Brine Leas School

Brine Leas School

Address: Audlem Road, Nantwich, Cheshire, CW5 7DY Unique reference number (URN): 136279

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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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Inclusion Strong standard

Leaders have an in-depth understanding of the barriers that pupils may face to their learning or wellbeing. They identify these barriers quickly and put very effective support in place. When necessary, leaders work with other professionals to make sure that pupils receive the help they need. Leaders check keenly whether this help is effective. They act quickly to adapt things when required. As a result, pupils, including those with special educational needs and/or disabilities, fully access everything that the school has to offer.

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Inclusion Strong standard

Leaders provide very effective support for pupils who join the school during the academic year. As a result, these pupils immediately feel part of the school community. Leaders rapidly find out the best ways to help these pupils thrive. This helps staff to provide effective support without delay and reduce any negative impact on pupils’ learning or wellbeing.

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Inclusion Strong standard

Pupils who are known, or previously known, to social care are supported effectively by well- trained staff. Leaders work closely with the local authority’s virtual school to make sure that these pupils progress quickly towards their targets.

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Inclusion Strong standard

Leaders make very effective use of additional funding, such as the pupil premium grant, to support disadvantaged pupils. This provides additional teaching and makes sure that pupils can take part in all aspects of school life.

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Achievement Expected standard

As pupils progress through the curriculum, they build an understanding of what they have been taught. Pupils, including those with special educational needs and/or disabilities, produce work that reflects an increasing engagement with complex ideas and concepts. Consequently, pupils make progress from their starting points.

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Achievement Expected standard

Leaders provide effective support for pupils who struggle with their reading, writing or numeracy. This additional help sees pupils’ difficulties with these functional skills reduce. As a result, pupils can better access their learning.

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Achievement Expected standard

Pupils, and students in the sixth form, attain well in national examinations. Over time, the school's typical results have been in line with the national average. This is also true of disadvantaged pupils. In some subjects, pupils attain at higher rates than the national average.

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Achievement Expected standard

The knowledge that pupils gain, alongside the qualifications they achieve, make sure that pupils are prepared for their next steps in education, employment or training.

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Attendance and behaviour Expected standard

Leaders monitor pupils’ attendance and behaviour closely. They use this information to develop strategies that promote high attendance and positive behaviour choices. As a result, pupils generally have high rates of attendance, including pupils with special educational needs and/or disabilities. Leaders support pupils who face challenges with attendance. This support includes personalised plans and regular contact with parents and carers. As a result, pupils who previously struggled to come to school, particularly disadvantaged pupils, are beginning to attend school more regularly.

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Attendance and behaviour Expected standard

Leaders have established rules and routines that pupils understand. They ensure that positive behaviour choices are recognised through awarding merits. Behaviour that does not meet leaders’ expectations receives appropriate consequences. Leaders support pupils who find it difficult to manage their own behaviour. They provide additional opportunities for these pupils to reflect and improve. This approach helps to ensure a calm and purposeful environment for learning.

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Attendance and behaviour Expected standard

There are systems to report behaviour incidents, including discrimination, abuse and bullying. Pupils, including students in the sixth form, are confident to use them. Leaders monitor records closely and act promptly to address incidents of bullying or unkind behaviour effectively.

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Curriculum and teaching Expected standard

Leaders have created appropriate curriculums across all subjects. They ensure that pupils learn complex and challenging ideas as they progress through the curriculum. When necessary, leaders adapt the curriculum so that it remains ambitious for pupils, regardless of their starting points.

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Curriculum and teaching Expected standard

Teachers generally deliver lessons in line with the ‘Brine Leas Way’. This sets out a consistent structure, including carefully-designed learning activities and assessment strategies. On the whole, teachers set appropriate tasks that help pupils to understand new ideas and build on their existing knowledge. Teachers use a range of methods to check pupils’ understanding. When they identify gaps in pupils’ knowledge, teachers often address these effectively. However, this is not consistent. Occasionally, pupils' misconceptions go unnoticed.

