Blythe Bridge High School

Blythe Bridge High School

Address: Cheadle Road, Blythe Bridge, Stoke-on-Trent, Staffordshire, ST11 9PW Unique reference number (URN): 149376

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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 Strong standard

Leaders consistently foster the importance of high attendance. They have an accurate understanding of the barriers to regular attendance that some pupils face. Leaders work well with these pupils and their families to ensure they receive the support they need to attend school regularly. The actions leaders take to improve attendance are very effective. Pupils have high attendance, including those with special educational needs and/or disabilities. The attendance of pupils who are disadvantaged is continuing to improve. Sixth-form students attend school very regularly.

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Attendance and behaviour Strong standard

Leaders have developed a positive ethos that is conducive to learning. They have high expectations for pupils' behaviour. Pupils consistently meet these expectations. In lessons, pupils and sixth-form students have highly positive attitudes to learning. They rarely need to be reminded to behave well. Pupils are dedicated to their learning. Bullying is rare, and if it does occur, staff deal with it quickly and effectively. The school does not tolerate any form of discrimination or harassment. Pupils are very respectful towards others. Those who need additional help to meet the school's expectations receive well-structured support to improve their behaviour. Pupils behave and socialise well at social times and across the school.

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Achievement Expected standard

Generally, pupils and sixth-form students develop appropriate knowledge and skills across the curriculum. Their written work and responses demonstrate a secure understanding of what they have been taught. Typically, they develop the essential knowledge they need to be successful.

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Achievement Expected standard

Pupils, including those who are disadvantaged, attain in line with national averages in public examinations across a broad range of subjects. Pupils and sixth-form students with special educational needs and/or disabilities make positive progress from their starting points.

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Achievement Expected standard

Most sixth-form students achieve well from their starting points, including in vocational qualifications. Students' attainment is improving in A-level qualifications. For a minority of students, the published data does not reflect their individual successes in national examinations.

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Achievement Expected standard

Pupils are well prepared for their next steps in education, training or employment. Sixth-form students progress on to a range of appropriate destinations, such as university or employment.

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Curriculum and teaching Expected standard

Leaders have ensured that a well-designed, logically sequenced curriculum is in place for all subjects. They have an accurate understanding of the curriculum and teaching. Leaders ensure that staff have the subject expertise they need to deliver the curriculum effectively. Furthermore, leaders ensure that staff receive regular training that supports them in improving how they teach.

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Curriculum and teaching Expected standard

Typically, teachers are effective in supporting pupils and sixth-form students to learn. They provide clear explanations of new subject content. Teachers generally check pupils' understanding accurately, so that they can address any gaps or misconceptions in pupils' knowledge. At the start of lessons, teachers recap prior learning to help pupils remember what they have been previously taught.

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Curriculum and teaching Expected standard

Increasingly, teachers support pupils with special educational needs and/or disabilities effectively to ensure they can access the curriculum. They typically make sensible adjustments to their teaching for these pupils. Pupils generally secure the essential knowledge they need in reading, communication and mathematics. However, at times, teachers do not support pupils as effectively in developing their writing skills.

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Curriculum and teaching Expected standard

Pupils in key stage 3 and 4 read regularly in form time. This supports them in developing their vocabulary and love of reading. Staff support pupils who need extra help to develop their reading knowledge and skills.

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Inclusion Expected standard

Leaders accurately identify the additional needs of pupils with special educational needs and/or disabilities (SEND) and those who face other barriers to their learning or wellbeing. They have effective systems in place to track and monitor the progress of these pupils. Leaders ensure that pupils receive the support they need to attend school regularly. Furthermore, teachers get information and training on how to meet pupils' additional needs so they can access the curriculum. Teachers typically support these pupils effectively to access the curriculum. Sixth-form students with SEND feel well supported by staff. However, at times, teachers do not address pupils' barriers to learning as swiftly and effectively as they could.

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Inclusion Expected standard

Staff provide appropriate support for children known to social care. This helps to address any gaps in their learning, for example in reading. Leaders and those responsible for governance ensure that additional funding for pupils who are disadvantaged is used effectively. They carefully monitor the effectiveness of the additional support that these pupils get. Leaders' actions to support these pupils have a positive impact on pupils' achievement and attendance.

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Inclusion Expected standard

Leaders make appropriate use of alternative provision. They ensure that these placements are in the best interests of the small number of pupils who attend.

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Leadership and governance Expected standard

Since the school joined the trust, it has benefited from effective support from trust leaders. For example, staff access a wide range of high-quality training and wider subject networking opportunities. Leaders have high expectations for what pupils can achieve. They act in the best interests of pupils in all that they do. Leaders and those responsible for governance have a clear understanding of the school's strengths and areas for improvement. They understand the community that the school serves and the barriers to learning that some pupils face.

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Leadership and governance Expected standard

Those responsible for governance keep themselves well informed about the effectiveness of the school's provision. For example, they regularly visit the school and meet with various staff members. As a result, they provide effective support and challenge to school leaders. They carry out their statutory duties well, for example in safeguarding and checking how leaders use additional funding.

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Leadership and governance Expected standard

The school is well led and managed. Staff are proud to work at the school. They appreciate how leaders take their workload and wellbeing into account. Staff receive appropriate training and development through a high-quality professional learning programme. This supports them well to improve how they fulfil their roles. Leaders support staff who are new to teaching very well.

