The Deanery Church of England High School and Sixth Form College

Sixth Form College

Address: Frog Lane, Wigan, Lancashire, WN1 1HQ Unique reference number (URN): 106534

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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

The school’s personal development and wellbeing programme is the jewel in its crown. Leaders have embedded a highly impactful ‘Reach’ curriculum. It is thoughtfully customised to pupils and the local surroundings. This means pupils develop morally and spiritually as they move through school from Year 7 to Year 13. This results in pupils demonstrating a deep understanding of how to be respectful citizens in society. They display this in their interactions with others.

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Personal development and wellbeing Strong standard

Leaders have crafted bespoke pastoral support systems to catch any pupils who may experience barriers to their wellbeing. This means pupils have the guidance and help to get back on track if they need it. Staff seek impactful external specialist advice in a timely manner to enhance the school’s offer, for instance counsellors and charitable organisations.

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Personal development and wellbeing Strong standard

Pupils say they know they have opportunities to cultivate their chosen interests. Staff provide a wide range of clubs, activities and trips. This includes sporting clubs, performing arts clubs and a palaeontology club. These are adapted to meet the desires of pupils, including those with special educational needs and/or disabilities and disadvantaged pupils. Leaders meticulously check this offer is fully inclusive and make astute changes where needed.

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Personal development and wellbeing Strong standard

Many pupils go above and beyond to support local charities. This includes helping with local food banks. Pupils who are able, participate in charity runs. They fully understand the importance of helping others.

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Personal development and wellbeing Strong standard

The careers offer complements the ‘Reach’ curriculum. Information about potential pathways after school life is skilfully woven through the academic curriculum. Students in Year 12 complete personalised work experience placements in their chosen field. This means they have meaningful encounters prior to leaving sixth form. Leaders have plans to extend this to Year 10 from next year.

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Achievement Expected standard

Leaders have taken effective action to improve how well pupils achieve. They diligently monitor how well pupils are learning the intended curriculum. Typically, pupils, including those with special educational needs and/or disabilities, attain results in line with national examination outcomes at the end of key stage 4 and 5. More recently, disadvantaged pupils have attained above the national average for their peers at the end of key stage 4.

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Achievement Expected standard

Leaders successfully identify where pupils have gaps in reading, writing and number skills. They provide targeted help for these pupils. This means they can access the wider curriculum and achieve well. Generally, pupils go on to appropriate education, training or employment when they leave school at the end of Year 11 or Year 13. This is because they are suitably prepared to take their place in society.

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Attendance and behaviour Expected standard

Generally, pupils attend school in line with their peers nationally. Leaders have systems in place to provide timely help for any pupils who may struggle to attend regularly. In many cases, this is successful. As a result, for some groups of pupils the rate of attendance is improving. Leaders have plans to make sure this is true for all pupils, including disadvantaged pupils and those with special educational needs and/or disabilities.

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Attendance and behaviour Expected standard

Leaders have embedded clear and precise routines. This means staff have high expectations for how pupils should behave. As a result, pupils show respect and tolerance to classmates, staff and visitors. They enjoy jovial relationships during their time in school, including during social times. In turn, classrooms are real havens of calm where pupils can give full focus to their learning. Pupils display dedication to their work. They know they can be themselves in school without fear of discrimination or bullying. This is not tolerated. Staff deal with any incidents of unkindness quickly.

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Attendance and behaviour Expected standard

Leaders and skilled staff provide tailored solutions for pupils who may otherwise find it difficult to meet the high expectations. Typically, these are effective.

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Curriculum and teaching Expected standard

In recent years, leaders have made effective changes to the curriculum. This is demonstrated in the improvements leaders have made at key stage 3. As a result, the curriculum is now well sequenced and suitably ambitious across all year groups and subjects. Leaders have mechanisms in place to evaluate the quality of teaching. This means they provide timely, targeted and effective professional development for teachers to improve their practice.

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Curriculum and teaching Expected standard

Typically, teachers choose appropriate learning activities to help pupils to understand complex concepts. This means that pupils deepen their understanding of the subjects they study over time. Leaders have implemented suitable assessment strategies. Teachers regularly check what pupils know in lessons. They use the information they have available about pupils to help them succeed. Teachers know their pupils very well. This is particularly true for disadvantaged pupils and pupils with special educational needs and/or disabilities. Pupils appreciate the help they receive.

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Curriculum and teaching Expected standard

Leaders have embedded impactful programmes to support pupils who may find learning hard. This is the case for pupils who need help to develop their reading, writing or number skills.

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Inclusion Expected standard

Leaders have embedded processes to make sure that pupils who may need extra help are identified. Staff know these pupils well. They provide a range of bespoke strategies. Generally, these are effective and eradicate barriers to learning or wellbeing for pupils. This includes pupils with special educational needs and/or disabilities.

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Inclusion Expected standard

Leaders use pupil premium funding to provide layers of support for disadvantaged pupils. In many cases, this is highly effective. For example, recent additional help is beginning to result in stronger attainment for disadvantaged pupils in their national examinations. This is also the case for the work they produce in lessons. Leaders plan to extend these strategies to other pupils who may face barriers.

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Inclusion Expected standard

Leaders provide the right help at the right time for pupils known, or previously known, to social care. They work cohesively with the local authority and other external agencies to make sure that these pupils thrive in school.

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Inclusion Expected standard

Leaders make use of impactful alternative provision for a handful of pupils. They continue to provide support for these pupils and their families and regularly review the effectiveness of placements. This helps them feel they belong to the school.

