Ofsted conducted a visit to Claremont High School on 1 October 2020, following the government's directive for schools to fully reopen to all pupils after an extended period of closure due to the COVID-19 pandemic. The visit was part of Ofsted's focused work to assess how schools are managing the return to full education. This visit was not an inspection and did not involve graded judgments or the usual range of inspection activities, such as lesson observations or reviewing pupils' work. Instead, it aimed to gather insights into the school's operations during the autumn term.
During the visit, discussions were held with the headteacher, members of the senior leadership team, including the safeguarding leader, and two subject leaders. However, due to protective measures in place, inspectors did not speak to pupils. The visit's context was framed by the ongoing challenges posed by the pandemic, and the information gathered would contribute to Ofsted's national reporting to inform the government and the education sector.
Claremont High School reopened to all pupils on 8 September 2020, with a staggered start for different year groups beginning on 3 September. Most pupils returned, including those in the sixth form, although attendance was slightly lower than the previous year. To address attendance issues, the school created an additional role within its attendance management team to support targeted pupils and families.
In terms of curriculum delivery, all pupils in Years 7 to 9 are studying the full range of subjects as per the school's curriculum. Teachers have adapted their teaching plans based on an analysis of content covered during remote education. For Years 10 and 11, students have returned to their usual timetables, studying the subjects they selected for GCSE. Sixth form students have also commenced their planned courses, with teachers focusing on content that was not fully covered at the GCSE level.
Assessment practices are ongoing, providing leaders with essential information to determine the order of topic delivery. The school has developed a recovery curriculum to address gaps in pupils' knowledge and skills, ensuring that all subjects are aligned with this approach. Remote learning provisions are in place for pupils unable to attend school, following the existing curriculum and supported by regular quizzes and online assessments. Leaders have also prepared a comprehensive plan to deliver the entire curriculum remotely if necessary, ensuring continuity of education.
The visit did not reveal any significant concerns regarding the school's operations. The insights gained from this visit will contribute to a broader understanding of how schools are navigating the challenges posed by the pandemic and will inform future educational policies. The headteacher and staff were thanked for their contributions to this important national work, which aims to enhance the educational landscape in the wake of COVID-19. The letter summarizing the visit will be shared with relevant stakeholders, including the chair of the governing body and the regional schools commissioner, and will be published on the Ofsted website for public access.
