Sale High School

Inspection of a school judged good for overall effectiveness before September 2024: Sale High School Norris Road, Sale, Cheshire M33 3JR

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Inspection dates: 17 and 18 December 2024

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Outcome

Sale High School has taken effective action to maintain the standards identified at the previous inspection.

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What is it like to attend this school?

Pupils enjoy coming to Sale High School. They are part of a friendly and welcoming community. Pupils are happy here and feel valued. They are encouraged to learn about respecting differences. The school has high expectations of pupils’ achievement. Pupils meet these expectations by learning well across the curriculum.

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What is it like to attend this school?

Pupils receive strong support for their mental health and emotional well-being. They develop positive relationships with each other and with staff. The school has established clear routines, which pupils follow consistently. In lessons, pupils listen attentively and work hard. They generally behave well in the dining hall and around the school during lesson changeovers and social times. Pupils are highly courteous and respectful to visitors.

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What is it like to attend this school?

Pupils have a strong voice at this school. For example, they played an active role in developing the school’s values. They take part in many sports and activities, including football, the Duke of Edinburgh’s Award scheme and visiting outdoor activity centres. They take pride in raising money for charities. Pupils benefit from trips and visits that enhance their understanding of the curriculum. They speak highly about the range of clubs on offer, such as chess, interfaith, Japanese club and LGBTQ. Student leaders relish taking on responsibilities, including organising poppy sales, collecting Christmas toys for disadvantaged families and hosting the Christmas Fair.

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

The school has recently reviewed and redesigned its curriculum structure. Pupils follow a broad and ambitious curriculum. The school has carefully identified the knowledge that pupils need to learn and the order in which they should learn it. This allows pupils to build on their prior knowledge and achieve well. The school ensures that teachers use their 17 and 18 December 2024

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subject expertise well to explain concepts and deepen pupils’ understanding. In the main, the curriculum is delivered as intended, with regular checks on pupils’ learning. However, at times, the information gained from these checks is not used as effectively as it could be to address gaps in pupils’ learning. This results in some pupils not progressing as well as they could.

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The school has introduced a new programme to improve pupils’ reading. Some staff have received appropriate training to deliver this programme. Many pupils now have more opportunities to read during the school day. However, the school’s strategies to support pupils who struggle with reading are still in the early stages of implementation. This means that a small number of pupils, particularly those in key stage 4, still have gaps in their reading knowledge. This affects their ability to access the wider curriculum.

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The school swiftly identifies the needs of pupils with special educational needs and/or disabilities (SEND). These pupils have access to the same curriculum as their peers. Most staff ensure that pupils with SEND are well supported in class. This helps these pupils to learn more as they move through the school.

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In recent years, the school has raised its expectations of pupils’ behaviour and redesigned its behaviour and reward systems. The school’s rules of ‘Be Ready, Respectful and Safe’ are consistently reinforced across the school day. These actions contribute to an improved school culture, where learning comes first. The number of pupils who are subject to suspensions and exclusions has dropped significantly. The school is a calm and orderly environment. Many pupils display positive attitudes to learning. Those pupils who struggle to manage their own behaviour receive appropriate support.

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The school has improved the range of strategies it uses to monitor pupils’ attendance. It works closely with families to encourage regular attendance. Pupils’ rates of attendance have improved over time.

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The school has recently introduced a new curriculum for personal, social, health and economic education. Pupils learn about finance, relationships and moral decision-making. They also explore different faiths and cultures in detail. This fosters greater tolerance and understanding of others. The school provides high-quality careers advice and guidance. Most pupils go on to further education, employment or training. However, some older pupils have limited opportunities for external work placements. The school is taking effective steps to enhance the work experience programme to address this gap.

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Staff enjoy working at the school. They feel that the school is considerate of their workload and well-being. Governors are highly committed to the school’s ongoing improvement. They provide effective support and ask appropriate questions to find out what is happening across the school.

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Safeguarding

The arrangements for safeguarding are effective. 17 and 18 December 2024

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(Information for the school and appropriate authority)

 Occasionally, some of the school’s methods for checking pupils’ learning are not used as effectively as they could be to help pupils consolidate their knowledge and reinforce learning. As a result, some pupils struggle to grasp new concepts fully and to develop secure understanding over time. The school should ensure that information from these checks is used effectively to identify and address gaps in pupils’ learning before introducing new concepts and topics.  Some of the school’s strategies to develop pupils’ reading abilities are still in the early stages of implementation. As a result, some pupils, particularly older pupils, do not read as well as they should. This has an impact on their ability to fully access the wider curriculum. The school should ensure the continued implementation of its reading strategy to help pupils catch up quickly and improve their reading skills.

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Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024 graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

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Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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Background

This is the second ungraded inspection since we judged the school to be good for overall effectiveness in June 2015.

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How can I feed back my views?

find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection. 17 and 18 December 2024

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The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school.

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Further information

In the report, 'disadvantaged pupils' is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 17 and 18 December 2024

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School details

Number of pupils on the school roll 1,073

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School details

Appropriate authority The governing body

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School details

Chair of governing body Lisa Beattie and David Hopps (Co-chairs of governors) Headteacher Adam Rogers

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School details

Date of previous inspection 15 May 2019, under section 8 of the Education Act 2005

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Information about this school

 Since the last inspection, a new headteacher, three deputy headteachers, three assistant headteachers and two co-chairs of the governing body have been appointed.  The school makes use of five registered and two online, unregistered alternative provisions for a small number of pupils.  The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school. 17 and 18 December 2024

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 Inspectors spoke with the headteacher, other school leaders and members of staff.  The lead inspector spoke with members of the governing body, including the two chairs of the governing body. He also spoke on the telephone with a representative of the local authority and with a representative of an alternative provision that the school uses.  Inspectors visited a sample of lessons, spoke with some pupils about their learning and looked at samples of pupils’ work.  To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interest first.  Inspectors spoke with several groups of pupils and observed their behaviour at breaktime and lunchtime. Inspectors took account of the views expressed by pupils in

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Ofsted’s pupil survey.  Inspectors met with groups of staff and also considered the opinions expressed through the staff survey.  Inspectors took account of the views expressed by parents through Ofsted Parent View, including the free-text comments.

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Inspection team

Ahmed Marikar, lead inspector His Majesty’s Inspector

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Inspection team

Lindy Griffiths Ofsted Inspector 17 and 18 December 2024

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achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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