Eckington School

Eckington School

Address: Dronfield Road, Sheffield, Derbyshire, S21 4GN Unique reference number (URN): 149825

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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.

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How we evaluate safeguarding

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

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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.

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Attendance and behaviour Expected standard

Leaders have taken clear steps to improve pupils' attendance. They check patterns closely and act quickly when pupils' attendance falls. Staff work with families, external partners and pastoral teams to remove barriers that may prevent pupils coming to school. This includes a range of approaches that includes bespoke mentoring for some pupils. Leaders have worked in a focused way to improve the attendance of disadvantaged pupils and pupils with special educational needs and/or disabilities. As a result, attendance for several groups of pupils has improved, although leaders know that some pupils still need to attend more regularly and are continuing to focus on this.

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Attendance and behaviour Expected standard

Pupils behave positively across the school. Classrooms are calm, and pupils respond well to established routines. The introduction of the 'Eckington Way' has strengthened the school's culture and reinforced clear expectations for conduct. Pupils treat one another with consideration and social times are orderly. Staff are visible and know pupils well, which helps create a respectful and supportive environment. Pupils say that bullying is uncommon and that staff deal with it promptly. They understand the school's expectations and feel confident to report concerns. Leaders ensure that any incidents of discrimination or unkind behaviour are taken seriously and addressed consistently. Staff apply behaviour systems fairly and pupils who need extra help in managing their emotions receive the support they need to follow routines successfully.

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Inclusion Expected standard

Leaders have created an inclusive culture where pupils feel understood and supported. Staff identify pupils' needs early, using information from teachers, parents and carers, external professionals and the school's screening tools. This gives leaders an accurate picture of the support required by pupils with special educational needs and/or disabilities, those who are disadvantaged or those known to social care. As a result, the school can respond to barriers quickly.

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Inclusion Expected standard

Generally, staff make suitable adjustments in lessons, such as movement breaks and the use of bespoke resources. These help pupils take part in learning. Pupil passports set out needs clearly and teachers often use them to adapt explanations and tasks. Teaching assistants support pupils thoughtfully while encouraging independence.

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Inclusion Expected standard

Leaders provide a range of interventions for reading, handwriting, numeracy and emotional wellbeing, particularly through the identified activities that form part of the well thought-out pupil premium strategy. They check the impact of this support carefully. Many pupils who take part gain confidence and make positive progress. The nurture provision plays an important role in helping pupils manage social, emotional and mental health needs, helping pupils feel more settled and ready to learn.

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Inclusion Expected standard

Leaders maintain clear oversight of vulnerable pupils. They work closely with other professionals so that these pupils attend regularly, feel secure and play a full part in school life. When pupils attend alternative provision, leaders stay in close contact to make sure it remains appropriate and supports their progress.

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Leadership and governance Expected standard

Leaders have a clear understanding of the school's strengths and the areas that still need improvement. They have set out well-judged priorities and have taken effective action to strengthen behaviour, safeguarding and inclusion. Staff, pupils, parents and carers recognise the positive changes made in recent years. Leaders continue to build on this direction. They use a range of information to evaluate the school's work and make decisions that focus on pupils' education and wellbeing.

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Leadership and governance Expected standard

Those responsible for governance know the school well. Governors ensure that their statutory duties are met. They ask informed questions about safeguarding, attendance, inclusion and the quality of education. They check that leaders' actions are having the intended impact. Governance provides appropriate challenge and support. Governors understand how extra funding, including the pupil premium grant and funding for pupils with special educational needs and/or disabilities (SEND), is used to reduce barriers to learning.

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Leadership and governance Expected standard

Leaders make sure that staff have access to useful and sustained professional development. Training supports curriculum expectations, behaviour routines and meeting the needs of disadvantaged pupils and pupils with SEND. Early career teachers and new staff value the guidance they receive. Leaders are mindful of workload and involve staff in shaping approaches to ensure they are manageable.

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Leadership and governance Expected standard

Leaders communicate clearly with parents and work closely with external partners so that vulnerable pupils receive consistent support. They monitor delegated responsibilities closely to ensure that systems operate as intended.

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Leadership and governance Expected standard

Leaders know that curriculum implementation is not consistent across all subjects. They are taking the right steps to rapidly improve this further so that all pupils experience a high- quality education.

