Dean Trust Wigan

Dean Trust Wigan

Address: Greenhey, Orrell, Wigan, Greater Manchester, WN5 0DQ Unique reference number (URN): 144519

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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 are tenacious in their pursuit to improve and promote high attendance. There has been notable improvement in the attendance of disadvantaged pupils and those with special educational needs and/or disabilities. This is testament to leaders’ determination to ensure that school is a place where pupils want to be, regardless of their vulnerabilities or additional needs. Effective, embedded systems support staff to monitor pupils’ attendance forensically and to intervene swiftly when it falls short of leaders’ expectations.

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Attendance and behaviour Expected standard

Pupils at Dean Trust Wigan behave well. Leaders’ actions to improve behaviour and culture are tangible. They ensure that pupils fully understand why it is important to behave well and respect others and the environment. Positive behaviours, consistently modelled by staff, foster a sense of belonging for pupils. Leaders have appropriately reduced the number of suspensions pupils receive. A positive, calm and respectful culture pervades the school. In lessons, pupils are generally engaged and motivated to learn. They view the rewards shop as a positive incentive. Pupils appreciate leaders’ endeavours to educate them about discriminatory behaviours. Pupils said that they are accepted for who they are and that they have faith in staff addressing any bullying or discrimination. Daily routines, including morning check-ins, support pupils to feel safe and cared for by staff.

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Curriculum and teaching Expected standard

Leaders' actions have considerably improved the quality of teaching since the previous inspection. They have acted decisively to ensure that all staff understand what constitutes high-quality teaching and its resulting impact on pupils’ learning. Leaders ensure that they evaluate the quality of teaching, and that this informs staff training and development.

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Curriculum and teaching Expected standard

The well-designed curriculum is underpinned by research-based evidence. Pupils benefit from consistent classroom routines and teaching approaches in line with 'The Dean Trust Way'. For the most part, teachers use these approaches with fidelity, and pupils recognise how this contributes positively to their learning.

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Curriculum and teaching Expected standard

The curriculum is generally taught well. In the main, teachers have secure subject knowledge, and they provide clear explanations to pupils. Pupils benefit from regular opportunities to revisit prior learning. The curriculum sequence and teaching allow pupils to understand where their knowledge and skills fit within their overall learning journey. Teachers promote the use of ambitious, subject-specific vocabulary. They draw on their knowledge of pupils’ learning needs to address any gaps in their reading and handwriting. Many pupils read with age-appropriate comprehension and fluency.

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Curriculum and teaching Expected standard

Assessment practices are generally used well to check pupils’ learning over time. Occasionally, this practice is not as effective within lessons, and pupils' misconceptions are not addressed.

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Inclusion Expected standard

Leaders are relentless in their drive to create a truly inclusive culture at the school. There are well-honed systems in place to identify pupils' needs and any obstacles to learning that they may face. As a result, staff demonstrate a deep knowledge of individual pupils, including those with special educational needs and/or disabilities (SEND).

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Inclusion Expected standard

Leaders use additional funding to remove pupils' barriers to learning. This is improving the outcomes of pupils with SEND and those who are disadvantaged. Teachers have detailed information about pupils’ vulnerabilities. In the main, they use this to improve pupils’ access to the curriculum. Teaching staff have high expectations for all pupils. They adapt their teaching and address gaps in pupils' reading and writing. Occasionally, the adaptations teachers make do not benefit some pupils.

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Inclusion Expected standard

Leaders are committed to developing pupils’ sense of belonging and wellbeing. Typically, the school does this well. For example, the in-house early help team builds positive relationships with families to maximise the impact of support for pupils. This support includes assistance with transport and providing equipment. Pastoral leaders share information well. They routinely equip staff with knowledge about pupils’ emerging or changing needs.

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Inclusion Expected standard

Leaders work closely with the virtual school to ensure that pupils known to social care benefit from robust and aspirational support plans. Leaders demonstrate strong challenge to external agencies when necessary to secure timely support for vulnerable pupils.

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Inclusion Expected standard

Pupils who attend the internal inclusion centre or alternative provision are supported to follow an ambitious curriculum. They benefit from targeted support to build their self-esteem and address their social and emotional needs. Leaders have oversight about the impact of the support that pupils receive. This allows them to make appropriate adjustments and refinements.

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Leadership and governance Expected standard

Leaders’ unswerving ambition for pupils’ success has galvanised the whole-school community. Since the previous inspection, leaders' actions have had a positive impact on many aspects of the school. Leaders acknowledge that the school is on a journey and they show no complacency in their drive for further improvement. They are committed to ensuring that pupils are at the heart of every decision that they make. Leaders forge meaningful relationships with parents and carers through their interactions.

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Leadership and governance Expected standard

Staff are united in the view that leaders, with support from the trust, have transformed this school. Sharpened quality assurance processes have afforded leaders a realistic and accurate understanding of the school’s strengths and areas for further development. As a result, staff benefit immensely from the targeted professional development programme that is rapidly improving the quality of their teaching. Staff feel valued and invested in. They engage well with their professional development and embrace leaders’ high expectations.

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Leadership and governance Expected standard

Trustees, executive leaders and local governors are knowledgeable about all aspects of the school’s provision. They share school leaders’ moral imperative to allow all pupils to flourish. Those responsible for governance provide highly effective challenge and support to school

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Needs attention

leaders. Leaders continually evaluate and reflect on the impact of their decisions. This includes consideration of staff workload and wellbeing when implementing change. While pupils’ outcomes are not where leaders want them to be, standards are improving across the school.