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Leadership and governance Expected standard

Leaders and those responsible for governance consult with parents and carers on important issues. They regularly take parents' views into account and act on this feedback.

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Personal development and wellbeing Expected standard

Leaders have constructed a well-thought-out programme for pupils' personal development. Pupils have dedicated lessons, supported by assemblies, to learn about important issues that prepare them well for life in modern Britain. For example, they learn about online safety, road safety, the dangers of substance abuse and healthy relationships. Pupils also learn how to look after their own wellbeing and mental health. Pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged have access to and learn the same curriculum.

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Personal development and wellbeing Expected standard

Pupils develop their understanding of fundamental British values and equality. They know to be respectful to others, however different from them they may be. Leaders ensure that pupils receive age-appropriate relationship, health and sex education. Sixth-form students learn about important issues that prepare them well for adulthood. Pupils develop their understanding of different religions and cultures.

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Personal development and wellbeing Expected standard

Leaders have designed a very effective careers programme. Pupils have opportunities to learn about the world of work through work experience and careers fairs. Staff provide pupils with individual guidance and interview practice. Sixth-form students visit universities, which informs them very well about the options available to them.

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Personal development and wellbeing Expected standard

Leaders ensure that pupils get the wellbeing support they need. Pupils know how and are confident to access it if needed. Leaders provide a wide variety of opportunities to develop pupils' talents, interests and character. Pupils also enjoy a range of trips and visits that further enrich the curriculum. There is a comprehensive leadership programme that many pupils and sixth-form students are proud to take part in. Leaders ensure that all pupils, including those who are disadvantaged and those with SEND, benefit from the opportunities and experiences that they provide.

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Post 16 provision Expected standard

Leaders have developed an ambitious curriculum for sixth-form students that meets their individual needs and aspirations. Students can choose to study from a range of academic and vocational qualifications. Typically, teachers deliver the curriculum effectively. They have secure subject knowledge, explain new learning clearly and check students' understanding well. Students with special educational needs and/or disabilities (SEND) get the support they need in lessons to access the curriculum.

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Post 16 provision Expected standard

Most students make secure progress through the curriculum. Their work demonstrates a secure understanding of what they have been taught. Students achieve very well in vocational qualifications. In A-level qualifications, students achieve well from their starting points, including those with SEND. Students go on to a range of appropriate destinations, including university, employment or apprenticeships.

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Post 16 provision Expected standard

Students have very positive attitudes towards their learning. They attend school regularly. Leaders provide students with well-thought-out opportunities to develop their character, confidence and leadership skills. For example, students are proud to take on roles to support younger pupils, such as subject ambassadors and mental-health leaders. Leaders also provide students with opportunities to learn about different careers, apprenticeships and university courses. Students are well prepared for their next steps.

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

Pupils enjoy learning at this welcoming school. They are generally taught well. Most pupils, including those who have special educational needs and/or disabilities, progress securely through the curriculum. Pupils, including those who are disadvantaged, achieve in line with national averages in external examinations. Sixth-form students benefit from a well- structured curriculum that prepares them effectively for their next steps. They typically attain well from their starting points in national examinations. Leaders identify any barriers to learning that pupils may face. Staff support pupils to overcome these barriers with increasing effectiveness.

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

The environment is calm and orderly. Leaders have developed clear routines that pupils understand and follow. There are positive and supportive relationships between staff and pupils. At break and lunchtimes, pupils socialise together. They are respectful and polite. Bullying is rare. If any issues do occur, staff resolve with them quickly and effectively. Pupils are safe in school and know they can talk to a range of staff if they have any worries. Pupils and sixth-form students attend school very regularly.

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

Pupils benefit from a variety of extra-curricular activities to develop their interests, talents and skills. Many pupils take part in these activities. For example, pupils enjoy trampolining, cheerleading and a gardening club. Some pupils also take part in the Duke of Edinburgh Award scheme. There is a wide range of leadership opportunities for pupils to get involved in. These support them well in developing their character and understanding of how they can be active citizens. Pupils are proud to perform roles, such as prefects, house captains, year ambassadors and form representatives. Students in the sixth form set a positive example for their younger peers by taking on roles as subject ambassadors.

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Next steps

Leaders should ensure that teachers consistently develop pupils’ competency in literacy, especially writing, across all subjects. Leaders should ensure that teachers consistently and effectively address the barriers to learning that some pupils face.

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About this inspection

This school is part of John Taylor Multi Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Mike Donoghue, and overseen by a board of trustees, chaired by Colin Hopkins.

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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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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMI.

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About this inspection

Inspectors spoke with the headteacher, other senior leaders, trust leaders and those responsible for governance.

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About this inspection

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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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school joined John Taylor Multi Academy Trust in March 2023.

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About this inspection

The school currently makes use of 5 alternative provisions, including 4 that are unregistered.

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Team inspectors:

David Hermitt, Ofsted Inspector Sarah Godden, Ofsted Inspector Ed Leighton, Ofsted Inspector Mark Howes, 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.

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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.

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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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national average

2024/25 (final) 41.2% 45.4% Close to average

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national average

2023/24 (final) 49.7% 45.9% Close to average

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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

2024/25 (final) 46.6 46.1 Close to average

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national average

2023/24 (final) 47.9 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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national average

2023/24 (final) -0.08 -0.03 Close to average

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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

2023/24 (final) 30.4% 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 (final) 32.1 34.9 Close to average

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national average

2023/24 (final) 35.3 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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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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A-level average point score

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

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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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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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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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