Egerton High School

Egerton High School

Address: Kingsway Park, Urmston, Manchester, M41 7FZ Unique reference number (URN): 131885

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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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Achievement Expected standard

Pupils make progress from their individual starting points when they attend school regularly. Many pupils join the school at different times in their education, often after long periods out of school or with disrupted learning experiences. As a result, examination results do not fully reflect the progress pupils make during their time at the school. The school’s focus on developing pupils’ foundational knowledge is supporting this progress, helping pupils to recall key ideas and build their understanding more securely over time.

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Achievement Expected standard

Pupils work towards appropriate qualifications, including GCSEs, functional skills and vocational routes, depending on their needs and stage of learning. Pupils’ work shows that they develop knowledge and skills across subjects over time. When attendance is secure, pupils build confidence and show increasing independence in their learning.

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Achievement Expected standard

Gaps in attendance affect pupils’ achievement. Some pupils miss large amounts of learning, which slows their progress and limits how securely they can develop and apply what they have been taught.

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Curriculum and teaching Expected standard

Leaders have designed a curriculum that enables pupils to take part in learning across a wide range of subjects. Subject specialists plan learning so pupils follow the same curriculum across different parts of the school. This helps pupils work towards appropriate qualifications and prepares for their next steps. Learning builds over time so pupils can develop their knowledge and skills steadily.

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Curriculum and teaching Expected standard

Teaching helps pupils take part positively in learning. Staff know pupils well and adapt lessons to meet individual needs. Teachers and support staff explain tasks clearly, break learning into small steps and offer reassurance when pupils find learning difficult. Pupils learn in small groups and benefit from consistent adult support and activities that help them manage their emotions. This helps pupils feel confident enough to join in and remain engaged in lessons. Teachers check what pupils understand and adjust learning when extra help is needed. Reading, vocabulary and communication receive regular attention so pupils can access learning across all subjects.

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Curriculum and teaching Expected standard

Pupils who attend regularly develop their skills and understanding over time, which helps prepare them for exams and next steps. Where pupils do not consistently use the guidance adults give them, mistakes remain and improvements in the quality and accuracy of work take longer to secure.

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Inclusion Expected standard

Leaders place inclusion at the centre of the school’s work so that pupils, who all have social, emotional and mental health needs, can take part fully in school life. All pupils have education, health and care plans, and many arrive after disrupted experiences of education. Staff identify pupils’ needs when they join the school and use this information to plan appropriate support. Leaders use pupil premium funding to address identified barriers, including attendance, emotional regulation and access to learning. This targeted support is helping disadvantaged pupils to engage more consistently with school, although gaps in attendance and progress remain for some.

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Inclusion Expected standard

Staff support pupils’ emotional, sensory and behavioural needs so they can learn and spend time safely with others. Pupils access the same curriculum wherever they are taught, with adaptations to how learning is delivered. This helps pupils feel part of the school community and supports continuity when pupils move between different parts of the school during the day or week.

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Inclusion Expected standard

Staff know pupils well. They work together closely to respond to pupils’ needs as they arise. Staff adjust support to help pupils engage with learning and take part in school routines. As a result, most pupils feel included and are supported to access education in a way that meets their needs.

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Personal development and wellbeing Expected standard

Pupils experience a school environment where adults place a clear focus on their safety, emotional wellbeing and personal growth. Staff build trusting relationships and support pupils to manage their emotions, behaviour and anxieties. Pupils who shared their views with inspectors said they feel safe in school and know which adults they can turn to when they need help.

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Personal development and wellbeing Expected standard

The school promotes positive values through daily routines and assemblies. Pupils receive recognition for effort and positive choices, which helps encourage perseverance and responsibility. Staff address unkind or inappropriate behaviour when it occurs and help pupils understand the impact of their actions. This supports pupils to develop respectful relationships with others.

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Personal development and wellbeing Expected standard

Pupils take part in a programme that helps them learn about staying safe, relationships, health and preparing for adult life. Staff adapt learning to respond to issues affecting pupils locally or in the school community. External visitors support this work where appropriate, helping pupils to understand real ‑ life risks and choices.

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Personal development and wellbeing Expected standard

Pupils benefit from a range of experiences beyond lessons that help develop confidence, independence and social skills. These include trips, visits and enrichment activities shaped by pupils’ interests. Pupils also take part in community ‑ based activities, such as supporting others locally, which help them develop empathy, responsibility and an understanding of their role in the wider community. Alongside this, pupils experience activities such as careers fairs and employer visits, which help them begin to think about life beyond school.

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Post 16 provision Expected standard

Students in the post ‑ 16 provision follow study programmes that reflect their individual needs and prior experiences. Leaders offer a suitable range of academic and vocational pathways, including English and mathematics resits and functional skills qualifications. Alongside these, other practical subjects support students’ preparation for adulthood effectively. This

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Needs attention

helps students to remain in education when they are not yet ready for college or training elsewhere.

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Needs attention

Teaching in the post ‑ 16 provision supports students to develop confidence, independence and practical skills. Staff adapt programmes so that students can focus on areas most relevant to their next steps. Students have positive relationships with staff and value the more adult environment, which helps them feel respected and prepared for life beyond school.