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Curriculum and teaching Expected standard

Teachers know what support pupils need to access their learning fully, including pupils with special educational needs and/or disabilities. They typically provide this support. However, this is not always done consistently. As a result, barriers to learning are not reduced as effectively as they could be.

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Curriculum and teaching Expected standard

Leaders have developed a programme of support for pupils who have gaps in their reading, writing or number knowledge. Teachers identify these gaps quickly and put effective support in place.

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Leadership and governance Expected standard

Leaders and governors understand the school well. They know the school’s strengths and areas for further development. Governors challenge and support leaders appropriately. Leaders and governors steer effective actions to address the school’s priorities. Governors and trustees make sure that the school has the resources needed to work on these priorities. Leaders also seek advice and guidance from other professionals and agencies. This helps leaders to make sure that their actions are appropriate. As a result, leaders’ actions bring about improvement.

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Leadership and governance Expected standard

Leaders routinely consider the impact of their decisions on staff's workload and wellbeing. This has led to new and creative strategies, such as ‘community cover’, to thank staff for their work. Staff’s professional development is also important to leaders. This development programme addresses the school’s priorities and helps to raise the standard of education in the school. Staff value this training and generally apply what they have learned to their practice. Staff appreciate leaders’ support and are proud to work at Brine Leas.

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Leadership and governance Expected standard

Governors and leaders engage well with the local community. For example, leaders host public performances of the school production at the local theatre. Leaders’ work with nearby primary schools has helped to make pupils’ introduction to secondary school easier. These links with other schools also help leaders and staff to share effective practice. Leaders have developed positive relationships with parents and carers. Parents are supportive of the school and appreciate the education that their children receive.

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Personal development and wellbeing Expected standard

Leaders make sure that pupils are taught about the world around them. This includes understanding people’s differences, life in modern Britain and how pupils can look after themselves and others. Leaders also ensure that pupils learn about new or emerging issues in society. This helps to raise pupils’ awareness of the risks and opportunities that they may face as they grow up.

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Personal development and wellbeing Expected standard

Pupils, including pupils with special educational needs and/or disabilities (SEND) and disadvantaged pupils, understand how to keep themselves healthy and safe, both online and offline. Pupils appreciate that people are different from one another. However, their understanding is not as secure as it could be. As a result, some pupils use disrespectful language without fully understanding its impact on others. Leaders address these incidents quickly and appropriately.

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Personal development and wellbeing Expected standard

Leaders provide a wide range of opportunities that pupils benefit from. Pupils experience different cultures through international trips and exchange programmes with pupils from France and Spain. They also make new friends and discover new interests through clubs, such as rugby, chess and drama. Leaders provide pupils with leadership roles. This helps to develop pupils’ teamwork and confidence. Leaders make sure that pupils, including those with SEND and disadvantaged pupils, can access this wider offer. Consequently, pupils who face challenges in their lives benefit fully.

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Personal development and wellbeing Expected standard

Leaders have created a careers programme that informs pupils about their options after secondary school. This includes work experience and guest speakers from a range of education and training providers. Staff support pupils with applications to their future destinations, particularly pupils with SEND. As a result, pupils move on to appropriate and ambitious education, employment or training after leaving Brine Leas.

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Post-16 provision Expected standard

Leaders have designed an effective programme of study for the sixth form. This includes teaching students how to keep themselves safe as they move towards independent life. Students take part in a broad enrichment programme. For example, they help Year 11 pupils with their studies and teach others how to sail. This develops their maturity and communication skills. Students can also gain qualifications in sporting excellence or benefit from the ‘talented athlete programme’. These opportunities enable students to pursue their interests and hobbies while studying for A-levels and vocational courses.

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Post-16 provision Expected standard

Leaders have established an informative careers programme. Students engage with universities, training providers and a range of employers. They benefit from mock interviews and receive one-to-one support when writing applications for their chosen destinations.

