Harwich and Dovercourt High School, located in Essex, was inspected on 29 and 30 September 2021. The overall effectiveness of the school was rated as good, along with the quality of education, behaviour and attitudes, personal development, leadership and management, and sixth-form provision. The school has not been previously inspected under section five of the Education Act 2005.
Pupils at the school are reported to be happy and well cared for, enjoying a safe and friendly environment both in classrooms and on the playground. They demonstrate good behaviour and respect for diversity among their peers. Incidents of bullying are infrequent, and when they do occur, staff address them promptly, ensuring that issues do not recur. The school promotes a strong reading culture, encouraging pupils to engage with a variety of challenging texts across the curriculum, which enhances their vocabulary.
The personal, social, and health education (PSHE) curriculum is valued by pupils, helping them to understand their surroundings and make responsible decisions regarding safety and relationships. The small sixth form provides tailored support for students, offering a range of courses that meet their needs.
The school has a collective purpose among staff to enhance the educational experience, with leaders actively working towards a vision of collaboration and shared learning. Recent curriculum changes have positively impacted pupil learning, although leaders acknowledge that further improvements are necessary. The curriculum is designed to build knowledge progressively, particularly in mathematics, where pupils are guided through new concepts step by step.
However, there are instances where the curriculum for older pupils lacks the same rigor and sequencing as other areas, which can hinder their learning. Teachers are knowledgeable in their subjects and utilize in-class assessments to identify and address gaps in pupil understanding. In subjects like art, pupils frequently practice and apply their skills through various activities.
The school effectively identifies and supports pupils with special educational needs and disabilities (SEND), although some teachers may not always employ the most effective strategies for these pupils, leading to slower progress in some cases. The reading initiative is particularly beneficial for those struggling with literacy, as it provides targeted support and monitoring.
Behaviour management is a strength of the school, with staff implementing the behaviour policy effectively. The curriculum and achievement support academy (CASA) plays a crucial role in helping pupils improve their behaviour and reintegrate into lessons when ready. The wider curriculum, including PSHE, equips pupils with essential life skills and promotes good citizenship through various trips and experiences.
Leaders ensure that pupils have access to a broad range of vocational and academic subjects, providing guidance for course selection. The school has seen an increase in pupils choosing to study modern foreign languages, contributing to a rise in those pursuing subjects within the English Baccalaureate.
The careers curriculum is robust, offering independent advice and guidance from Year 8 through to the sixth form, ensuring pupils are well-informed about their options post-education. The school has a strong safeguarding culture, with staff trained to recognize and address risks to pupils effectively.
While the school is performing well, there are areas for improvement. Leaders need to ensure that all curriculum plans are well sequenced for older pupils to enhance their retention of key knowledge. Additionally, training for teachers regarding the support of pupils with SEND must be strengthened to ensure these pupils achieve at the same level as their peers.
