North Huddersfield Trust School

North Huddersfield Trust School

Address: Woodhouse Hall Road, Huddersfield, West Yorkshire, HD2 1DJ Unique reference number (URN): 136502

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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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Attendance and behaviour Expected standard

Leaders prioritise improving pupils' attendance. As a result, attendance is in line with, or above, national averages over time for all pupils. Leaders use effective systems to identify concerns and remove barriers to attendance. Leaders work effectively with parents and carers to help pupils to attend. Where necessary, they engage with external agencies to ensure families receive appropriate support. Leaders know there is more to do to support pupils with the lowest levels of attendance.

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Attendance and behaviour Expected standard

Leaders establish a culture of positive relationships. The school has a welcoming ethos. Behaviour is calm and purposeful as a result of clear expectations. The vast majority of pupils fully engage in their learning. Lessons are free from disruption. Records show that instances of bullying, unkind language and harassment are very rare. Pupils are confident that staff would deal with any issues swiftly.

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Attendance and behaviour Expected standard

Leaders work effectively with pupils who find managing their behaviour difficult. Staff help pupils to learn from their mistakes. Where necessary, pupils receive more intensive support. This includes working with families and other agencies, as well as providing personalised spaces and resources in school. The school makes appropriate adjustments and adaptations to its approach to behaviour for pupils with special educational needs and/or disabilities.

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Curriculum and teaching Expected standard

Leaders have developed an ambitious curriculum. The curriculum is carefully sequenced and sets out the important knowledge that pupils should learn. It is broad and balanced. Pupils develop their skills and knowledge over time. Leaders have an accurate view of the quality of teaching and learning. They are taking action to continue to improve the curriculum.

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Curriculum and teaching Expected standard

Staff generally teach the curriculum effectively. They have secure subject knowledge and provide clear explanations. Where there are gaps or misunderstandings in pupils' knowledge, teachers usually identify and fill these swiftly. They check what pupils know and remember and use this information to help pupils understand what to do next. For example, in geography, English and science, pupils can talk about how teachers' checks help them to know what they need to improve.

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Curriculum and teaching Expected standard

Leaders know that some pupils need extra support to secure their basic skills in reading, writing and mathematics. They have recently introduced effective programmes to help these pupils to catch up with their peers. Some pupils with special educational needs and/or disabilities receive a bespoke curriculum. Leaders are developing this provision to ensure that it precisely meets pupils' individual needs. In a few instances, teachers do not make effective use of individual support plans to adapt their teaching for pupils with SEND. When this happens, it hinders pupils' success in lessons.

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Inclusion Expected standard

Leaders place inclusion at the centre of their work. They think carefully about how to meet individual pupils' needs. Leaders use effective systems to identify pupils' additional needs and barriers to learning. Pupils with special educational needs and/or disabilities (SEND) and other barriers receive targeted support to help them to access the curriculum. For example, pupils who need extra help with basic reading skills benefit from a tailored programme of support that helps them to improve. Leaders carefully check on the impact of this additional help to ensure it supports pupils to make better progress through the curriculum.

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Inclusion Expected standard

Highly skilled staff support the most vulnerable pupils and pupils with SEND. Leaders work effectively with other agencies to ensure pupils receive the support that they need. Staff understand pupils' needs. They use strategies in lessons to help pupils to learn. Some of these strategies are more effective than others. In some instances, leaders are unsure of the impact of the extra support for some pupils with SEND.

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Inclusion Expected standard

Leaders help pupils to manage their behaviour independently. The small number of pupils that need extra help remain engaged in their learning because they receive tailored support. Leaders rarely use alternative provision for pupils. When it is used, the best interests of pupils are at the centre.

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Inclusion Expected standard

Leaders use additional funding to support disadvantaged pupils effectively.

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Leadership and governance Expected standard

Leaders and governors see their school as being at the heart of the community. They have developed and embedded an environment in which pupils' wellbeing is prioritised, meaning pupils feel safe and well cared for. Leaders have a clear understanding of their school and are reflective in their practice. They thoughtfully consider school improvement priorities. They implement an appropriate range of strategies to bring about improvement. This has been particularly effective in improving attendance over time, as well as the quality of teaching and the curriculum. Leaders know there is more to do to improve pupils' achievement. They are taking the right action, which is showing early signs of positive impact.

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Leadership and governance Expected standard

Governors are well informed about the school’s context and priorities for improvement. They support and challenge leaders well and ensure that they use resources effectively. They take a thorough approach to checking and evaluating leaders’ work. They have implemented effective systems to do this. Governors use the trust board to engage constructively with the community. They understand and fulfil their statutory duties.

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Leadership and governance Expected standard

Staff are positive about the support they receive from leaders, describing them as approachable and considerate of workload and wellbeing. Leaders have established a programme of whole-school and departmental training, including best practice briefings and twilight sessions. This training supports school improvement priorities. Leaders check the work of staff and deal effectively with any inconsistencies. They use information from the checks they make to shape further improvements.

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Personal development and wellbeing Expected standard

Leaders have carefully designed a rich and broad personal development programme. Pupils learn about a wide range of topics, including relationships, online safety, mental health and keeping safe in the community. Pupils speak confidently about learning linked to different religions, respect, inclusion and culture. They are proud of their diverse and respectful community. Leaders identify when the programme needs to adapt to meet pupils’ changing needs or new risks. This includes adaptations for the most vulnerable pupils. Pupils are well prepared for life in modern Britain.

