Schools & FE · Report card

The Hathershaw College

Inspected 14 Apr 2026 · published 8 Jun 2026 · URN 137039

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Summary

No overall grade in this frameworkSafeguarding met

Lisa Corrigan (lead), Kelly Leonard, Michael Wright, Phil Smith, Stephanie Gill

What we read, and from where

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Achievement verified
Needs attention
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Needs attention
Inclusion verified
Expected standard
Leadership and governance verified
Needs attention
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
14 Apr 2026
Inspectors verified
Kelly Leonard, Lisa Corrigan, Michael Wright, Phil Smith, Stephanie Gill
Postcode verified
OL8 3EP
Name on report verified
The Hathershaw College
Safeguarding verified
Met
URN verified
137039

Page 1 of 14

Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementNeeds attention
Attendance and behaviourExpected
Curriculum and teachingNeeds attention
InclusionExpected
Leadership and governanceNeeds attention
Personal development and wellbeingExpected

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+55Positivemore positive than 25% of reports of this type

In line with other reports of this type.

Praisepositiveeffectiveambitiousfeel safeeffectivelysecureconsistentlysuccessfully

Criticismgapsstruggleconcernsnot consistentlyyet tonot effectivenot well preparedabsence

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1371w+55
Leadership221w+63
Safeguarding51w−11
What needs to improve89w0

Strengths

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They enjoy their learning and are positive about the support they receive from teachers to help them to improve. p.5

Concerns

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However, the way staff adapt learning for pupils is not consistently effective across all lessons. p.2

Next steps

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What the report dwells on

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Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 14
Words of findings: 1,729; about usual (typical 1698)
Reading level: Hard; Flesch 45, typical 43
Average sentence: 15 words
Next steps: 4; typical 3
Hedged sentences: 13%; “some”, “not always”, “most”…

Where the words go

Findings 47%Leadership 7%Safeguarding 2%What needs to improve 3%About the inspection 41%

Full report text

The Hathershaw College

Address: Bellfield Avenue, Hathershaw, Oldham, Greater Manchester, OL8 3EP Unique reference number (URN): 137039

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Attendance and behaviour Expected standard

Leaders have prioritised improving pupils’ attendance. This includes working closely with other schools to determine effective strategies to support pupils to attend regularly. Leaders analyse attendance information closely. They spot and intervene quickly when patterns of absence appear. Leaders actively engage with pupils and their families to help overcome any barriers. Staff know pupils and their families well. Leaders work effectively with the local authority to secure support for the most vulnerable pupils when needed. Consequently, pupils with special educational needs and/or disabilities and those who are disadvantaged attend well.

p.2

Attendance and behaviour Expected standard

Pupils behave well. Leaders have put in place clear routines, which most pupils follow. In lessons, behaviour is mostly calm and purposeful. Learning typically continues without disruption. Attitudes to learning are largely positive. During social times, most pupils follow the school’s expectations. Staff deal with any boisterous behaviour quickly. They apply the behaviour policy fairly and consistently. Discrimination and harassment are not tolerated. Pupils are generally respectful to one another. If pupils do not show respect or follow behaviour expectations, sanctions are used proportionately. For a minority of pupils who struggle to manage their own behaviour, leaders put appropriate support in place to help them.

p.2

Inclusion Expected standard

This is an inclusive community where pupils experience a positive sense of belonging. Leaders ensure that pupils' needs are identified quickly. Pupils with specific needs, such as those with impaired hearing, are supported well by specialist staff. This helps pupils to successfully access the curriculum alongside their peers.

p.2

Inclusion Expected standard

Leaders work effectively with outside experts to reach decisions that put pupils’ interests first. Leaders establish positive relationships with external agencies, including professionals who support children in care and others with social care needs. These professionals speak highly of the school's support for pupils.

p.2

Inclusion Expected standard

Staff understand the strategies they should use to help pupils to succeed. Most staff make suitable adaptations so that pupils with special educational needs and/or disabilities (SEND) can access learning. For example, staff use writing templates to model and support extended writing for pupils so that barriers to literacy are reduced. However, the way staff adapt learning for pupils is not consistently effective across all lessons.

p.2

Inclusion Expected standard

Leaders use additional funding carefully to support disadvantaged pupils’ attendance and academic learning. As a result, these pupils attend school regularly and achieve well. Leaders ensure that disadvantaged pupils have the same access to wider opportunities as their peers. Pupils,including those with SEND, who need support to develop their independence benefit from trips specifically designed to do so.

