Chester International School

Chester International School

Address: Queens Park Campus, Queens Park Road, Handbridge, Chester, Cheshire, CH4 7AE Unique reference number (URN): 144742

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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 Expected standard

Many pupils join the school with a multitude of barriers to learning and wellbeing, as well as significant gaps in their knowledge. Leaders have created a climate where pupils are supported well to engage with their education. Furthermore, leaders provide effective support to address gaps in pupils’ reading, writing and numeracy knowledge. Coupled with the recent changes to the curriculum and teaching, this enables pupils to make steady progress from their starting points.

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Achievement Expected standard

Leaders have halted the decline in pupils’ achievement. However, the key stage 4 outcomes in 2025 do not reflect this or the progress that pupils make from their starting points. Current pupils typically remember and apply their learning well over time. Staff prepare pupils well for their next steps in education, employment or training.

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Achievement Expected standard

In the sixth form, students achieve consistently well. However, this is not reflected in the published outcomes at the end of key stage 5 because many of the qualifications that students study, including the International Baccalaureate, are not included in the published data.

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Attendance and behaviour Expected standard

Many pupils join the school with entrenched patterns of poor attendance, and a significant number have not recently accessed formal education. Leaders work tenaciously with pupils and their families to identify barriers that prevent pupils from attending school regularly. Most pupils improve their attendance significantly during their time at the school, including pupils who were previously severely absent or missing education entirely. Nevertheless, too many pupils still do not attend school as frequently as they should and therefore do not fully benefit from all that the school offers.

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Attendance and behaviour Expected standard

Typically, pupils behave well. They value the mutually respectful culture, and this motivates them to conduct themselves appropriately in classrooms and corridors. Pupils enjoy expressing themselves freely because staff create an environment where they feel understood and accepted. Bullying is extremely rare, and when it does occur, it is dealt with swiftly.

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Attendance and behaviour Expected standard

Staff are experts in adapting strategies for behaviour to support pupils with additional needs. A significant number of pupils who previously struggled to behave well now do so. Pupils’ attitudes to, and engagement with, learning improve steadily as they build trust with staff and understand the school’s expectations.

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Curriculum and teaching Expected standard

Leaders have adapted the curriculum so that it better meets the needs of the significant number of pupils who have multiple barriers to learning. Leaders continue to refine and develop the curriculum to ensure that it remains broad, ambitious and responsive to pupils’ needs. The introduction of the ‘winning formula’ has rapidly improved how well teachers deliver the curriculum. Typically, teachers use their expert subject knowledge to explain new ideas and concepts clearly. They design activities that enable pupils to practise new skills and apply new knowledge. Teachers generally use assessment strategies confidently to identify misconceptions. Nevertheless, some unevenness remains across subjects in how well teachers identify gaps in learning. As a result, occasionally pupils do not secure the knowledge that they need before moving on.

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Curriculum and teaching Expected standard

Leaders prioritise identifying any gaps in pupils’ reading, writing and mathematics before they start at the school. This enables staff to address these gaps immediately, which reduces barriers to pupils accessing the curriculum.

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Curriculum and teaching Expected standard

Staff are highly skilled at adapting learning to overcome barriers to learning. This means that pupils receive the support that they need to access the curriculum successfully and typically build knowledge over time.

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Inclusion Expected standard

This is a highly inclusive school. Many pupils join having experienced disrupted or negative experiences of education previously, or with very limited formal schooling. The number of pupils with special educational needs and/or disabilities has increased. Staff receive regular training so that they can support these pupils effectively.

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Inclusion Expected standard

Even before pupils step through the door, leaders invest time in getting to know them and their families. This enables leaders to identify and understand any barriers to learning or wellbeing that pupils may face. For a significant number of pupils, these barriers are numerous, complex and often previously undiagnosed.

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Inclusion Expected standard

Warm, trusting relationships with staff underpin pupils’ sense of belonging. Staff’s raised expectations of what pupils can achieve, combined with a deep understanding of pupils’ needs and a fresh start each day, create the conditions for pupils to thrive. Over time, staff reduce the multiple barriers to pupils’ learning and wellbeing, and for some pupils, remove them entirely.

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Inclusion Expected standard

In the main, leaders’ use of additional funding is aligned to the school’s wider priorities and supports disadvantaged pupils to benefit fully from the school’s work. Disadvantaged pupils typically achieve as well as their peers across the curriculum.

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Leadership and governance Expected standard

Trust leaders recently took decisive action to improve the school. With the appointment of new leadership last year and a change in governance, the school has improved at pace. Resolute in their belief that all pupils should achieve highly, regardless of barriers to learning or wellbeing, leaders and staff have raised their expectations of what pupils can accomplish. Leaders correctly identified the improvements that would have the greatest impact. For example, their approach to attendance shifted markedly. This is exemplified by leaders’ raised expectations of pupils’ attendance. Leaders accurately identified deficiencies in the curriculum and teaching, and new teaching strategies are resulting in teaching that is consistently effective. Throughout this period of rapid change, the school’s culture of care and compassion has remained constant. Every decision leaders make is in pupils’ best interests.