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Personal development and wellbeing Expected standard

Pupils benefit from an extensive range of enrichment opportunities. Leaders remove barriers to participation so that all pupils can access these opportunities. Pupils talk passionately about the wide range of trips, rewards and enrichment opportunities. These include careers events, sport, residential experiences, clubs and leadership roles. Pupil leadership is meaningful. Pupils are democratically selected, meet regularly and can identify changes they have influenced.

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Personal development and wellbeing Expected standard

The careers programme is a significant strength of the school. It offers expert, personalised advice and support for the next steps. There is extra support in place for pupils that need it, including pupils with special educational needs and/or disabilities. Pupils benefit from a wide range of meaningful encounters with the workplace. Leaders carefully consider these encounters so that they are as useful and relevant as possible. For example, pupils meet and interact with regular careers panels, so they can explore different types of jobs and industries. Pupils are well supported by the careers provision to take their next steps into post-16 education. Close links have been forged with local providers. It is rare that pupils leave the school without a planned progression destination.

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Achievement Needs attention

Leaders know that pupils' attainment in national tests and examinations has not consistently been as high as it could be. Over time, pupils have not achieved as well as they could. Not enough pupils gain the important qualifications that they need to be successful in their next stage of education, employment or training. Some pupils have gaps in their basic skills that hinder their achievement.

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Achievement Needs attention

Leaders’ focus on curriculum and teaching is having a positive impact on pupils’ achievement. This is evident in pupils' books and their confidence in talking about their learning. In some subjects, such as art and design and English, work is of a high quality and progress through the curriculum is evident. Pupils who receive additional support, and pupils with special educational needs and/or disabilities, often make positive progress through the curriculum from their starting points. Disadvantaged pupils achieve as well as other disadvantaged pupils nationally.

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

Pupils enjoy attending North Huddersfield Trust School. They are proud of their diverse school community. Pupils get along well and respect each other. Staff form positive relationships with pupils. Pupils attend regularly because they value what the school offers. Pupils also behave well. Staff provide additional support to pupils who find it difficult to manage their behaviour. Records show that bullying is rare. Pupils are confident that adults would resolve it quickly if it did happen. Pupils feel well supported. They have a trusted adult they can turn to for help if they need it. This includes the most vulnerable pupils.

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

Leaders recognise that pupils do not achieve as highly as they could. They have taken action to improve the quality of teaching, but know there is still more to do. There are some early signs of positive impact. Many pupils demonstrate success in lessons and produce work that is of high quality. Pupils are becoming increasingly independent when completing tasks. Where pupils fall behind their peers, staff provide support that helps them to catch up. For example, some pupils benefit from extra help with their reading.

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

Pupils appreciate the wide range of activities open to them. These include, for example, an annual culture day, theatre visits and kickboxing. Educational visits broaden pupils' horizons and help them to prepare for life beyond school. The regular ‘boost’ afternoons enable all pupils to participate in activities beyond the classroom. These activities help to develop pupils’ character and resilience. Pupils can also take part in a wider range of activities in the ‘Xtra’ programme. Activities include sports, chess, debating and preparing for next steps. Pupils participate in leadership roles and their voices are heard. They influence changes to, for example, the yearly culture day, the school menu and the toilets.

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Next steps

Leaders should continue to embed their ongoing work to develop the school's curriculum and teaching so that achievement improves for all pupils, particularly in the core subjects. Leaders should ensure that staff use individual support plans to adapt their teaching so that pupils with special educational needs and/or disabilities make better progress through the curriculum from their starting points.

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About this inspection

The chair of the board of governors in this school is Tim Winterburn.

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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, school leaders and governors during the inspection. They spoke with staff and pupils. They visited lessons and looked at samples of pupils'

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Lead inspector:

Karen Blackburn, His Majesty's Inspector

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Team inspectors:

Chris Fletcher, Ofsted Inspector Vicky Callaghan, Ofsted Inspector James Franklin-Smith, Ofsted Inspector Jason Kenneally, 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 30 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. work.

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What does this mean?

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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What does this mean?

Inspectors were aware during this inspection of a serious incident involving a child who used to attend this school that had occurred since the previous inspection. While Ofsted does not have the power to investigate incidents of this kind, actions taken by the school in response to the incident were considered alongside the other evidence available at the time of the inspection to inform inspectors’ evaluations.

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What does this mean?

The school currently uses no alternative provision.

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What does this mean?

Headteacher: Andrew Fell National average: 1,067

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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 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. National average: 13.4%

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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

2022/23 (final) 37.3% 45.3% 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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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

2022/23 (final) 0.14 -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) 17.6% 25.8% Close to average

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national average

2023/24 (final) 19.4% 25.8% Close to average

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national average

2022/23 (final) 21.7% 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) 31.0 34.9 Close to average

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national average

2023/24 (final) 30.0 34.6 Close to average

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national average

2022/23 (final) 35.6 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) -0.61 -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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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) 9.5% 8.4% Close to average

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national average

2023/24 (3 term) 8.8% 8.9% Close to average

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national average

2022/23 (3 term) 9.2% 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

2023/24 (3 term) 29.6% 25.6% Close to average

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national average

2022/23 (3 term) 28.0% 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

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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