Neston High School

Neston High School

Address: Raby Park Road, Neston, Cheshire, CH64 9NH Unique reference number (URN): 138318

p.1

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.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Expected standard

As pupils and sixth-form students progress through the curriculum, they secure an understanding of increasingly complex ideas. Pupils, including disadvantaged pupils and those with special educational needs and/or disabilities, generally make progress from their starting points.

p.2

Achievement Expected standard

The additional support that pupils with gaps in their knowledge of reading, writing or numeracy receive is generally effective. Consequently, these gaps in functional knowledge are typically addressed. As a result, most pupils are better able to access their learning.

p.2

Achievement Expected standard

Pupils’ attainment in examinations at the end of key stage 4 is typically close to the national average, including for disadvantaged pupils. Results in A-level examinations have been below the national average over time. However, most students attain positive A-level grades. Students’ results in vocational qualifications are also consistently positive. The qualifications that pupils and students gain enable them to access appropriate next steps.

p.2

Attendance and behaviour Expected standard

Leaders closely monitor pupils’ attendance and behaviour. They use this information to praise and celebrate success. When necessary, leaders put strategies in place to support pupils who find attendance or managing their emotions challenging. This support can include additional education, mental health support, close work with families or an adapted curriculum.

p.2

Attendance and behaviour Expected standard

Typically, pupils’ attendance is positive and in line with the national average. Leaders’ support for pupils with special educational needs and/or disabilities (SEND) is particularly effective. This has led to pupils with SEND typically attending school more frequently than their peers nationally. Leaders’ actions around attendance have also resulted in fewer pupils regularly missing school. When pupils’ attendance declines, leaders act quickly. Consequently, attendance is improving.

p.2

Attendance and behaviour Expected standard

Leaders have established clear rules and routines that pupils understand. Pupils are recognised for their positive behaviour choices. Leaders also ensure that negative choices have a consequence. This helps to create a calm environment where lessons are rarely disrupted. Pupils have a positive attitude to learning.

p.2

Attendance and behaviour Expected standard

Pupils know that leaders do not tolerate bullying or unkind behaviour. Leaders record known incidents and resolve them quickly. They also work with pupils and parents and carers to encourage the reporting of any concerns.

p.2

Curriculum and teaching Expected standard

Leaders have designed a curriculum that helps pupils build knowledge and understanding over time. The curriculum covers a wide range of subjects taught by knowledgeable teachers. When appropriate, leaders adapt the curriculum for pupils who face barriers to their learning or wellbeing. This includes alternative qualifications and additional support to develop independence skills and prepare pupils for their next steps.

p.2

Curriculum and teaching Expected standard

In most lessons, teachers explain new concepts clearly and link them to prior learning. They set appropriate tasks that help pupils remember what they have been taught and secure their understanding. Teachers use a range of approaches to check what pupils know and can do. Teachers usually address any gaps in understanding. They understand the barriers faced by some pupils and provide suitable support to reduce these. This is particularly the case for pupils with special educational needs and/or disabilities.

p.3

Curriculum and teaching Expected standard

Leaders have established a system to identify pupils who find reading, writing or numeracy challenging. They provide additional support for these pupils. In lessons, teachers often support pupils who have gaps in this knowledge. However, this support is not consistent across all classrooms.

p.3

Inclusion Expected standard

Leaders identify pupils’ barriers to learning or wellbeing quickly. This is particularly true for pupils with special educational needs and/or disabilities. Leaders’ identification of these barriers enables them to put strategies in place to support pupils. These strategies include in-class help or additional support outside lessons. When necessary, leaders work with other professionals to ensure that effective support is provided for individual pupils. Leaders’ work with the local authority’s virtual school is effective. This supports pupils known to, or previously known to, social care to make positive progress through the curriculum and towards their specific targets.

p.3

Inclusion Expected standard

Leaders carefully monitor pupils’ academic progress, behaviour and attendance. This helps leaders to evaluate whether the support in place is effective. If it is not, leaders act quickly to adapt support so that it helps pupils. As a result, pupils who face barriers generally make progress from their starting points.

p.3

Inclusion Expected standard

Disadvantaged pupils benefit from the support that leaders provide. Leaders’ use of additional funding, such as the pupil premium funding, helps reduce barriers. This includes providing additional tuition or resources. Leaders also ensure that disadvantaged pupils access enrichment activities.

p.3

Inclusion Expected standard

When appropriate, leaders use alternative provision effectively. This helps pupils to experience success in school.

