Howden School, located in Goole, has recently undergone an inspection that highlighted several areas requiring improvement. The overall effectiveness of the school has been rated as requiring improvement, along with the quality of education, behavior and attitudes, personal development, and leadership and management. This inspection marks the first evaluation under the Education Act since the school has not been previously inspected.
The report indicates that pupils at Howden School have not performed adequately in external qualifications, attributed to a lack of rigor in some curriculums, insufficient ambition in teaching, and historically poor attendance. These factors have limited the options available for post-16 courses. However, the school has implemented effective careers provision, ensuring that all pupils receive support for their post-16 qualification pathways. Recent curriculum changes and improvements in teaching are beginning to positively impact younger pupils, who are demonstrating increased knowledge and understanding.
Bullying incidents are reported to be rare, and when they occur, they are addressed promptly. Nonetheless, some older female students experience inappropriate comments and behaviors from male peers, leading to a concerning normalization of such conduct. While pupils generally feel safe at school, some express discomfort during social interactions. Behavior in lessons is mostly calm, but outside of class, there are instances of poor conduct, including disruptive activities during breaks.
The inspection revealed that school leaders have not sufficiently ensured that the curriculums prepare pupils for success in examinations. Many subjects lack the necessary rigor, resulting in significant gaps in pupils' knowledge and understanding. Although some recent changes, particularly in Year 11 mathematics and physical education, are helping pupils revisit previously studied content, the overall progress in addressing these shortcomings has been slow.
Support for pupils with special educational needs and disabilities is effective, with appropriate plans in place to assist their academic and personal development. However, the interventions for early readers are not sufficiently targeted to address individual gaps in knowledge, hindering their progress in learning to read.
Leaders have made strides in improving attendance, which was previously a significant issue. The attendance team has successfully identified and addressed barriers to regular attendance, resulting in rates now exceeding national averages. The new personal, health, social, and economic education curriculum has been developed to better meet pupils' needs, with younger students benefiting from structured lessons.
Despite these improvements, older pupils report a lack of effective PHSE lessons, particularly regarding issues of respect and appropriate behavior. Leaders are urged to enhance the education around these topics to ensure all pupils understand the importance of respectful interactions.
The school’s leadership is recognized for valuing staff contributions and managing workloads effectively. However, governors and trustees have not been adequately informed about behavioral issues, limiting their ability to hold leaders accountable for improvements in this area.
The safeguarding arrangements in place are effective, with staff trained to recognize and report concerns. The new PHSE curriculum aims to address risks faced by pupils, but gaps remain in their knowledge about personal safety and reporting inappropriate behavior.
To improve, the school must address the normalization of inappropriate behavior among older pupils, clarify behavioral expectations during social times, and ensure that curriculums are ambitious and effectively implemented. Additionally, leaders need to focus on how pupils will retain knowledge and revisit content to enhance their learning outcomes.
