Hellesdon High School, located in Norwich, Norfolk, underwent an inspection on October 3 and 4, 2023. The overall effectiveness of the school was rated as requiring improvement, while the quality of education, personal development, leadership, and management, as well as sixth-form provision, were rated as good. The school is led by principals Tom Rolfe and Mike Earl and is part of The Wensum Trust, overseen by CEO Daniel Thrower and a board of trustees chaired by John Smith.
The inspection highlighted that the school has raised its expectations for pupil achievement, providing an ambitious curriculum that builds on prior knowledge. Pupils generally enjoy their subjects and appreciate the support from staff. They feel safe and know they can talk to trusted adults about any issues. However, a minority of pupils exhibit poor attitudes towards learning, leading to disruptions that affect the overall learning environment. This has caused frustration among both teachers and students.
In the sixth form, students experience a supportive and welcoming atmosphere, receiving a high-quality education that prepares them well for future endeavors. They benefit from valuable guidance during their conferences, which include career advice and life skills. Students report enjoying their lessons and achieving high standards.
The school has made strides in addressing previous curriculum weaknesses that contributed to low outcomes in recent years. A revised curriculum is now in place, designed to ensure that knowledge and skills develop over time. Teachers effectively deliver new information and regularly assess pupil understanding, although some students who are ready to progress may have to wait for others to catch up, which can hinder their achievement.
The sixth form curriculum builds on prior learning, and teachers demonstrate strong subject knowledge. There is consistency in lesson delivery, allowing all students, including those with special educational needs and disabilities, to learn effectively. The school accurately identifies pupils with such needs and provides clear support plans to help them succeed. Additionally, a dedicated area known as The Bridge offers quieter support for these pupils.
Leaders recognize the importance of reading fluency, but a minority of pupils struggle with reading skills, which can impede their learning. More targeted support is necessary to help these students become confident readers. While many pupils display positive attitudes and focus well when routines are enforced, disruptions in lessons remain an issue, with some students missing learning opportunities due to poor attendance or behavior sanctions.
The school prioritizes personal development, teaching pupils to discuss important issues maturely and fostering respect for diversity. A wide range of extracurricular clubs is available, and all pupils receive high-quality careers guidance, equipping them to make informed decisions about their futures. Leaders, including trustees and governors, work collaboratively to identify strengths and areas for improvement, engaging with external advisors to support necessary changes.
The safeguarding arrangements at Hellesdon High School are effective, ensuring a safe environment for all pupils. To improve, the school must address the disruptive behavior of a minority of pupils, ensuring a calm learning environment and regular attendance. Additionally, staff should accelerate the progression of pupils ready for more complex ideas and enhance support for those struggling with reading to ensure they can access the full curriculum.
