Hatch End High School
Headstone Lane, Harrow, HA3 6NR
Pupils
1215
Ages
11 - 18
Gender
Co-educational
Type
Academy Converter
Head Teacher
Mrs Marianne Jeanes
Hatch End High School, with a current student roll of 1215, caters to students aged 11-18. The school boasts a high success rate in key stage 2, with 10% of students achieving high scores and 65% meeting the medium cohort. However, 24% of students fall into the low cohort category. The average score stands at 102.1, indicating a solid academic performance overall.
In terms of pastoral care, 2% of students have SEN statements and EHC plans, showing a commitment to supporting all learners. Additionally, 57% of students have English as an additional language, highlighting the school’s diverse student body.
Extra-curricular activities play a significant role at Hatch End High School, providing students with opportunities to explore their interests outside of the classroom. This holistic approach to education enhances the overall wellbeing of students.
The atmosphere at Hatch End High School is inclusive and supportive, fostering a sense of community among students and staff. With a focus on academic excellence, pastoral care, and a wide range of extra-curricular activities, the school provides a well-rounded education for all students.
In conclusion, Hatch End High School is a vibrant and dynamic learning environment that prioritizes the holistic development of its students. With a strong focus on academic achievement, pastoral care, and extra-curricular opportunities, the school equips students with the skills they need to succeed in all facets of life.
Students Reaching
Expected Standards
57%
National Average: 65%
Students Reaching
High Standards
41%
National Average: 11%
Hatch End High School, located in Harrow, continues to be recognized as a good school following its recent inspection on February 28 and 29, 2024. Under the leadership of Headteacher Marianne Jeanes, the school operates as a single academy trust overseen by a board of trustees chaired by Kate Garnons-Williams. The school emphasizes core values of cooperation, ambition, respect, and empathy, which are integral to its educational approach. Leaders are committed to providing high-quality education to all students, actively working to address challenges faced by pupils, exemplified by initiatives like the 'Dream Forward' program aimed at raising aspirations.
The school fosters an inclusive environment where all students feel valued. Pupils in the additionally resourced provision successfully learn alongside their peers, and those with special educational needs and disabilities benefit from well-structured personal development programs that include local outings. Recent improvements in behavior management have been noted, with staff contributing positively to the development of new policies and routines. As a result, pupil behavior has shown significant improvement, with social interactions during breaks being positive and any extreme behavior being rare and effectively managed.
Safety and respect are prioritized, with staff teaching pupils how to maintain their safety and respect individuals from diverse backgrounds. The school has made strides in curricular development, ensuring that the curriculum is well-sequenced and ambitious, particularly in the sixth form. Leaders have a clear understanding of the school's strengths and areas for improvement, and they have established plans for ongoing enhancement.
Teachers demonstrate strong subject knowledge and generally assess pupils' prior learning effectively. However, there are instances where the systematic checking of pupils' understanding lacks precision, which can hinder readiness for new content. While teachers present information clearly and scaffold concepts effectively, expectations for pupil work, especially for disadvantaged students, are not consistently high, limiting opportunities for deeper learning.
The school has implemented a plan to support pupils at the early stages of learning English, providing strong support across the institution. Reading is prioritized, with timely interventions for those struggling. The school is particularly attentive to the needs of pupils with SEND, ensuring they have access to the curriculum and fostering their confidence in preparation for adult life.
Attendance is closely monitored, with systematic procedures in place to address any issues. The school collaborates with families to improve attendance rates and seeks additional support when necessary. A wide range of enrichment activities is available, particularly in the sixth form, where students gain insights into various careers through work placements and financial management education.
The school environment is calm and orderly, with pupils generally moving around the site well and demonstrating positive behavior in lessons. Staff consistently address incidents and work to improve pupil conduct. Governance is strong, with knowledgeable trustees who support staff well-being and workload.
The safeguarding arrangements are effective, ensuring a safe environment for all pupils. However, the school is encouraged to enhance the systematic checking of pupils' understanding across all subjects and to maintain consistently high expectations for all pupils' work. This will help address any gaps in learning and ensure that all students can achieve their full potential. Overall, Hatch End High School remains a good educational institution with a commitment to continuous improvement and the well-being of its pupils.
Last Updated: 9 December 2024
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