p.3

Leadership and governance Expected standard

Leaders and trustees have a clear understanding of the school’s strengths and its areas for development. Together, they craft appropriate plans to address the school’s priorities. Trustees challenge leaders on their progress towards the school’s improvement. When leaders require trustees’ support, it is available. For example, trustees have provided resources to increase staff in identified areas. As a result, leaders’ actions are effective. Where leaders have prioritised their efforts, for example by supporting priority subject areas, the improvement is particularly evident. Staff feel proud to work at this school. They feel comfortable raising any questions or concerns with leadership. Staff understand that leaders support them with their workload and wellbeing. Additionally, leaders encourage staff to share their thoughts. Consequently, staff are valued members of the school community.

p.3

Leadership and governance Expected standard

Leaders have carefully designed a professional development programme around the main priorities for the school. The programme is also tailored to the needs of individual staff members and curriculum areas. When necessary, leaders have built relationships with local schools and colleges to share effective practice. This has been particularly powerful in enhancing the transition process from primary school as well as improving the post-16 provision.

p.4

Leadership and governance Expected standard

Leaders and trustees have created powerful connections with the local community. When possible, leaders ensure that the school is represented at local events. Additionally, the school hosts performances in local venues. This helps to create a school community where local residents also belong. On the whole, parents and carers speak very positively of their relationship with the school, commending how their children are happy at the school.

p.4

Personal development and wellbeing Expected standard

Leaders have crafted a personal development programme that teaches pupils what they need to know for life in modern Britain. As a result, pupils understand how to keep themselves safe and healthy, including in the online world. Most pupils understand and respect people’s differences. However, their knowledge of why some differences are protected by law is not secure. Pupils are familiar with important ideas, such as democracy, though their understanding is not detailed. This is also the case for their knowledge of money management.

p.4

Personal development and wellbeing Expected standard

There is an effective pastoral team in place. Staff know pupils well and provide appropriate, individualised support. Pupils value this support, and those who face challenges receive additional help, including guidance on staying safe and managing social situations.

p.4

Personal development and wellbeing Expected standard

Leaders provide a broad range of clubs, trips and activities. These enable pupils to develop new interests and meet new people. Leaders are determined to ensure that pupils, including those who face challenges, take part fully in the enrichment offer. Pupils learn the importance of teamwork through the Duke of Edinburgh’s Award. They develop enterprise skills by selling products made from recycled plastic in a science, technology, engineering and mathematics club. Pupils also learn about friendly competition through a range of sporting opportunities.

p.4

Personal development and wellbeing Expected standard

Leaders promote a strong sense of community. Pupils contribute their artwork to local venues, help redecorate public spaces and perform the school production for local residents at a nearby theatre. Collectively, this enrichment offer develops pupils’ interests and encourages them to contribute to the wider community.

p.4

Personal development and wellbeing Expected standard

Pupils benefit from an informative careers programme. They engage with guest speakers from businesses, colleges and training providers. Leaders also provide effective support for pupils with barriers to their learning and/or wellbeing. This helps pupils move on to appropriate education, employment or training when they leave school.

p.4

Post-16 provision Expected standard

Leaders’ post-16 curriculum teaches students about the world around them and how to keep themselves safe. Students can gain additional qualifications as part of their wider enrichment. For example, they can become qualified first-aiders or learn how to teach English as a foreign language. Some students take on leadership roles. They collaborate with pupils across the school to share different ideas with the school’s leadership team.

p.5

Post-16 provision Expected standard

Leaders support students to engage with universities and degree apprenticeship providers and complete work experience. Students who face challenges receive additional support when applying for future destinations. As a result, almost all students move on to an ambitious range of destinations after leaving the sixth form.

p.5

Post-16 provision Expected standard

Teachers, who are subject specialists, design lessons carefully. Typically, they provide effective feedback. This helps students to secure and build on their understanding. As a result, students articulate their knowledge clearly, and their work is of high quality. Students who face challenges receive additional support, usually through one-to-one mentoring.

p.5

Post-16 provision Expected standard

While published A-level results are significantly below the national average, this is not typically the case. The vast majority of students attain grades that are in line with the national average. This is also true for students who complete vocational qualifications.

p.5

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

Pupils and sixth-form students are proud to belong to this school community. When they arrive in the morning, they know that they will be greeted by supportive staff who are pleased to see them. The positive environment encourages most pupils to attend well.

p.5

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

Pupils understand that leaders have high expectations of their behaviour. They know that leaders do not tolerate unkind behaviour, including bullying, and that any incidents are dealt with quickly. This helps create a calm and orderly school where pupils feel safe.