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Needs attention

Attendance remains a challenge for some students and affects how consistently they can benefit from their programmes. Some students face complex personal circumstances that make regular attendance difficult. Staff maintain contact with students and adjust expectations and programmes where possible to support engagement. When students attend regularly, they develop useful skills and make progress towards appropriate outcomes.

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Attendance and behaviour Needs attention

A number of pupils do not attend school regularly. Leaders do not have a clear, consistent overview of attendance patterns or the impact of actions taken to improve attendance. This includes for different groups of pupils and students in the post ‑ 16 provision. As a result, leaders sometimes do not identify concerns quickly or target support as precisely as they should. Some pupils continue to miss large amounts of learning, which limits how consistently they can benefit from education, routines and support.

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Attendance and behaviour Needs attention

Staff work hard to encourage pupils to attend school. They carry out welfare checks, stay in contact with families and respond with care and persistence when pupils struggle to attend. However, weaknesses in leaders’ oversight and analysis mean this work has not led to sustained improvement in attendance for pupils over time.

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Attendance and behaviour Needs attention

When pupils are in school, behaviour is usually calm and orderly. Pupils respond well to clear routines and familiar adults, and they move around the school sensibly. Staff support pupils to manage their emotions and behaviour through calm responses, which help pupils settle when difficulties arise.

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Attendance and behaviour Needs attention

Staff act quickly when incidents occur and help pupils repair relationships so learning can continue. Pupils appreciate that staff step in when problems arise and help situations to calm down quickly. This approach supports a settled environment and allows most pupils to learn without frequent disruption.

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Leadership and governance Needs attention

Leaders and governors do not check and evaluate some elements of the school’s work closely or consistently enough to understand its impact over time. In particular, leaders do not routinely bring together information across key areas to identify patterns or judge whether actions are making enough difference. Weaknesses in attendance provide the clearest example of this lack of oversight, as leaders have not consistently tracked whether strategies lead to sustained improvement, including for students in the post ‑ 16 provision.

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Leadership and governance Needs attention

Newly appointed governors understand the school’s current challenges and have begun to strengthen how information is reviewed and discussed. However, governance systems are not securely embedded. Governors do not consistently provide formal challenge or follow up agreed actions to check that priorities lead to sustained improvement across the school. This means accountability is not yet sharp enough.

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Leadership and governance Needs attention

Leaders remain committed to pupils and staff and have worked through a period of significant staffing change amid other external pressures. Staff feel leaders are supportive and mindful of workload and wellbeing. Even so, because processes for evaluation, follow ‑ up and challenge are not fully effective, leaders and governors cannot be confident that their actions are improving pupils' outcomes over time.

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

Egerton High School provides a safe and supportive place where adults understand pupils’ needs and help them to engage with learning. For many pupils, this support makes a positive difference to how they manage their emotions and behaviour, especially when they feel anxious or unsettled. Pupils are safe in school and know which adults they can talk to if they need help.

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

Pupils experience a calm and settled environment in school. Clear routines and familiar adults help pupils feel secure and ready to learn. Pupils behave sensibly around the school, and adults step in quickly to support pupils if difficulties arise. This helps learning to continue and supports positive relationships between pupils and staff.

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

Pupils take part in lessons and activities that reflect their needs and interests. Staff adapt learning so that pupils can take part in small groups, through practical activities or with additional emotional support. Pupils also take part in trips and visits beyond the school, such as visits to art galleries, museums, sporting venues and theatre trips. Pupils said they particularly enjoyed these experiences, which help them build confidence and see new opportunities beyond the school. These experiences, alongside the school’s wider work, support pupils to develop the skills and confidence needed for their next stages of education, employment or training. Leaders are increasingly focused on ensuring that pupils are well prepared for post-16 provision, with many moving on to appropriate destinations that meet their individual needs.

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

However, many pupils do not attend school regularly. When pupils are absent for long periods, they miss learning, routines and opportunities to build relationships with others. This means they do not benefit consistently from what the school offers, including the preparation for their next steps.

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Next steps

Leaders should improve their oversight and analysis to better understand the impact of their work to support pupils and students in the post-16 provision. Governors should strengthen their approaches to checking and challenging the quality of the school's provision so that identified priorities lead to clear actions, consistent follow up and sharper accountability. Leaders should continue their work to improve attendance for all pupils, and students in the post-16 provision, so that they attend school more regularly. Leaders should ensure that feedback is used consistently so pupils, and students in the post-16 provision, address misconceptions, respond to guidance and improve the accuracy and depth of their work over time.

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About this inspection

The chair of the board of governors in this school is Tom Smith.

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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 inspectors 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

The inspectors met with the headteacher and other leaders during the inspection. The lead inspector also met with a group of governors, including the chair. They also held a telephone conversation with a representative of the local authority. The inspection team also spoke to groups of staff and pupils during the inspection.

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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

All pupils attending the school have an education, health and care plan for social, emotional and mental health needs.

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About this inspection

The school does not use any alternative provision.

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Lead inspector:

Rebecca Sharples, His Majesty's 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 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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What does this mean?

The type of Special Educational Needs provision provided at the school (if applicable).

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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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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

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