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Leadership and governance Expected standard

Even amidst significant change, leaders have considered staff’s wellbeing carefully. Staff are proud to be part of Chester International School and of the important role they play in transforming pupils’ lives. The culture of support afforded to pupils extends to staff. One ‑ to ‑ one coaching, alongside a well ‑ designed professional development programme, has equipped staff well to carry out their roles.

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Personal development and wellbeing Expected standard

The personal development programme connects the different elements of ‘Enrich’, ‘Futures’, ‘World Views’ and ‘Core’ to ensure that pupils develop into well-rounded individuals prepared to take up their place in society.

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Personal development and wellbeing Expected standard

Leaders place pupils’ wellbeing at the centre of the programme. Pupils recognise that increasing their heart rates has positive effects on their mental and physical wellbeing. They develop a secure awareness of how to keep themselves safe and understand the dangers of drug and alcohol misuse. Pupils speak confidently about the characteristics of healthy friendships.

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Personal development and wellbeing Expected standard

Pastoral support has a hugely positive impact on pupils’ wellbeing and success. Leaders use the information from transition meetings to adapt the personal development programme and provide targeted support where needed. For instance, they fund places on trips for disadvantaged pupils when needed. Pupils grow in confidence and resilience, and most pupils are now happy in education.

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Personal development and wellbeing Expected standard

Pupils’ knowledge of and respect for fundamental British values is evident in the positive way in which they conduct themselves and, for many, have successfully reintegrated into education. Pupils enjoy celebrating differences in ‘culture day’ and learning about each other’s traditions.

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Post-16 provision Expected standard

Leaders have responded to the changing cohort in the sixth form and continue to review the qualifications on offer to ensure they match students’ needs and provide appropriate pathways for those joining from key stage 4. Currently, students choose between 2 pathways, and staff guide them carefully to select the one that best suits their aspirations and starting points.

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Post-16 provision Expected standard

The curriculum is well designed to prepare students for their next steps, and in the main, it is delivered well. Teachers use questioning effectively to deepen students’ understanding of the topics they study. Students securely acquire and build on their knowledge and skills. They attain well in their end of key stage 5 qualifications. Staff successfully reduce barriers to learning for students with special educational needs and/or disabilities so that they achieve well from their starting points.

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Post-16 provision Expected standard

Students benefit from a raft of enriching experiences that build character and equip them with skills for adulthood. They organise charitable events, take on ambassadorial roles and enjoy trips abroad. Academic mentoring ensures that students regularly reflect on their progress and understand the steps needed to secure success. For example, they understand the importance of attending school regularly and do so.

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

Pupils find their place in this school. Many have had disrupted or negative experiences of education in the past and face multiple barriers to learning and wellbeing. Here, they quickly feel at home. They benefit from warm and caring relationships with staff which are evident in highly positive interactions around the school. From the moment they enter the reception area, pupils are greeted with genuine warmth. Staff know pupils very well. This helps staff to recognise any struggles that pupils may have and to intervene appropriately.

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

Pupils feel safe in this school. They can be themselves without fear of bullying or unkindness. Pupils move around the school calmly and enjoy the harmonious atmosphere. Their positive conduct means that there is rarely any disruption to learning.

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

Leaders and staff have raised their expectations of what pupils can achieve. Leaders are resolute in not allowing barriers to learning and wellbeing to limit pupils’ success. Taking their cue from leaders, pupils raise their own aspirations. Over time, pupils begin to enjoy learning more.

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

In the past, pupils have not achieved as well as they should. That is changing now, and from their starting points, pupils make notable progress. This includes pupils with special educational needs and/or disabilities, whose achievement is particularly impressive. The published key stage 4 outcomes do not reflect this. In the sixth form, students consistently achieve above national averages in examinations at the end of key stage 5. They are very well prepared for their next steps in education, employment or training.

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

Pupils are afforded opportunities that help to prepare them well for their futures. This includes opportunities for work experience, helping younger pupils with reading and travelling abroad for charitable causes, such as building roads in Morocco. Pupils broaden their cultural appreciation through trips to art galleries and theatres.

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Next steps

Leaders should further embed strategies to increase attendance, so that improvements in pupils’ attendance are sustained over time. Leaders should ensure that teachers consistently use checks on pupils’ understanding to shape learning, so that pupils build deep and rich bodies of knowledge in each subject. Leaders should sharpen their systems for evaluating the impact of the personal development programme on all pupils, so that all pupils fully benefit from the programme.

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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 15 September 2026

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About this inspection

This school is part of The Learning Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, who is also the executive headteacher, Tom Kearns, and overseen by a board of trustees, chaired by Paul Heath.

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About this inspection

This inspection took place on 15 and 16 September 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 HMIs.

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About this inspection

Inspectors spoke with the executive headteacher, other leaders, staff, pupils, a representative of the local authority, the virtual headteacher, trustees and governors.

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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

Inspectors confirmed the following information about the school:

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About this inspection

The school currently uses no alternative provision.

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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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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) 17.9% 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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national average

2024/25 (final) 32.4 34.9 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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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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Persistent absence

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

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Exceptional

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

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Strong standard

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

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

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

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Urgent improvement

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

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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

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Urgent improvement

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Urgent improvement

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

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