Hutton Church of England Grammar School

Hutton Church of England Grammar School

Address: Liverpool Road, Hutton, Preston, Lancashire, PR4 5SN Unique reference number (URN): 119794

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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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Personal development and wellbeing Strong standard

Leaders have designed a broad and interconnected personal development programme that combines lessons, careers advice, spiritual development and enrichment. It promotes values that are rooted in the Christian ethos. The curriculum is suitable and meets statutory requirements. When there is a need to teach specialist content, leaders invite external providers with the relevant expertise to deliver the curriculum. As a result of this offer, pupils develop secure understanding of the curriculum and are able to apply their learning to choices they make in life. For example, pupils speak in depth about the dangers of alcohol and vaping. Their understanding of fundamental British values prepares them for life in modern Britain.

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Personal development and wellbeing Strong standard

Leaders focus on meeting pupils' holistic needs. As a result, there is a wide range of enrichment opportunities and an abundance of visits. These include participation in rugby tours and skiing trips to Italy. Pupils' character development is prioritised through transition programmes, leadership opportunities and rewards that build confidence, resilience and responsibility.

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Personal development and wellbeing Strong standard

The personal development programme meets the needs of pupils with special educational needs and/or disabilities (SEND). The curriculum is carefully adapted to ensure that it is delivered to pupils with additional needs in an appropriate way. Pupils with SEND develop the confidence and resilience required to thrive in modern Britain.

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Personal development and wellbeing Strong standard

The school's investment in pastoral care ensures that staff know pupils well. Staff use a range of support mechanisms to address pupils' pastoral needs. This includes the use of external agencies. Pupils benefit from highly responsive pastoral support.

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Personal development and wellbeing Strong standard

Careers education is ambitious and begins early with extensive employer partnerships, mentoring, work experience and targeted support. Pupils, including those with SEND and disadvantaged pupils, make informed and aspirational choices. Pupils benefit from a comprehensive range of opportunities to engage with further education, higher education and the world of work. This results in pupils securing destinations across academic and vocational pathways.

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Achievement Expected standard

Pupils achieve well. This is reflected in national curriculum tests and examinations. Disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND) make secure progress from their starting points. Pupils' achievement in some areas of the curriculum is more secure than others. As a result, leaders are taking action to enhance the achievement of pupils in those areas which are less secure. Pupils develop appropriate skills and knowledge across most areas of the curriculum. This is demonstrated in the work they produce in lessons. As a result, pupils are well prepared for their next steps in education, employment or training. Pupils with SEND achieve well due to effective adaptations. In some cases, these pupils perform better than their peers.

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Achievement Expected standard

Leaders' work on the teaching of basic knowledge in English and mathematics enhances most pupils' ability to access their learning across all phases. As a result, most pupils explain their ideas with clarity.

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Attendance and behaviour Expected standard

Leaders prioritise the attendance and behaviour of pupils. They are aware of the important link between attendance and behaviour of pupils and their achievement. As a result, leaders have increased staffing in the pastoral team. This has resulted in an improved culture. Attendance is improving. Leaders regularly analyse patterns of attendance and respond to concerns. This enables them to deal with any emerging issues swiftly. Leaders have a secure understanding of the needs of pupils where regular attendance is a barrier to learning. In particular, improving attendance is leaders' top priority for disadvantaged pupils. Personalised approaches help pupils overcome their barriers to regular attendance and positive behaviour.

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Attendance and behaviour Expected standard

The school's approach to behaviour helps to educate pupils about what is expected of their conduct. Routines are embedded and pupils respond to expectations automatically. For example, pupils seamlessly transition between lessons at the sound of the bell without any prompts. Leaders support staff with their understanding of the behaviour policy. This creates a consistent approach to implementing approaches to behaviour. Leaders and staff have created a culture where most pupils have a positive approach to their learning.

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Attendance and behaviour Expected standard

Bullying is rare. When it does happen, leaders respond swiftly and effectively. Leaders respond appropriately to incidents of discrimination, which has resulted in a decrease in the number of occurrences over time.