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Personal development and wellbeing Expected standard

Leaders have designed a thoughtful programme that helps pupils understand themselves, their relationships and the wider world. Through tutor time, assemblies and personal, social, health and economic lessons, pupils learn about healthy relationships, consent and how to stay safe online. They discuss issues such as coercive behaviour, peer pressure and the influence of social media. They say these sessions help them recognise risks and make responsible choices. Pupils also learn about equality, fairness and the importance of respecting the characteristics protected by law, such as race.

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Personal development and wellbeing Expected standard

The school places an emphasis on pupils' spiritual, moral, social and cultural development. Pupils explore ethical questions, consider different viewpoints and reflect on how their actions affect others. They engage in cultural events, creative activities and community projects that broaden their understanding and strengthen qualities such as empathy, respect and resilience. These varied experiences help pupils think beyond their immediate surroundings and contribute positively to their community.

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Needs attention

Enrichment is a valued part of school life. Pupils join a wide range of clubs in sports, performing arts, science and technology. Older pupils appreciate opportunities to take on leadership roles, such as supporting younger pupils, contributing to school events or helping shape activities. These roles build confidence and provide purposeful experiences that help pupils develop maturity and responsibility.

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Needs attention

Careers education is strength of the school. Pupils benefit from a well-planned and comprehensive programme, including employer talks, careers events and personalised guidance, which helps them to understand a wide range of future pathways. As a result, pupils move on to appropriate and sustained destinations.

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Needs attention

Although pupils learn about different beliefs as they move through the school, some older pupils do not have a confident understanding of different religions and faiths. Leaders are developing the curriculum to address this gap.

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Post 16 provision Expected standard

Leaders have developed a post-16 provision that gives students a calm and purposeful place to learn. They understand the strengths and areas to improve within the study programmes and continue to adapt them so they meet students' needs well. Teachers tailor explanations and provide regular feedback. Students speak positively about their lessons and the support they receive. Students describe positive relationships with staff.

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Post 16 provision Expected standard

Students typically achieve well. They value the academic and pastoral guidance that helps them stay on track with their studies. Leaders monitor students' progress carefully and make adjustments when individuals need extra support. Where needed, disadvantaged students and students with special educational needs and/or disabilities are given the help they need to access the curriculum fully.

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Post 16 provision Expected standard

Students benefit from a well-planned careers programme. They take part in talks from universities and employers, attend careers events and receive personalised advice about higher education, apprenticeships and employment. Opportunities such as online courses, leadership roles and voluntary work help students broaden their skills and prepare for adult life.

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Post 16 provision Expected standard

Students say they feel part of a close community. They appreciate the balanced focus on academic work, personal development and wellbeing. Many students leave with clear ambitions for their next steps.

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Achievement Needs attention

Pupils' achievement is uneven across subjects and year groups. While some pupils recall prior learning well and talk confidently about what they know, this is not typical across the school. Work in several subjects shows gaps in pupils' knowledge and pupils do not consistently build secure understanding over time. Where teaching is consistent, pupils make better progress. However, variability in curriculum delivery limits this for many.

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Achievement Needs attention

Published outcomes show improvement in some areas, including for disadvantaged pupils. However, current pupils' work does not show the consistency needed for all pupils to achieve well. Typically, pupils with special educational needs and/or disabilities achieve well. However, pockets of variability remain in some subjects. Some older pupils have gaps in important reading and writing knowledge. Leaders know that more needs to be done to ensure that pupils are better prepared for their next steps in education, employment or training.

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Curriculum and teaching Needs attention

Leaders have taken clear steps to strengthen the curriculum and teaching across the school. This work is beginning to make teaching clearer in several subjects, although it is not consistent across the curriculum. Leaders understand where weaknesses remain and have identified the subjects and year groups that require further improvement. Leaders have broadened the curriculum and revised schemes of work so that pupils study a more balanced range of subjects. They have also set out expectations for consistent routines, approaches to teaching and checking pupils' understanding.

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Curriculum and teaching Needs attention

Teachers' subject knowledge is secure in a number of areas. Ongoing training supports this, as well as developing approaches to teaching that help pupils understand new ideas. However, in some lessons, teaching does not build securely on earlier learning. This means pupils cannot always make the links leaders intend. Leaders know this variability limits how well the curriculum is implemented. Furthermore, some older pupils have remaining gaps in key knowledge linked to reading and writing.

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Curriculum and teaching Needs attention

Leaders support staff to adapt teaching when needed for disadvantaged pupils and pupils with special educational needs and/or disabilities. Typically, teachers use this guidance well and pupils access the curriculum with confidence. However, leaders recognise that there remain areas where consistency can be further improved.

