The inspection report for Fernhill School, conducted on June 21 and 22, 2022, reveals significant concerns regarding the overall effectiveness of the institution, which has been rated as inadequate. The quality of education is deemed to require improvement, while behavior and attitudes are classified as inadequate. Personal development is also rated as requiring improvement, and leadership and management are found to be inadequate. This inspection follows a previous evaluation in June 2021, which had already indicated that the school required improvement.
Pupils express a lack of safety within the school environment, with many reporting that bullying is prevalent, including instances of homophobic bullying. There is a pervasive belief among students that reporting such incidents will not lead to effective action from staff. This has resulted in a lack of confidence in the school's systems for addressing bullying. Attendance remains a significant issue, with many students persistently absent and truancy being common. The school has struggled to implement effective attendance strategies, which raises concerns about the safety and well-being of students who are unaccounted for during school hours.
Despite these challenges, some positive aspects of the school are noted. There are opportunities for students to engage in clubs and trips, which have resumed since the pandemic. The newly appointed headteacher has a clear plan for improvement, although it has yet to be fully implemented and does not address all areas of concern. The curriculum is described as broad and ambitious, with recent changes beginning to show gradual improvements. However, inconsistencies in teaching quality across subjects remain, and not all staff apply behavior management strategies effectively.
Students with special educational needs and disabilities are not achieving their full potential, as staff have not been adequately trained to adapt learning to meet their needs. While assessment practices are effective in some subjects, such as modern foreign languages, there is a lack of consistency in checking for understanding across the curriculum. The school has identified pupils who are falling behind in reading, but the support provided is insufficient for the majority of those in need.
The report highlights that respectful relationships exist in some lessons, particularly in subjects like English and history, but disruptive behavior in other classes undermines the learning environment. The provision for personal development is improving, with recent curriculum changes in personal, social, and health education. However, these changes are not yet fully embedded. Careers guidance is strong, and students appreciate the support they receive for future planning.
Leadership has been criticized for insufficient oversight of priorities necessary for improvement. Monitoring and evaluation of policies are not robust, leading to a lack of awareness regarding weaknesses within the school. The new headteacher has made a positive impact, and staff feel encouraged by the leadership changes. However, there is a recognition that significant work remains to be done to enhance the school's performance.
Safeguarding arrangements are not effective, with leaders lacking a comprehensive understanding of how to manage safeguarding concerns. Record-keeping is inadequate, which poses a risk to student safety. The report emphasizes the need for leaders to improve their approach to bullying, attendance management, and safeguarding practices to ensure a safe and supportive learning environment for all students. Overall, while there are some positive developments, the school faces considerable challenges that require urgent attention and action.
