Bishop Heber High School

Bishop Heber High School

Address: Chester Road, Malpas, Cheshire, SY14 8JD Unique reference number (URN): 111424

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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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Achievement Strong standard

Over time, pupils, including those who are disadvantaged, have consistently achieved well above-average outcomes in end of key stage 4 examinations. They benefit from a culture of high expectations, coupled with a personal development programme that equips them with the scholarly attributes needed to succeed.

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Achievement Strong standard

Pupils confidently articulate and demonstrate their understanding and deep knowledge of subjects. They use subject-specific vocabulary fluently. Pupils act on feedback from teachers to rectify mistakes or misconceptions. Pupils take pride in their work and their accumulation of knowledge.

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Achievement Strong standard

Pupils, including those with special educational needs and/or disabilities, achieve highly and they are very well prepared for their next steps in education, employment or training.

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Achievement Strong standard

Leaders’ focus on improving pupils’ reading has paid dividends and any gaps in pupils’ reading knowledge are closed quickly. Similarly, pupils are well supported to overcome any barriers in number so that they can access the curriculum freely.

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Inclusion Strong standard

Leaders are determined that all pupils succeed regardless of any barriers to learning. They leave no stone unturned in accurately identifying and addressing pupils’ needs. Staff know pupils very well and use detailed information to devise precise strategies that help to remove barriers.

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Inclusion Strong standard

Governors support the school to use additional funding innovatively to bolster the opportunities for disadvantaged pupils. For instance, disadvantaged pupils benefit from a Year 7 residential trip and a bespoke summer school that helps them to build friendships and work as part of a team. Pupils with barriers to learning or wellbeing fully embrace the extensive extra-curricular programme. This contributes to their wider development and helps them to achieve very well.

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Inclusion Strong standard

Pupils who are known, or previously known, to social care benefit from leaders’ skilful work with the virtual school, ensuring that they receive bespoke support. Young carers benefit from highly effective provision that recognises the challenges that they face and enables them to participate fully in school life. As a result, these pupils thrive.

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Inclusion Strong standard

The highly inclusive environment fosters a great sense of belonging. Pupils know that staff care deeply for them, and this is reflected in the high expectations staff hold. Pupils respond positively, contributing to a culture in which all pupils are encouraged and supported to succeed.

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Personal development and wellbeing Strong standard

Leaders place heavy emphasis on pupils’ personal development. They are relentless in tearing down barriers so that disadvantaged pupils and pupils with special educational needs and/or disabilities can engage in the programme fully. It is carefully designed to match pupils’ needs and is responsive to local needs and issues too. For instance, students in the sixth form learn about how to drive safely on country lanes.

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Personal development and wellbeing Strong standard

Pupils value their learning in this area. They articulate how it helps them to be better citizens. This is demonstrated clearly in their conduct around school, the kind way in which they treat others, their determination to succeed and their understanding of fundamental British values. Pupils’ knowledge across a wide range of topics is deeply embedded. For example, they eloquently explain their understanding of consent, maintaining physical health and democracy. Their comprehension is strengthened through expert visitors who bring the learning to life. Moreover, pupils’ understanding and appreciation of the world is cultivated through a range of exciting trips. For example, pupils enjoyed historical and religious sites in Rome, geographical wonders at Mount Vesuvius and exhilarating water sports in France.

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Personal development and wellbeing Strong standard

The comprehensive careers programme prepares pupils well to make informed and ambitious choices about their futures. This is complemented by an abundance of opportunities that support pupils’ career aspirations. For instance, they gain first-hand experience of the armed forces through the cadet programmes or develop their business acumen through young enterprise schemes.

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Personal development and wellbeing Strong standard

Pastoral care is characterised by empathy and high expectations, ensuring that pupils feel both supported and challenged. Pupils with barriers to learning and wellbeing are encouraged to step up to the mantle of responsibility. Some of them proudly represent their peers as year representatives. Pupils are involved in decision making at the school. For instance, pupils voted on which local, national and international charities to support.

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Attendance and behaviour Expected standard

Pupils are confident, resilient, polite and friendly. They get along harmoniously and blossom in a culture of mutual respect. During social times, pupils from different year groups mix well, chatting or enjoying a game of football together. Older pupils act as role models for younger ones. For example, peer mentors induct new Year 7 pupils into the school with compassion and authority.

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Attendance and behaviour Expected standard

Pupils self-regulate their behaviour highly effectively, which leads to a calm and purposeful atmosphere in the school. Pupils show exemplary attitudes to learning. For example, they are highly focused in lessons, diligently follow the school’s systems and engage enthusiastically in their studies, including taking responsibility for any independent study.

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Attendance and behaviour Expected standard

Pupils attend school regularly. Overall attendance rates are above national average. Leaders carefully analyse absence data to spot patterns and trends and they employ effective strategies to raise attendance and to reduce persistent absenteeism. They take considered action to improve any dips in attendance for groups of pupils. For example, this year, they have successfully increased the attendance of pupils with special educational needs and/or disabilities. It is too soon to see the impact of leaders’ work to strengthen the attendance of disadvantaged pupils, which is currently in line with the national average for this group.

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Curriculum and teaching Expected standard

Leaders have a clear understanding of the quality of teaching in the school. They have further refined the key stage 3 curriculum to ensure that it enables pupils to build knowledge securely over time. Overall, the curriculum is broad, ambitious and well ordered.