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What it's like to be a pupil at this school

Pupils begin the day in a calm and orderly way. They greet staff and one another politely, creating a positive atmosphere from the moment they arrive. Pupils say the school has improved significantly and that they now feel safe throughout the day. They value the visible presence of staff in corridors and social spaces, which reassures them that adults respond quickly if help is needed.

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What it's like to be a pupil at this school

In lessons, pupils behave responsibly and follow established routines so learning can begin quickly. They settle promptly, listen carefully and show positive attitudes to learning. However, pupils' experiences of learning vary across subjects. While some pupils recall prior learning well and can explain how new learning builds on what they already know, this is not consistent across the school. In several subjects, gaps in pupils' knowledge remain, and learning does not always build securely over time, impacting on how well pupils achieve. Where teaching is more consistent, pupils make stronger progress, but this is not yet the case for all pupils. Pupils with special educational needs and/or disabilities typically achieve well. They value adjustments such as time ‑ out passes, movement breaks and sensory tools, which help them to take part fully in lessons. However, some differences in achievement

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What it's like to be a pupil at this school

Pupils say bullying is uncommon. They understand how the school deals with different types of bullying and trust staff to handle issues sensitively and effectively.

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What it's like to be a pupil at this school

Pupils enjoy the wider opportunities available to them. They take part in clubs, sports, creative activities and the Duke of Edinburgh's Award. Older pupils value leadership roles and opportunities to support younger pupils. Assemblies, tutor time and personal, social, health and economic lessons help pupils think about their futures and how they can contribute to the school community. Students in the post-16 provision describe it as welcoming and supportive, helping them prepare for their next steps.

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What it's like to be a pupil at this school

Across the school, pupils feel that they belong. They say staff know them well, support them when needed and want them to succeed. While pupils feel positive about their experience, differences in learning between subjects mean that not all pupils are yet as well prepared for the future as they should be.

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Next steps

Leaders should ensure that the design of learning activities helps pupils to think deeply, explain their ideas and build on their learning across all subjects. Leaders should establish a consistent approach to assessment and feedback so that pupils understand how to improve their work and are given sufficient opportunities to do so. Leaders should secure clear expectations for teaching across the school so that all staff understand and apply the agreed standards that have been set out. Leaders should ensure that adaptive teaching is used reliably in all lessons so that well- judged adjustments enable every pupil, including those with special educational needs and/or disabilities, to access the curriculum and achieve well. Leaders should work to close the gaps in older pupils' foundation skills and understanding off different religions and faiths so they achieve well in all areas.

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About this inspection

This school is part of Chorus Education Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Chris James, and overseen by a board of trustees, chaired by Angela O'Brien.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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Team inspectors:

Javier Sanchez-Garcia, Ofsted Inspector Sally Wicken, Ofsted Inspector Mohamed Patel, Ofsted Inspector Chris Stevens, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England. Following our renewed inspection framework, all inspections are now led by His Majesty's Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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What does this mean?

Inspectors spoke with pupils, staff and senior leaders, as well as members of the trust and local governing board during the inspection.

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What does this mean?

The inspectors confirmed the following information about the school:

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What does this mean?

The school makes use of 3 alternative provisions, including 2 that are unregistered.

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What does this mean?

The school has undergone a significant change since the last inspection. The school is now part of the Chorus Education Trust and has had a complete change of leadership.

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What does this mean?

Headteacher: Richard Cronin National average: 1,067

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school. National average: 13.4%

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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English and maths GCSE

Percentage of pupils who achieved grade 5 or above in English and maths GCSE.

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Attainment 8

A measure of pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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national average

2023/24 (final) 41.2 45.9 Close to average

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Progress 8

How much progress pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils achieving grade 5 or above in English and maths GCSE.

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national average

2024/25 (revised) 20.0% 25.8% Close to average

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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national average

2024/25 (revised) 33.1 34.9 Close to average

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national average

2023/24 (final) 31.5 34.6 Close to average

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils who achieved grade 5 or above in English and maths GCSE.

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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A-level average point score

The average points that students achieved per A-level entry.

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national average

2024/25 (revised) 31.72 34.99 Close to average

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national average

2023/24 (final) 31.55 34.38 Close to average

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A-level value added

A score showing students’ progress between the end of key stage 4 and the end of their academic qualification studies.

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national average

2024/25 (revised) 0.1 0.0 Close to average

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national average

2023/24 (revised) -0.1 0.0 Close to average

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2024/25 (2 term) 25.7% 21.9% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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