Handsworth Grange Community Sports College, located in Sheffield, underwent an inspection from November 22 to 24, 2022, and received an overall effectiveness rating of Requires Improvement. The quality of education was rated as Good, while behaviour and attitudes, personal development, and leadership and management were all rated as Requires Improvement. This marked a significant decline from its previous inspection, which had awarded the school an Outstanding rating.
The inspection revealed that pupils generally exhibit positive behaviour in lessons and maintain a good attitude towards their education. Most students are confident, articulate, and polite, with staff holding high expectations for their success. However, issues arise during social times, where a minority of pupils engage in unruly behaviour, making some students feel uncomfortable. Although most pupils feel safe and believe that staff address these behaviours, there is a reluctance among students to report incidents, leading many to ignore the negative actions of their peers.
Relationships between pupils and staff are generally positive, with pastoral staff being particularly noted for their support and care. Nonetheless, recent changes to school policies have upset many students, indicating a need for the school to better communicate and implement changes in a way that reassures pupils of their best interests.
In terms of academic performance, the school has designed a curriculum that effectively helps pupils develop knowledge and skills in most subjects. In core areas like mathematics and English, clear plans outline the learning objectives at each stage. Teachers break down learning into manageable steps and ensure that pupils understand the material, addressing any gaps in knowledge. However, in some subjects, the curriculum lacks clarity and ambition regarding how pupils' knowledge will build over time.
Support for pupils with special educational needs and disabilities is a priority for school leaders, who ensure that these students can access the same curriculum as their peers. Teachers make necessary adaptations to their teaching methods, and additional personalized support is provided to help these pupils prepare for their future educational or employment opportunities. The school also offers effective support for pupils who struggle with reading, which has positively impacted their learning.
Despite these strengths, the behaviour of a small minority of pupils negatively affects the overall school environment. Incidents of throwing food and making unkind comments have been reported, and while leaders are beginning to address these issues, more work is needed to change the culture among some students. Additionally, the plans for supporting pupils' personal development are not as effective as they could be, with gaps in knowledge regarding different cultures, religions, and political systems.
The school has a well-designed enrichment programme that provides pupils with various opportunities and effective guidance for their future careers. However, the impact of the COVID-19 pandemic has posed challenges for school leaders, who have been proactive in seeking support to improve the school. While some new policies have been implemented with good intentions, the communication and execution of these changes have left many pupils and parents dissatisfied.
The safeguarding arrangements at the school are effective, with staff vigilant in identifying and supporting pupils at risk of harm. Pupils are educated about safety, particularly regarding online risks, and they appreciate the age-appropriate guidance they receive.
To improve, the school must address the negative behaviour of a minority of pupils during social times, ensuring that all staff consistently manage these behaviours and that pupils understand the importance of reporting them. Additionally, leaders need to enhance their plans for personal development, ensuring that pupils gain essential knowledge about citizenship and diverse cultures. Finally, clearer communication regarding policy changes is necessary to foster a more positive relationship between the school and its community.