p.5

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

Leaders and staff understand the barriers to learning and wellbeing that some pupils face. As a result, these pupils generally receive the support they need. This is particularly evident for pupils with special educational needs and/or disabilities (SEND). Consequently, pupils are able to access their learning effectively. The calm environment in classrooms contributes to this. Lessons are rarely disrupted, and some pupils have a strong interest in their learning. Teachers usually use effective strategies to help pupils build their knowledge over time. However, this is not consistent across all subjects. Overall, pupils and sixth-form students typically make progress through the curriculum, including disadvantaged pupils and those with SEND. Results in national examinations are positive, and pupils move on to appropriate next steps. Pupils benefit from a broad range of experiences. These include clubs such as choir,

p.5

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

basketball and book club. Pupils visit local museums, take part in debates and perform in a range of arts events. Leaders ensure that pupils who face challenges can participate fully. Pupils, including disadvantaged pupils, are encouraged to try new activities. This helps to improve their confidence. Pupils perform their annual production at a local theatre and invite members of the public to attend. This helps pupils understand the importance of their community and enjoy contributing to their local area.

p.6

Next steps

Leaders should ensure that teachers in the sixth form consistently provide highly effective feedback to students. This will help students further improve their attainment in national examinations. Leaders should ensure that teachers consistently make appropriate adaptations to their lessons so that pupils with barriers to their learning and/or wellbeing achieve well. Leaders should ensure that teachers consistently address pupils’ gaps in foundational knowledge in lessons. Leaders should ensure that pupils gain a deep understanding of protected characteristics and fundamental British values so that they are very well prepared for life beyond school.

p.6

About this inspection

This school is a single-academy trust. This means that the school is overseen by a board of trustees, chaired by Dr Kevin Mothersdale. This board is also responsible for the running of the school.

p.6

About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

p.6

About this inspection

This inspection took place from 23 June to 24 June 2026.

p.6

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.

p.6

About this inspection

Inspectors spoke with members of the trust board, the headteacher and the senior leadership team during the inspection. They also spoke with pupils, sixth-form students and staff and reviewed parent and carer responses to the Parent View survey.

p.6

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.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

The school currently makes use of 4 alternative provisions, including one that is unregistered.

p.6

Team inspectors:

Linda Griffiths, Ofsted Inspector Jane Holmes, Ofsted Inspector Adam Sproston, His Majesty's Inspector Claire Hallwood, Ofsted Inspector Karen Lynskey, Ofsted Inspector

p.7

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.

p.7

Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 23 June 2026

p.7

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.

p.7

What does this mean?

Headteacher: Kirsty Cunningham The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

p.7

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

p.8

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.

p.8

What does this mean?

The proportion of pupils with reported special educational needs support at the school.

p.8

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.

p.9

What does this mean?

Whether school has Resourced provision or SEND unit (if applicable).

p.9

English and maths GCSE

Percentage of pupils who achieved grade 5 or above in English and maths GCSE.

p.9

national average

2024/25 (final) 36.8% 45.4% Close to average

p.9

national average

2023/24 (final) 42.1% 45.9% Close to average

p.9

national average

2022/23 (final) 44.2% 45.3% Close to average

p.9

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.

p.9

national average

2024/25 (final) 43.4 46.1 Close to average

p.9

national average

2023/24 (final) 45.1 45.9 Close to average

p.9

national average

2022/23 (final) 46.1 46.3 Close to average

p.9

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.

p.9

national average

2023/24 (final) 0.22 -0.03 Close to average

p.10

national average

2022/23 (final) 0.18 -0.03 Close to average

p.10

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.

p.10

Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils achieving grade 5 or above in English and maths GCSE.

p.10

national average

2023/24 (final) 24.4% 25.8% Close to average

p.10

national average

2022/23 (final) 20.3% 25.2% Close to average

p.10

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.

p.10

national average

2024/25 (final) 32.4 34.9 Close to average

p.10

national average

2023/24 (final) 35.6 34.6 Close to average

p.10

national average

2022/23 (final) 35.0 35.0 Close to average

p.10

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.

p.10

national average

2023/24 (final) -0.30 -0.57 Close to average

p.11

national average

2022/23 (final) -0.48 -0.57 Close to average

p.11

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.

p.11

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.

p.11

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.

p.11

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.

p.12

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).

p.12

A-level average point score

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

p.12

A-level value added

A score showing students’ progress between the end of key stage 4 and the end of their academic qualification studies.

p.13

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.

p.13

national average

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

p.13

national average

2023/24 (3 term) 8.4% 8.9% Close to average

p.13

national average

2022/23 (3 term) 8.7% 9.0% Close to average

p.13

Persistent absence

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

p.13

national average

2024/25 (3 term) 23.2% 23.4% Close to average

p.13

national average

2023/24 (3 term) 26.6% 25.6% Close to average

p.13

national average

2022/23 (3 term) 26.5% 26.5% Close to average

p.13

Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

p.13

Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

p.14

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.

p.14

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.14

Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

p.14

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.

p.14

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.14

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 .

p.14

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.14

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.14