Ofsted conducted a monitoring inspection of The Hamble School on February 2, 2024, following a previous judgment of requires improvement. The purpose of this inspection was to assess the progress made by the school since the last graded inspection, rather than to assign an overall effectiveness grade. The inspection involved discussions with the headteacher, senior leaders, governors, and local authority representatives, as well as classroom visits, pupil interviews, and a review of safeguarding records and school development documentation.
The inspection found that while progress has been made, further work is necessary for the school to achieve a good rating. The school must ensure that all pupils receive their full entitlement to the national curriculum at key stage 3. Since the last inspection, there have been changes in the senior leadership team, including the appointment of a new headteacher and a special educational needs and disabilities coordinator. This leadership change has led to a renewed focus on curriculum development, resulting in extensive reviews of the curriculum across various subjects.
Subject leaders demonstrated a clear understanding of the changes made, particularly in modern foreign languages, where the curriculum has been completely rewritten to enhance pupils' knowledge and skills. The curriculum now includes specific learning objectives and consolidation of knowledge by topic and term. In art, there is an emphasis on developing essential techniques for pupils. In Year 9, pupils select six foundation subjects, and while leaders are clear about the national curriculum coverage in most subjects, further assurance is needed to confirm this consistency across all subjects.
The provision for pupils with special educational needs and disabilities has also been reviewed, with a commitment to fostering an inclusive culture throughout the school. The implementation of a concise action plan has led to rapid improvements in this area. Education, health, and care plans are now reviewed within statutory timelines, and long-term goals are broken down into specific targets for each pupil. Teachers have been equipped with toolkits to address individual needs, and a diagnostic monitoring process is in place to track the effectiveness of these interventions. The bespoke classrooms designed for pupils with social, emotional, and mental health needs have shown positive results, including improved behavior and increased attendance.
The headteacher and governing body have actively sought to build community links, which has contributed to positive changes for pupils. The senior leadership team provides support and challenge as they work to address areas for development. Robust monitoring systems are in place to evaluate the impact of actions taken, and governors maintain strong oversight to ensure an accurate understanding of the school's performance.
Since taking on the role of headteacher, the behavior policy has been revised to create a calm and orderly environment. Clear behavior expectations have been established, and a bespoke package supports pupils requiring additional assistance. Staff training has focused on addressing prejudicial behavior, leading to a reduction in suspensions and fostering respectful interactions among pupils and staff. However, inconsistencies in the implementation of the behavior policy remain in some departments.
The school is collaborating closely with the local authority to implement necessary improvements, with effective support being provided to address weaknesses identified in the previous inspection. The local authority is also assisting in validating the outcomes of the school's monitoring efforts. Overall, while The Hamble School has made progress since the last inspection, continued efforts are required to ensure that all pupils receive a high-quality education and that the school meets the standards expected for a good rating.
