Holmleigh Park High School

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About Holmleigh Park High School

Name Holmleigh Park High School
Website https://www.hphigh.co.uk
Ofsted Inspections
Mr Dan Hudson
Address Windsor Drive, Gloucester, GL4 0RT
Phone Number 01452301381
Phase Academy
Type Academy sponsor led
Age Range 11-18
Religious Character None
Gender Mixed
Number of Pupils 1312
Local Authority Gloucestershire
Highlights from Latest Inspection

What is it like to attend this school?

Holmleigh Park High School has high expectations for pupils.

Pupils understand the school principles of 'work hard, be kind, take responsibility'. Pupils are clear about the school rules and appreciate that their lessons are rarely disrupted by others. Relationships between staff and pupils are built on mutual respect and trust.

As a result, pupils feel safe in school.

Pupils learn to be tolerant of others. Bullying does happen, but pupils know this behaviour is unacceptable and they will report incidents to adults to resolve.

The school is working hard with families to improve the attendance of all pupils. Students in the sixth form attend school we...ll.

Pupils, and students in the sixth form, take on leadership responsibilities, for example being school council representatives, house captains, charity ambassadors and community volunteers.

Pupils enjoy being part of a house. They keenly collect house points through their lessons and other school activities.

Pupils, parents and staff are proud of their school.

They recognise how the school has changed and grown positively since it opened.

What does the school do well and what does it need to do better?

Pupils study a broad and ambitious curriculum. Increasing numbers of pupils now study the English Baccalaureate subjects at GCSE.

The school has set out the important knowledge that pupils will learn and when. Regular retrieval activities and revisiting of topics help pupils to recall their learning. The school regularly reviews the curriculum and adapts it to support all pupils to achieve well.

Teachers explain new information clearly. They model for pupils what they should do to be successful in each subject. Pupils learn about the distinctive features of different subjects.

For example, pupils learn what it means to be a scientist and carry out their own experiments and investigations. This prepares pupils well for the demands of sixth form and higher education.

The school makes reading a high priority.

Each tutor group, including those in the sixth form, begins their day sharing a book. These books have been deliberately chosen from a collection that covers a range of themes and authors. The school day ends with pupils reading their own selected book.

Reading is also promoted through book clubs and visiting authors. The school supports the weakest readers well. Consequently, these pupils become more confident.

For example, they go on to share stories with their reading buddy.

The school accurately identifies pupils with special educational needs and/or disabilities (SEND). The school supports these pupils well to be successful with their learning.

A 'nurture tutor group' enables pupils with SEND to start the day positively. As a result, the attendance of these pupils is improving.Pupils focus on their learning well, but they do not discuss and debate their work regularly.

Some pupils are not confident to talk about their work, especially when exploring complex topics. This hinders their learning.

Pupils learn how to keep themselves safe and well.

This includes learning how to look after their physical and mental health. Relationship and sex education is age-appropriate and continues through to the sixth form. Pupils understand the fundamental British values and can link them to the school values.

Pupils understand this knowledge is important for their adult lives.

The school provides all pupils with impartial careers information, advice and guidance. Pupils learn about the world of work, including the opportunity for work experience.

Pupils in Year 11 and Year 13 are well equipped to make informed choices about their future destinations.

Pupils can choose from a wide range of extra-curricular activities during and after the school day. For example, pupils can develop their talents in music, drama and arts.

Popular clubs allow pupils to take part in model role play games and outdoor pursuits. The 'scholars' programme is available to invited students and includes additional trips and visits. However, some pupils, particularly disadvantaged pupils, either cannot or do not take up these opportunities.

This means that all pupils do not benefit equally from these enriching activities.

Leaders are determined to continue to improve the quality of education provided by the school. The school and trust work closely together to identify areas for school improvement.

Changes made are considerate of staff's workload and well-being. Staff value the professional development opportunities provided, including leadership training. Those newest to the profession are well supported.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils and students are not confident to discuss their learning with others. This holds back their ability to debate and to deepen their thinking about complex issues and concepts.

The trust should help pupils and students develop their oracy skills and so explore their learning through discussion more readily. ? A significant proportion of pupils do not take part in the character development opportunities provided by the school. The trust should ensure that all pupils can benefit from the enrichment activities provided.

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