This is a school at which staff provide high levels of both academic and pastoral care. The house system sits at the heart of school life. Pupils enjoy the various ways in which they can represent their house and the opportunities they are given to celebrate success. Pupils have a strong sense of belonging at the school and described the house system as like ‘being part of a family’. Pupils behave exceptionally well. They are mature, articulate young adults who show a hunger for learning. At break- and lunchtimes, pupils play together sensibly and are polite and respectful to both staff and their peers. Bullying is extremely rare and, when it does occur, it is dealt with swiftly by staff. Leaders are keen that pupils extend their learning at key stage 3 beyond their curriculum subjects. In Year 8, pupils have a ‘world affairs’ lecture once a week, and in Year 9, pupils complete an independent learning qualification. Pupils can select from a wide range of subjects at both GCSE and A level and achieve very well. Parents and carers are overwhelmingly positive about the school. They recognise and value the support their children are given. As one parent commented in response to Ofsted’s survey, ‘My son has flourished at this school both academically and emotionally.’ What does the school do well and what does it need to do better? In many subjects, the curriculum is well planned and sequenced. This is particularly the case at key stages 4 and 5. Leaders have thought carefully about what pupils need to know and how to build on their prior learning. In science, for example, leaders have constructed an effective curriculum that ensures that pupils can revisit learning and secure their understanding of key concepts. In this subject, pupils are confident in what they know, and they make strong progress. In some subjects at key stage 3, the sequencing of the curriculum is less clear. Not all departments have thought carefully as to the exact order in which topics are taught and what key concepts pupils need to know and build on. This sometimes means that pupils do not always remember as much as they could. Teachers are highly knowledgeable and are passionate advocates for their subject. They use this expertise very effectively to teach the curriculum. Teachers are keen to make sure that learning is accessible, and they provide real-life examples in lessons. In history, for example, when teaching about historical conflicts, teachers make connections with what is happening with the current war in Ukraine. This helps pupils to deepen their knowledge and understanding further. Teachers carry out effective checks on learning to see what pupils know and understand. Questioning is used extremely well to help teachers spot and pick up on errors and misconceptions quickly. Pupils make insightful spoken contributions in lessons and are proud to share their ideas with others. Inspection report: Haberdashers’ Adams 10 to 12 May 2022 2 Pupils with special educational needs and/or disabilities (SEND) are well supported. Leaders are ambitious for pupils with SEND and understand their individual needs. There are many ways in which the school broadens pupils’ development. Pupils can apply for many different leadership roles during their time at the school, such as various ‘captains’. The house system provides many opportunities for pupils to be involved in competitions. Large numbers participate in sport, music and dance events, as well as the whole-school cross-country run. The school offers a wealth of extra-curricular clubs. Pupils enjoy participating in activities such as musical theatre, choir and the school orchestra. Staff also run a popular and well-attended Duke of Edinburgh’s Award scheme. Leaders have put in place a programme for pupils’ personal, social and health education that is delivered through assemblies and ‘drop-down days’ (days on which the normal timetable is replaced with activities based on personal development and skills). These covers various topics throughout the year. However, the school’s curriculum on relationships and sex education (RSE) is not coherently planned or sequenced. Leaders recognise that they have not thought carefully enough about how pupils, including students in the sixth form, build their understanding of topics such as healthy relationships in an age-appropriate way. Some pupils therefore do not have a sufficiently secure understanding of these issues. Leaders have recently begun to address this by appointing a member of staff with specific responsibility for this area. Leaders provide effective careers information and guidance to pupils. The school runs an annual careers fair and regularly invites local colleges and apprenticeship providers to talk to pupils about the options that are available to them. All pupils in Year 11 receive a careers interview and appreciate the opportunity to discuss their next steps. Students in the sixth form participate in a ‘progression week’ each year where they develop their skills in writing a CV and a personal statement. They also receive talks from former students or parents working or studying in areas such as medicine and law. As a result, a very high number of students go on to study at Russell Group universities. Trustees and governors are rightly proud of the work the school has done in recent years. However, they are less clear about the rationale for the key stage 3 curriculum and have not sufficiently held leaders to account for implementing the RSE policy. They recognise this and have already taken action.