Hobart High School, located in Loddon, Norwich, has recently undergone an inspection that highlighted its overall effectiveness as good. The inspection took place from March 21 to 22, 2023, and the school has maintained its good rating since the previous inspection in October 2017. The quality of education, behavior and attitudes, personal development, and leadership and management were all rated as good, indicating a consistent level of performance across various aspects of the school.
Pupils at Hobart High School report feeling safe and happy, emphasizing the inclusive nature of the school community. They appreciate the small size of the school, which fosters a sense of familiarity and belonging. The diversity group within the school plays a significant role in promoting inclusivity, and students feel empowered to voice their opinions through student leadership initiatives. The school leaders have set high expectations, and this is reflected in the pupils' behavior, which demonstrates pride in their school. The adherence to the mobile phone policy and the general wearing of uniforms are noted as positive aspects of school life.
While bullying is acknowledged to occur, it is not seen as a common issue, and the school has effective measures in place to address it promptly. Pupils appreciate the changes made to the school environment, such as the re-designation of toilets, which have contributed to a reduction in bullying incidents. The supportive atmosphere encourages pupils to strive for success, with teachers actively recognizing and praising hard work, which motivates students to achieve more.
In terms of academic performance, the curriculum is well-structured in most subjects, allowing pupils to achieve well. However, there are some subjects where the curriculum aims for key stage three are unclear, which can hinder pupil achievement. Recruitment challenges have complicated this situation, but leaders are committed to ensuring that all pupils, including those with special educational needs and disabilities, receive appropriate support without narrowing the curriculum.
Reading proficiency is a focus, with most pupils reading fluently and interventions in place for those who need additional support. The school is also working towards increasing the number of pupils studying modern foreign languages in line with government expectations for the English Baccalaureate.
Personal development is a notable strength of the school, with an excellent personal, social, and health education program in place. The diversity and inclusion group promotes values of kindness and understanding, and pupils are well-informed about its purpose and impact. Behavior around the school is generally respectful, although there are concerns regarding high levels of repeat suspensions. The school has implemented a new system to address this issue, and early indications suggest a positive trend in reducing suspensions.
Leaders have accurately assessed the school's strengths and weaknesses and are responsive to feedback from staff and parents. The safeguarding arrangements are effective, ensuring that pupils feel safe and supported. The school has a comprehensive PSHE program that raises awareness of various risks, and designated professionals are in place to support vulnerable pupils.
To improve further, the school needs to clarify the overarching aims and sequence of learning in certain subjects, particularly at key stage three, to enhance pupil knowledge and skills. Additionally, the management of behavior and the coordination of intervention strategies for vulnerable pupils require further review to ensure effective support and progress. Overall, Hobart High School demonstrates a commitment to providing a supportive and effective educational environment for its pupils.