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Leadership and governance Expected standard

Leaders, including governors, have a clear picture of where things are working well and areas of future focus. They work closely with staff in school to make changes. These alterations to systems and processes often lead to sustained long-term improvements. This is particularly true for improvements to the personal development offer, the sixth form and curriculum and teaching. That said, some of the actions leaders have taken are recent. This means they have not had time to bring about the same positive outcomes. For example, work to improve the rates of attendance for all pupils is at an earlier stage.

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Leadership and governance Expected standard

Governors fulfil their statutory duties. They carry out a range of focused visits and share their expertise with leaders. Leaders benefit from the support and challenge governors provide.

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Leadership and governance Expected standard

Staff are very proud to be part of The Deanery team. They value the help they receive to improve their practice. Staff know that leaders prioritise their workload and wellbeing when they make decisions. The effective professional development programme is tailored to meet the needs of pupils and the staff, in line with school priorities.

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Leadership and governance Expected standard

Parents appreciate the educational experience staff provide. They value the wide range of opportunities available for their child/ren. Leaders provide numerous chances throughout the year to liaise with parents and the wider community. For instance, pupils work alongside local charities and churches. This helps pupils to build confidence and develop a deeper understanding of local challenges.

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Post 16 provision Expected standard

Leaders have taken appropriate steps to improve the programmes of study in the sixth form. As a result, the curriculum now meets students’ individual needs and ambitions. This increasingly supports students on their journey to adulthood. Teachers in the sixth form are experts in their subject. Teachers regularly check what students know. As a result, they know students very well. Typically, they make effective adjustments in the classroom to help students achieve their potential. Students appreciate this care and personalisation of their learning.

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Post 16 provision Expected standard

Students typically achieve well, reflecting their starting points and the pathways that they follow. This includes disadvantaged students, students with special educational needs and/or disabilities and those who may otherwise encounter difficulties with their learning. This is because of the enhanced support that they receive.

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Post 16 provision Expected standard

Leaders have crafted highly supportive pastoral systems in the sixth form and offer a range of wider opportunities for students. For example, many students deliver form-time sessions and assemblies to younger pupils. They act as role models and ambassadors. Younger pupils value this. As a result, most students go on to suitable training, education or employment when they leave school.

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

Pupils enjoy their time in school. They live by the school mantra to 'work hard, be kind, make a difference'. They link this seamlessly with the Christian values and ethos. Pupils play their part in ensuring school is a safe haven for everyone. They know they are safe and know how to keep themselves and others safe in the wider community. This includes the understanding pupils demonstrate to stay healthy, both physically and mentally.

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

Pupils behave with maturity and a quiet confidence that they can be themselves at this school. They make sure that their peers can focus on their learning in quiet and purposeful classrooms. At social times, pupils treat each other with respect and tolerance in abundance. Generally, pupils and students achieve well, increasingly so. They benefit from effective teaching. This includes pupils who may find learning difficult. Pupils have warm and caring relationships with staff. Bullying and unkindness are not tolerated here. Any incidents are dealt with swiftly and effectively. Staff know pupils very well. They use their knowledge of pupils to give them the help they need to strive to meet their potential. Indeed, the school’s 'Flourish Award' encourages pupils to do so. Many pupils achieve this.

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

Pupils benefit from the expansive opportunities to develop their skills beyond the classroom. For instance, there are programmes to help older pupils to enhance their leadership skills by supporting younger pupils. Younger pupils say they see older pupils and students as role models. Pupils can develop their talents and interests here, and most do. For example, the Year 7 rugby league team recently played at Wembley Stadium. Many pupils complete the Duke of Edinburgh's Award. This helps them to become well-rounded young people ready to take their place in society.

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Team inspectors:

Michael Gun-Why, Ofsted Inspector Katie Sharp, Ofsted Inspector Matt Symes, Ofsted Inspector Tom Priddle, Ofsted Inspector

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Next steps

Leaders should refine the processes in place to evaluate the impact of their actions. They should use this information to continue to drive improvements across all areas of the school. Leaders should sharpen the systems that they have in place to improve attendance to ensure that all pupils, including disadvantaged pupils and pupils with special educational needs and/or disabilities, attend school more often.

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About this inspection

The school is overseen by a board of governors, chaired by Angela Finch.

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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, senior leaders, members of the governing body, including the chair, and representatives from the local authority and the diocese 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

This is a Church of England school within the Diocese of Liverpool. The school's most recent section 48 inspection was in December 2021.

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About this inspection

The school makes use of 3 registered and one unregistered alternative provisions.

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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. National average: 28.9%

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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) 40.2% 45.4% Close to average

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national average

2023/24 (final) 38.0% 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) 45.7 46.1 Close to average

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national average

2023/24 (final) 44.0 45.9 Close to average

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national average

2022/23 (final) 41.8 46.3 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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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

2023/24 (final) 30.6 34.6 Close to average

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national average

2022/23 (final) 32.4 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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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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national average

2024/25 (final) -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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national average

2024/25 (3 term) 8.8% 8.4% Close to average

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national average

2023/24 (3 term) 8.6% 8.9% Close to average

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national average

2022/23 (3 term) 8.8% 9.0% Close to average

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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 (3 term) 24.4% 23.4% Close to average

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national average

2023/24 (3 term) 25.9% 25.6% Close to average

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national average

2022/23 (3 term) 24.9% 26.5% 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

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