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Curriculum and teaching Expected standard

Teachers are experts in their subjects and deliver content clearly. They apply leaders’ chosen teaching approaches, as set out in The Heber Way. Teachers use assessment effectively to check that pupils’ understanding is secure before moving on to new concepts. Teachers design activities that help pupils to apply and to practise their learning. At times, there are some small pockets of inconsistency meaning that highly-effective teaching is not fully embedded consistently across all subjects. In addition, a small number of teachers are further developing their adaptive practice to ensure that pupils with special educational needs and/or disabilities are supported consistently well to access learning.

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Curriculum and teaching Expected standard

Leaders and teachers accurately identify any deficits in pupils’ knowledge including in reading, writing and mathematics. Effective strategies and support are deployed to help to fill these gaps. For example, pupils at the early stages of reading receive expert teaching that leads to them becoming confident and fluent readers.

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Leadership and governance Expected standard

Leaders act in pupils’ best interests, extending their consideration beyond academic achievement. As such, their vision to ensure that pupils are ‘happy at Heber’ is realised in practice. This provides the right environment for pupils to blossom. Leaders have created an inclusive school where pupils, regardless of disadvantage or additional needs, are all supported to reach the same high standards.

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Leadership and governance Expected standard

Governors are committed to the school and know it well. They use this knowledge to provide appropriate challenge to leaders. Governors support leaders in building constructive relationships with parents and carers. This engagement helps to strengthen trust between the school and the community.

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Leadership and governance Expected standard

The school is outward facing and works with a range of organisations to enhance its own practice. Similarly, leaders share their expertise with other schools. Leaders are clear about the strengths and areas for improvement in the school. At times, more precision is needed in identifying the best strategies to use to bring about improvement or, in the case of curriculum and teaching, to ensure consistency. Staff are very proud to be a part of this school. They feel valued because leaders care about staff’s wellbeing. Leaders have established an evidence-based programme of professional learning that draws effectively on staff’s expertise.

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Post-16 provision Expected standard

Leaders have created an inclusive sixth form that serves the needs of the local community. In light of this, they have widened access for students who face barriers to learning. Students are supported well to meet the demands of academic study, including through opportunities to build their independent study skills. In lessons, teachers typically adapt learning appropriately to ensure that students progress through the curriculum successfully. Students can opt to study further qualifications to complement their chosen A-levels such as core mathematics.

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Post-16 provision Expected standard

Teachers use their subject expertise to deliver the curriculum well and in line with The Heber Way. They make regular checks on students’ learning. Students produce high-quality work which shows their secure understanding of the subjects that they study. They achieve well in examinations at the end of key stage 5.

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Post-16 provision Expected standard

Students engage fully and benefit from myriad opportunities to contribute to school life. They organise events such as cake sales and carol services, which younger pupils enjoy. The sixth-form committee acts as an intermediary between students and school leaders. For example, members of the committee successfully worked with leaders to install a coffee machine for students.

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Post-16 provision Expected standard

Students benefit from work experience and careers conventions that help them to make informed choices about their future education, employment or training. The majority of students proceed to ambitious destinations.

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

Pupils and students in the sixth form are ‘happy at Heber’. They are extremely proud to belong to this caring community. Older pupils act as superb role models for younger pupils. Relationships across year groups are warm and respectful. Pupils feel safe and they are free from discrimination. They value the close relationship that they have with their form teacher and other staff.

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

The school’s motto, ‘Prêt d’accomplir’ (ready to achieve), sets an ambitious standard. Pupils strive to achieve highly, whether in their academic work or in other endeavours, such as on the netball court or creating an impressive harvest festival basket. Pupils, including those with barriers to learning and wellbeing, enjoy success across a range of activities.

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

The school is an oasis of calm where pupils behave extremely well. They interact maturely with one another and with staff. Pupils are confident that staff will resolve any issues that arise. They learn free from disruption and are keen to attend school regularly. Pupils work hard and take pride in their achievements. A firmly embedded culture of being committed to learning helps pupils to achieve very well. They gladly celebrate each other’s successes. Pupils embrace leadership roles, such as head boy and girl and year group representatives. They know that their voices are heard.

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

Pupils are furnished with an extensive range of opportunities that not only prepare them to take up their place in society but also contribute to their wellbeing. Sixth-form students visit a range of universities and some complete the gold Duke of Edinburgh’s Award scheme. Pupils enjoy a plethora of sporting activities, including hockey, rugby and tennis, as well as other clubs that pique their interests, such as origami and musical theatre. Their view of the world is enriched by trips to places such as Sorrento, Rome, Wales and the battlefields of France.

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Next steps

Leaders should refine their strategies for further strengthening teaching, so that teachers can deliver the curriculum consistently well. Leaders should ensure that adaptive teaching strategies are fully embedded, so that they are used consistently effectively to support pupils. Leaders should continue to refine their strategies for improving attendance, particularly for disadvantaged pupils, so that these pupils benefit from all that the school has to offer.

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About this inspection

The chair of the board of governors in this school is Sue Anderson.

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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

This inspection took place from 14 to 15 July 2026.

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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 HMI.

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About this inspection

Inspectors spoke with the headteacher, senior leaders, staff, pupils and representatives of the governing body during the inspection.

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About this inspection

The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school currently makes use of 2 unregistered alternative provisions.

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Team inspectors:

Stephen Ruddy, Ofsted Inspector David Roberts, Ofsted Inspector Alyson Middlemass, Ofsted Inspector Katy Davies, 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 14 July 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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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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A-level average point score

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

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national average

2024/25 (final) 37.18 35.00 Close to average

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national average

2023/24 (final) 35.40 34.38 Close to average

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national average

2022/23 (final) 36.70 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) 0.0 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

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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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