the opportunity to succeed academically and personally.
Pupils are engaged in a variety of enrichment activities that promote creativity and responsibility. The enthusiasm surrounding school productions, such as the show Shrek, and the innovative use of the Sustain Bus as a learning space exemplify the school's commitment to holistic education. Leaders and governors have a clear vision for the school, continuously refining the curriculum to cater to the diverse needs of the student body.
Subject leaders have identified essential knowledge for pupils to learn and have structured the curriculum logically to build on prior learning. In key stage four, there is encouragement for pupils to pursue the English Baccalaureate suite of subjects. However, there are ongoing revisions to assessment strategies in key stage three to better identify gaps in learning. Some teachers may not yet have a comprehensive understanding of how well pupils are grasping the intended curriculum.
Teachers effectively utilize their subject expertise to deliver lessons that facilitate knowledge development. Their questioning techniques help pupils connect ideas across different subjects. The school is well-equipped to support pupils with special educational needs, ensuring they have access to the same curriculum as their peers and participate in wider school opportunities.
Reading is a priority for leaders, who regularly assess pupils' reading knowledge and have implemented a phonics program. While there is a focus on identifying pupils needing support, the capacity to provide timely assistance is still being developed, which can hinder some students' access to the curriculum. Form tutors engage pupils in reading sessions that address moral and ethical issues, although enthusiasm for reading varies between key stages.
Pupils demonstrate a strong desire to work hard and succeed, with leaders promoting resilience and independence in learning. The school environment is conducive to learning, with minimal disruption from poor behavior. Leaders are dedicated to personal development programs that broaden pupils' horizons and foster tolerance and respect for diversity. The school provides high-quality careers guidance, facilitating connections with employers and further education providers, which supports pupils in making informed decisions about their futures.
Governors play an active role in holding leaders accountable for educational quality, balancing support with challenge. Staff appreciate the consideration given to their well-being and workload. The safeguarding arrangements are effective, with staff trained to recognize signs of potential risk and to follow appropriate procedures. The school collaborates with external agencies to provide timely support for pupils and their families.
In summary, The Derby High School is a good school that prioritizes the well-being and academic success of its pupils. The leadership's commitment to high expectations, a supportive environment, and a well-structured curriculum contributes to a positive educational experience. However, there are areas for improvement, particularly in refining assessment systems and ensuring timely support for pupils struggling with reading.