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Personal development and wellbeing Expected standard

Leaders have purposely designed an inclusive, age-appropriate personal development programme that is valued by pupils and staff alike. It reflects leaders’ ambition to foster a sense of belonging while raising pupils’ expectations of what they can achieve.

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Personal development and wellbeing Expected standard

Pupils develop their understanding of, and respect for, fundamental British values and cultural diversity in modern Britain. They experience a rich curriculum that celebrates difference and diversity. Pupils understand the elements of healthy relationships and how to stay safe online. They speak confidently about concepts and issues such as misogyny and consent.

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Personal development and wellbeing Expected standard

Leaders focus on ensuring that school is somewhere that pupils want to be. Pupils are rewarded for their achievements, for example through being nominated as 'pupil of the week'. This helps to cultivate a sense of pride and belonging. Alongside this, leaders have enhanced and extended opportunities for pupil leadership. Pupils, including those who are disadvantaged and those with other barriers to learning, acquire leadership roles that support their wider development and give them a voice in the school.

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Personal development and wellbeing Expected standard

Pupils' interests are nurtured through a plethora of enrichment opportunities, such as music, singing lessons and trips that enhance the taught curriculum. Leaders gather pupils' views and wishes and use this information to maximise participation for all groups of pupils. Pupils are proud of the sporting success of the school, including in the recent 'Dean Trust Games'.

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Personal development and wellbeing Expected standard

Staff care deeply about removing obstacles to pupils’ success. Pupils know that staff take the time to really get to know them, and this makes them feel valued. Leaders ensure that high-quality pastoral care supports pupils’ wellbeing and mental health, as well as developing their resilience. Together with effective careers guidance, this ensures that pupils leave school ready to navigate the challenges that await them in modern society.

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Achievement Needs attention

Leaders’ actions to improve the achievement of all pupils show a positive impact. Pupils’ published outcomes are below national comparators but show an improving picture. Pupils make progress from their starting points, particularly those who are disadvantaged. In some subjects, the achievement of disadvantaged pupils is close to their peers nationally. Outcomes for pupils with special educational needs and/or disabilities mirror the positive trajectory seen across the wider school.

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Achievement Needs attention

Leaders focus on addressing gaps in pupils' learning in reading, writing and mathematics. Pupils benefit from this focus in their reading skills and in their knowledge and use of vocabulary. The quality of pupils' written work is variable. For some pupils, their handwriting and number work is improving, but this is not consistent.

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Achievement Needs attention

Most pupils are prepared for their next stage in education, employment or training. The number of pupils accessing aspirational post-16 courses has doubled in recent years.

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

In recent years, the lived experiences of pupils at Dean Trust Wigan have changed beyond recognition. Dean Trust Wigan is a school where pupils feel safe, happy and like they genuinely belong. Leaders’ improvements to the culture in this school are palpable. Pupils appreciate the transformation in behaviour and the quality of teaching at the school.

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

Pupils champion diversity. They are taught to actively celebrate other cultures. Pupils said that this has really opened their eyes to valuing the differences between people. As such, bullying and discriminatory behaviour are rare and dealt with swiftly should they occur. The school’s motto of ‘Be kind, try hard’ permeates school life. Around the school, pupils behave well. They are polite, articulate and keen to showcase their school. Pupils show high levels of respect for themselves, their peers and for staff.

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

Across all aspects of the school, staff foster an unquestionable sense of belief in pupils. Leaders’ raised expectations of what all pupils, including those who are disadvantaged, can achieve are starting to bear fruit. Pupils are learning much better than they have in the past. They are increasingly benefiting from well-taught lessons and leaders’ drive to address any gaps that they have in their knowledge. As a result, many pupils read well and increasing numbers of pupils are progressing onto positive, post-16 destinations. However, pupils’ achievement at the end of key stage 4 remains inconsistent.

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

Pupils cherish the caring relationships that staff forge with them. In lessons, pupils respond well to teachers’ support. Staff know pupils well and use this knowledge to support them and remove any barriers to learning. Pupils know that staff want them to succeed and that they have to attend school regularly to learn well. Pupils are proud of the recognition that they receive for their achievements. For example, they value receiving a headteacher’s award or being acknowledged on the ‘work of the week’ wall.

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

The range of extra-curricular opportunities on offer for pupils is noteworthy. Leaders have deliberately increased pupils' leadership opportunities to ensure that each and every pupil has a voice in school.

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Next steps

Leaders should ensure that all pupils secure the foundational knowledge that they need to achieve well across the curriculum.

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Team inspectors:

David Woolley, Ofsted Inspector Gil Bourgade, Ofsted Inspector Paula Crawley, 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. Leaders should ensure that in lessons, teachers check and address any gaps in pupils' understanding. Leaders should ensure that teaching staff have the training that they need to be able to precisely match adaptations to pupils’ barriers to learning.

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About this inspection

This school is part of The Dean Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Jane O'Brien, and overseen by a board of trustees, chaired by Damian McGann.

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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

During the inspection, inspectors spoke with the headteacher and other senior leaders, including the special educational needs coordinator and the designated safeguarding lead. They also spoke with the CEO, the academies director, trustees, members of the local governing body and the headteacher of the virtual school.

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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 makes use of 2 alternative provisions, neither of which is unregistered.

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About this inspection

Headteacher: Jen Evans The inspector(s) used this data during the full inspection on 23 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.

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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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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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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) 21.2% 25.8% 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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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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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) 9.0% 8.4% 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) 26.1% 23.4% 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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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