Holderness Academy and Sixth Form College, located in Preston, Hull, underwent an inspection on March 2 and 3, 2023. The overall effectiveness of the school was rated as requiring improvement, alongside the quality of education, personal development, leadership and management, and sixth-form provision. The school had not been previously inspected under section five of the Education Act 2005.
The inspection revealed that while leaders have high ambitions for students, these aspirations are not currently reflected in the educational experiences provided. New leadership has initiated necessary changes, but there is recognition that further work is needed to enhance the quality of education. Bullying is reported to be rare, and most students feel confident in raising concerns with staff, who ensure a safe environment. In lessons, students are focused on learning, and their behavior during social times is generally polite and respectful.
The school has made strides in developing leadership capacity, particularly since the arrival of the chief executive officer in September 2021. The new headteacher has quickly assessed the school's strengths and weaknesses, understanding that significant improvements are still required. Historically, leaders have not effectively monitored the impact of improvement actions, which has hindered progress.
Subject leaders have created a curriculum that meets national requirements, but in some subjects, the essential knowledge that students need to retain is not clearly identified. This lack of clarity results in some students struggling to recall prior learning, which slows their progress. Disadvantaged students, in particular, do not achieve as well in external examinations as expected.
In the sixth form, recent curriculum reviews have expanded course options for students, allowing for a broader selection of subjects. However, leaders acknowledge that these opportunities can be further developed. Students in the sixth form generally progress to suitable education, employment, or training.
The school provides additional support for students with special educational needs and disabilities (SEND), particularly those in the additionally resourced provision. Staff are well-trained to support these students, but the quality of education for those not in this provision can vary. Some parents express a desire for more information regarding the support available for their children with SEND.
Attendance is generally good, and suspensions are rare, used only as a last resort. However, some parents have concerns about how complaints, particularly regarding behavior, are handled by the school. Leaders prioritize reading, especially in key stage three, and provide resources to promote literacy among students.
Despite the school's efforts in personal, social, and health education, the vision for students' personal development is not fully realized. While the curriculum covers required content, some students lack a secure understanding of important concepts. Career guidance is provided, but key stage three students do not receive the same level of support as older peers.
Governors and trustees are aware of the issues needing attention and have allocated resources to support improvement priorities. However, they need to increase scrutiny of leadership actions moving forward, particularly regarding the impact of pupil premium funding.
The safeguarding arrangements in place are effective, with leaders knowledgeable about vulnerable students and thorough records of safeguarding concerns. Pupils learn about safety in the community, and staff report concerns promptly. Overall, while there are positive aspects of the school, significant improvements are necessary to meet the needs of all students effectively.