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Curriculum and teaching Expected standard

Leaders are well informed of the strengths and areas for improvement in the curriculum. They have prioritised appropriate actions to close gaps in subjects where pupils don't achieve as well.

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Curriculum and teaching Expected standard

Leaders have designed the curriculum to build on pupils' prior learning. It is systematically sequenced to support pupils' learning of key skills and knowledge. Most pupils recall knowledge confidently.

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Curriculum and teaching Expected standard

Teachers display secure subject knowledge. They use effective techniques in lessons to support pupils' learning. Teachers regularly check pupils' learning in most subjects in the curriculum. However, this is less effective in some subjects when pupils' feedback is not consistent.

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Curriculum and teaching Expected standard

Leaders identify gaps in pupils' basic knowledge in English and mathematics through regular baseline tests. Any gaps in pupils' knowledge are being addressed through interventions and adaptations. However, this is more successful in reading than other areas of English and mathematics.

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Curriculum and teaching Expected standard

Leaders ensure that adaptations to teaching and learning are successful. As a result, teachers make effective use of activities and resources to support pupils with special educational needs and/or disabilities. Leaders also consider strategies for pupils with additional wellbeing needs. As a result, they adopt the most effective strategies that give pupils the highest chance of success.

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Inclusion Expected standard

Leaders are proud of their whole-school approach to inclusion. They are efficient in identifying pupils' needs at the earliest opportunity. Leaders use a wide range of specialist assessments to ensure that they identify pupils' needs accurately. This ensures that pupils access effective support.

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Inclusion Expected standard

Leaders regularly assess, check and review the needs of pupils with special educational needs and/or disabilities (SEND). A similar approach is used when reducing barriers for pupils with other barriers to learning. Leaders repeatedly share updated information with staff as pupils' needs change. Teachers fully understand pupils' barriers and make adaptations in the classroom. For example, teachers make skilful use of seating plans and deploy teaching assistants effectively. As a result, pupils achieve well in lessons. Outside the classroom, 'the hub' is used well by pupils at breaks and lunchtime as a safe space. Leaders gather the views of pupils, including those with SEND, disadvantaged pupils and those with other barriers to learning when reviewing their support. This ensures that any changes to pupils' support are meaningful and relevant.

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Inclusion Expected standard

Additional funding for pupils with SEND and disadvantaged pupils is used appropriately. Leaders actions contribute to an improvement in pupils' attendance and achievement.

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Inclusion Expected standard

The school uses alternative provision in the best interests of pupils.

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Leadership and governance Expected standard

All areas of the school are underpinned by its Christian ethos. Leaders are self-aware and honest about their understanding of the school's strengths and areas for development. They take appropriate action to address identified priorities for improvement. For example, the school has made significant progress in creating a positive culture where pupils belong. Leaders are relentless in their pursuit of excellence for their pupils.

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Leadership and governance Expected standard

Governors bring an appropriate balance of expertise and experience to the role. They meet their statutory duties and ensure that their challenge towards leaders is balanced with appropriate support and consideration for leaders' wellbeing. Governors have an accurate understanding of the school's strengths and challenges. Governors take an active role in supporting the school, such as taking the lead in organising community fundraisers. Key decisions are made collaboratively between leaders and governors.

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Leadership and governance Expected standard

Staff commend leaders' empathetic approach. They appreciate the support they receive to manage their workload. There is an extensive range of professional learning opportunities, which supports staff to make progress towards the school's priorities.

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Leadership and governance Expected standard

Leaders engage proactively with stakeholders in the community. They maintain positive relationships with local agencies and attend local networking events. These relationships contribute to leaders constantly reviewing and subsequently improving the school's offer.

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Post 16 provision Expected standard

The school's sixth form is a close-knit environment. There is an overwhelming offer of A- level qualifications. Leaders have high aspirations in a nurturing environment. Students respond positively to these expectations. Leaders robustly review the effectiveness of the sixth form and take swift action to deal with inconsistencies.

