Ofsted conducted a monitoring inspection of Hylands School on 15 October 2024, following significant changes in leadership and staffing since the previous inspection. A new head of school took charge in June 2024, supported by an associate director from The Kemnal Academies Trust. The school has appointed several new subject leaders and implemented a robust support program for newly joined teachers.
The inspection revealed that while progress has been made in improving the quality of education, further work is necessary to ensure consistent and effective teaching across the school. The curriculum has been enhanced to clearly outline the essential knowledge pupils need and the sequence in which it should be taught. This curriculum design includes opportunities for pupils to recall prior learning, which aids in knowledge retention. The school is focused on making the curriculum ambitious and engaging for all pupils across key stages, with a strong emphasis on reading support for weaker readers.
Teaching quality has improved, with lessons now following a consistent structure that includes 'do now' tasks to help pupils recall important knowledge. Teachers present ideas clearly and adapt the curriculum to meet the needs of pupils with special educational needs and disabilities, facilitating their access to the curriculum. Staff training has been extensive, leading to effective lesson planning and teaching. Teachers regularly assess pupil understanding and adjust the curriculum to address gaps in knowledge, resulting in an increase in the quality and quantity of work produced by pupils.
However, there are still areas for improvement. In some instances, work is not sufficiently tailored to meet the diverse needs of all pupils, and some staff do not consistently check pupil understanding or maintain high expectations. This can lead to a lack of engagement and depth in learning, which in turn affects pupil behavior. The school is aware of these challenges and is providing training to enhance teaching quality.
Behavior in the school is on an upward trend, with a revised behavior policy that clarifies expectations. Staff training has led to more consistent implementation of this policy, reducing disruptions in lessons and allowing pupils to focus on their work. New systems have been introduced to ensure lessons start promptly and purposefully. While most lessons reflect positive behavior, inconsistencies among staff can lead to interruptions from a minority of pupils. Although the number of suspensions and exclusions remains high, it is decreasing, and support is provided for pupils needing behavioral improvement.
Pupil attendance is still below the national average but is improving, with fewer pupils missing significant amounts of school. Staff closely analyze attendance data to identify those needing support and collaborate with local services and families to enhance attendance. Some pupils still struggle with engagement and regular attendance, and the school is committed to raising aspirations and encouraging a positive attitude towards school.
The school demonstrates a clear understanding of its strengths and areas for improvement, with realistic plans for further progress. These plans are regularly reviewed, and the trust provides timely support and training as needed. The school is focused on avoiding quick fixes and is dedicated to maintaining high expectations and effective systems to ensure pupils enjoy school and achieve their potential. Staff express positive sentiments regarding the training and support they receive for their well-being and workload.