p.2

Personal development and wellbeing Expected standard

The personal development programme is well designed. It prepares pupils well for life in modern Britain. Pupils learn about fundamental British values such as tolerance and respect. Largely, pupils make the right choices because of what they have learned. Pupils have a secure understanding of relevant topics such as healthy relationships, online safety and the negative impact of sexism and misogyny. They are taught about these topics at an age-appropriate time and are developing their understanding of how to apply this learning in their own lives.

p.3

Personal development and wellbeing Expected standard

The personal, social, health and economic education curriculum is delivered in such a way that all pupils can access it. For example, some pupils with special educational needs and/or disabilities (SEND), learn about the changes to their bodies in young adulthood in personalised sessions. The school's pastoral team work closely with leaders to ensure that any emerging issues in the school, local or national community are addressed. For example, external visitors regularly support pupils to recognise the risks of knife crime, gang behaviour and substance abuse.

p.3

Personal development and wellbeing Expected standard

There are various opportunities for pupils to take part in clubs and activities, including bowling and trips to the cinema, and the seaside. Leaders track pupils' participation in these activities to ensure all pupils can take part. For example, they check that any pupils who face barriers to their attendance are supported to join in. Participation for most pupils, however, is low. Leaders are working towards ensuring that more pupils benefit from what the school offers them.

p.3

Personal development and wellbeing Expected standard

Leaders have designed a careers programme that ensures that pupils access detailed information about a wide range of future opportunities. This supports them to make informed choices. Pupils, including those with SEND, are well prepared in this regard as they move on to their next steps. As a result, most pupils go on to successful destinations in further education, employment, or training.

p.3

Achievement Needs attention

Over time, pupils have not achieved well enough by the time they leave Hathershaw. In 2025, most pupils attained below national averages in their examinations at the end of key stage 4. Despite this, disadvantaged pupils’ attainment is broadly in line with similar pupils nationally. Leaders have put in place more rigorous systems to ensure that teachers make increasingly accurate checks on pupils’ learning. As a result, some teachers are beginning to address pupils' misconceptions. Gaps in pupils’ knowledge are being filled. However, these new systems are taking time to embed across all subjects and classes and have yet to demonstrate a sustained impact on pupils' learning and examination results.

p.3

Achievement Needs attention

Pupils benefit from well-considered approaches to reading across the curriculum. Consequently, reading is improving. Pupils who struggle with reading receive effective support so that they catch up with their peers and access the curriculum successfully. However, some older pupils, such as those in Year 11, do not receive the help they need to close the gaps in their reading skills.

p.3

Curriculum and teaching Needs attention

Recently, leaders have made substantial changes to the school’s chosen teaching strategies, including the introduction of a new approach to the way lessons are delivered. However, there is still further work to do to ensure that, across subjects, teachers identify and address gaps in pupils’ knowledge quickly and consistently. Although teachers are beginning to use assessment information to understand pupils' learning more accurately, pupils do not currently make the progress that they should through the curriculum.

p.4

Curriculum and teaching Needs attention

Leaders' work to improve curriculum and teaching means that they have a more accurate grasp of the quality of teaching and the curriculum. They have established higher expectations. The curriculum is increasingly ambitious and, in many subjects, is carefully designed and well ordered. Staff identify and teach the important knowledge that pupils need to learn and remember.

p.4

Curriculum and teaching Needs attention

Leaders have focused on improving pupils’ skills in reading, writing, and mathematics. For instance, pupils who struggle to read fluently receive effective support that helps them to read more confidently. Nevertheless, leaders’ actions to support pupils with their writing skills are less well developed.

p.4

Leadership and governance Needs attention

Until recently, leaders did not make changes to bring about improvements quickly enough. Leaders' and governors’ current actions are suitably targeted to secure necessary improvements. However, many of their renewed strategies have been implemented recently and it is too soon to see if they will have a sustained impact on the curriculum, teaching and pupils' achievement.

p.4

Leadership and governance Needs attention

Governors and trustees understand their roles and responsibilities. They have strengthened the effectiveness of leadership and governance since the last inspection. They hold school leaders to account appropriately. Leaders at all levels are ambitious and determined to improve the school further. They have established a number of purposeful working partnerships with other schools and specialist professionals to support continued improvements and staff training.

p.4

Leadership and governance Needs attention

Leaders recognise that the school is going through a period of change and some staff feel their workload is not considered well enough. Leaders are taking steps to ensure that staff are supported, including through the provision of extra pastoral support. Staff, including early career teachers, speak positively about the professional learning opportunities leaders provide.

p.4

Leadership and governance Needs attention

Leaders engage with the local community and parents and carers. They acknowledge that, for some families, there is more work to be done to build positive relationships. However, most parents would recommend the school to another family and consider that their children are safe and enjoying school.

p.4