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Post-16 provision Expected standard

Students are committed to their studies. Teachers give clear explanations of complex ideas, which helps students build secure knowledge and grapple with the ambitious curriculum. Staff provide additional support for students who face barriers to learning or wellbeing, including academic mentoring and, when appropriate, mental health counselling. This support reduces students' difficulties. As a result, students attain well in A-level examinations and vocational courses, with results in line with national averages. These results support students' progression to ambitious courses of higher education when they leave.

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

From the moment they join the school, pupils and students in the sixth form make lasting and meaningful friendships. They enjoy their time together and are confident sharing their experiences with visitors. Pupils from different year groups are proud to belong to their house. They take part in friendly competitions to try and become the ultimate winners. This helps to create a positive culture where pupils understand teamwork and their role in the school community.

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

Pupils are comfortable reporting any unkind behaviour to staff. They know that staff do not tolerate things such as derogatory language or bullying. This helps pupils to feel safe and to enjoy their time at school. Pupils attend regularly. This reflects the positive experience that pupils have at Brine Leas.

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

In lessons, pupils typically demonstrate real interest in their learning. Pupils benefit from a well-designed curriculum. They usually receive helpful guidance from teachers, which supports their progress. Pupils with barriers to their learning or wellbeing get the additional help they need. This helps pupils, including those with special educational needs and/or disabilities, to learn alongside their peers and to achieve well. Results in national examinations, including A-levels, are typically positive. Pupils and students in the sixth form move on to ambitious and appropriate destinations once they leave. Many Year 11 pupils choose to continue their education in the school’s sixth form.

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

Pupils take part in a wide range of trips and activities that enrich their experience at school. They enjoy opportunities such as language exchanges and performing in school productions. Pupils attend clubs where, for example, they practise trampolining, learn origami and converse in German. This helps them to develop new interests. Pupils who face challenges in their lives receive support that enables them to take part fully in these wider experiences.

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Next steps

Leaders should ensure that adaptations to support pupils with barriers to their learning or wellbeing are applied consistently in lessons so that these pupils achieve well. Leaders should ensure that teachers use assessment strategies consistently well to identify and swiftly address any misconceptions or gaps in pupils’ knowledge. Leaders should ensure that pupils gain a deep understanding of the protected characteristics and fundamental British values so that they are very well prepared for life in modern Britain.

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About this inspection

This school is part of The Cornovii Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Richard Middlebrook, and overseen by a board of trustees, chaired by Janet Furber.

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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 school leaders, including those responsible for governance, during the inspection. Inspectors also spoke with pupils and staff and considered the responses to Ofsted Parent View, including any free-text comments.

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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 currently uses no alternative provision.

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Team inspectors:

Liz Kelly, Ofsted Inspector David Roberts, Ofsted Inspector Alyson Middlemass, Ofsted Inspector Jamie Jardine, Ofsted Inspector Sue Farrimond, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 16 June 2026

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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. 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 6 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 needs support 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) 52.6% 45.4% Close to average

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national average

2023/24 (final) 53.1% 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) 49.7 46.1 Close to average

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national average

2023/24 (final) 48.9 45.9 Close to average

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national average

2022/23 (final) 50.7 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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national average

2023/24 (final) -0.07 -0.03 Close to average

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national average

2022/23 (final) 0.00 -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) 27.5% 25.8% Close to average

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national average

2023/24 (final) 33.3% 25.8% Close to average

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national average

2022/23 (final) 30.0% 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) 34.4 34.9 Close to average

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national average

2023/24 (final) 38.4 34.6 Close to average

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national average

2022/23 (final) 35.9 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) -0.56 -0.57 Close to average

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national average

2022/23 (final) -0.55 -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) 36.22 35.00 Close to average

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national average

2023/24 (final) 32.75 34.38 Close to average

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national average

2022/23 (final) 36.40 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

2024/25 (final) 0.1 0.0 Close to average

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national average

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

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Overall absence

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

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Persistent absence

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

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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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