St Hild’s Church of England School, located in Hartlepool, was inspected on March 19 and 20, 2024. The overall effectiveness of the school was rated as requiring improvement, with the quality of education also falling into the same category. However, the school demonstrated good behaviour and attitudes, as well as personal development. Leadership and management were noted as requiring improvement. This was the first inspection under section five of the Education Act 2005.
The headteacher, Tracey Gibson, leads the school, which is part of the NEAT Academy Trust. The trust is overseen by CEO Debi Bailey and a board of trustees chaired by Anne McNall. The staff at St Hild’s are committed to the well-being of pupils, families, and the community, maintaining high expectations for pupil behaviour, which most students meet, contributing to a positive atmosphere.
Lessons are generally well-structured, focusing on subject learning, and leaders are actively reviewing the curriculum. Recent changes have been implemented to address weaknesses in external examination outcomes from summer 2023, which did not meet the school’s aspirations for pupil achievement. The school is working to improve study habits among pupils, and routines for learning are well understood by both staff and students, fostering a conducive learning environment.
Pupils feel safe and supported, with staff attentive to their concerns. Recognition of positive work and attitudes is emphasized, and attendance is improving due to various strategies and a whole-trust attendance policy. The school has a commendable approach to welcoming new pupils, ensuring they settle in quickly.
The curriculum is broad and balanced, with practical lessons in key stage three that teach essential life skills. Teachers follow clear routines, and the school continuously refines its curriculum, with positive changes beginning to show impact. The library serves as a vibrant space for reading, and staff provide effective support for pupils in the early stages of reading, employing daily phonics instruction to enhance reading abilities.
Despite challenges in recruiting specialist teachers in some subjects, the school invests in training existing staff to maintain a broad curriculum. The school’s entries for the English Baccalaureate are low, but leaders have plans to address this. Strong career guidance is provided to pupils, helping them make informed choices about their future.
The school emphasizes positive behaviour as fundamental to learning, with a strict policy against low-level disruption. While the use of suspensions is high, it is decreasing, and records indicate appropriate use. Most pupils with special educational needs and disabilities integrate well with their peers, although some targets for these pupils lack the necessary detail for effective support.
The school promotes wider development opportunities, encouraging pupils to become active citizens. A variety of extracurricular activities are available, fostering leadership skills and respect for diverse faiths. Trustees show a keen interest in the school, supporting leadership decisions.
The safeguarding arrangements are effective, ensuring a safe environment for all pupils. To improve, the school must ensure that curriculum changes are fully embedded and monitored, supporting all pupils to achieve ambitious outcomes. Additionally, the school should continue to enhance staff knowledge in specific subjects to ensure consistent curriculum delivery. Overall, while there are areas for improvement, the school is making strides towards enhancing its educational provision.