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Post 16 provision Expected standard

The sixth-form curriculum meets the needs of students. Teachers display expert subject knowledge and use effective and personalised teaching methods to support students' learning. Suitable adaptations are made for pupils with special educational needs and/or disabilities and those who are disadvantaged. Leaders check how well students progress through the curriculum and respond with whole-class and individual interventions. As a result, almost all students remain at the sixth form for the entire duration of their post-16 studies. Students achieve well, and in line with their peers nationally.

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Post 16 provision Expected standard

Students experience a range of opportunities to prepare them for their next steps. For example, they receive training to take on leadership roles, such as the delivery of phonics and early mathematics to pupils in lower school. This is supplemented with expert guidance on careers and interactions with local employers. Students are well prepared for their next steps and progress to highly suitable education, employment or training.

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

Pupils are proud and happy at this school. They are loyal members of the school family. A calm and purposeful atmosphere is nurtured through well-established routines. The school's focus on positive relationships encourages pupils to demonstrate respect towards their peers. Pupils are polite with staff and visitors.

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

Pupils are safe in a culture of vigilance. Trusted adults respond to their concerns. Bullying is rare and dealt with effectively. Pupils attend school well. Pupils who do not attend regularly are supported with bespoke packages of intervention.

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

Pupils with barriers to learning and/or wellbeing are well known to staff. This includes disadvantaged pupils and those with special educational needs and/or disabilities. Pupils overcome their barriers with the effective support they receive. As a result, they achieve well. Pupils make purposeful use of areas such as 'the hub' during social time, which provides safety and relaxation in an indoor space. Pupils in receipt of additional funding benefit from effective support that responds to their emerging needs. Their opinions are prioritised when leaders' review this support. Pupils enjoy learning. Subject experts use effective teaching strategies that enable pupils to achieve well. This prepares pupils well for their next steps. Students attending the school's sixth form thrive in a culture of high aspiration. The friendly nature of the sixth form results in learning that is highly personalised to students' needs. As a result, students in the sixth form

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

Pupils secure the skills and knowledge to flourish in modern Britain. They enjoy a wide enrichment offer that focuses heavily on sport. This is driven by the school's focus on meeting pupils' holistic needs. Pupils access a number of leadership opportunities. These opportunities build pupils' self-esteem and confidence in preparation for life after school.

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Next steps

Leaders should develop the systems for assessment to ensure that teachers check pupils' understanding, identify gaps and address misconceptions consistently well across subjects and year groups. Leaders should continue to embed their work to ensure that gaps in foundational knowledge are addressed consistently well across the school. Leaders should ensure that teaching embeds pupils' knowledge and skills across the curriculum so they achieve consistently well.

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About this inspection

The chair of the board of governors in this school is Sam Crossley.

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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 (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher, other senior and curriculum leaders, staff and pupils. The lead inspector spoke with members of the governing body, including the chair of governors. He also spoke with a representative from the local authority and the diocese.

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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

This school is registered as having a Church of England religious character. It is in the Diocese of Blackburn. Its last section 48 inspection was in January 2026.

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About this inspection

The school makes use of one registered and one unregistered alternative provision.

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Team inspectors:

Kevin Sexton, Ofsted Inspector Sue Farrimond, Ofsted Inspector Victoria Burnside, His Majesty's Inspector Steve Coyle, 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. Headteacher: Nicola Moran National average: 1,154

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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) 51.7% 45.4% 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) 50.1 46.1 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) 0.13 -0.03 Close to average

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national average

2022/23 (final) 0.18 -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

2024/25 (final) 22.2% 25.8% Close to average

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national average

2022/23 (final) 22.2% 25.2% 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) 33.6 34.9 Close to average

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national average

2023/24 (final) 35.2 34.6 Close to average

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national average

2022/23 (final) 35.3 35.0 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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national average

2023/24 (final) -0.71 -0.57 Close to average

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national average

2022/23 (final) -0.47 -0.57 Close to average

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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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national average

2024/25 (final) 32.10 35.00 Close to average

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national average

2022/23 (final) 33.15 34.16 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

2023/24 (revised) -0.2 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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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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