The Barlow RC High School and Specialist Science College in East Didsbury, Manchester, has been recognized as a good school following its inspection on June 11 and 12, 2024. The school is characterized by a welcoming environment where diversity is celebrated, and both pupils and staff demonstrate acceptance and respect for one another. Parents and carers appreciate the school’s family-like atmosphere, which provides numerous opportunities for their children’s growth.
The school maintains high ambitions for all its pupils, offering a broad and rich curriculum that supports effective learning. This approach ensures that students, including those with special educational needs and disabilities, typically achieve well. Positive relationships between pupils and staff contribute to a respectful and courteous atmosphere, where pupils understand the expectations for hard work and strive to meet them. As a result, students feel happy and safe within the school environment.
The school prioritizes the wider development of its pupils, providing various leadership opportunities and extracurricular activities. Pupils can engage in roles such as prefects and diversity leaders, while older students support younger readers. The extracurricular program is extensive, featuring activities like the Duke of Edinburgh’s Award scheme, drama, music, and sports clubs. Additionally, pupils have the chance to visit universities, museums, and theatres, as well as participate in international trips to countries like Italy, Iceland, and France.
Since the last inspection, the school has made significant staffing changes, particularly in leadership and support roles, to better address the diverse needs of its pupils. Leaders at all levels possess a clear understanding of the school’s strengths and areas for improvement. The school has cultivated a culture of high expectations regarding learning and behavior, which is reflected in the well-structured curriculum that outlines what pupils need to learn and remember.
Teachers demonstrate strong subject knowledge and effectively encourage pupils to make connections in their learning. For instance, in English, pupils learn from historical figures to prepare for their presentations, while in mathematics, they are challenged with sophisticated problem-solving tasks. Assessment practices are becoming increasingly effective, allowing teachers to address misconceptions and prepare pupils for new learning. However, there are instances where some teachers do not adequately identify gaps in pupils’ knowledge, which can hinder their overall achievement.
The school quickly identifies additional needs, including those related to special educational needs and disabilities, and ensures that all pupils have access to an ambitious curriculum. Reading is emphasized, with targeted support for struggling readers, fostering both their reading skills and enjoyment. The school has invested in a comprehensive reading strategy, providing access to high-quality books and materials throughout the school day.
Pupils exhibit positive behavior in lessons and around the school, supported by clear routines that are consistently applied by staff. The school is committed to improving attendance rates. An extensive program supports pupils’ personal development, covering topics such as online safety, mental health, and healthy relationships. Pupils gain a solid understanding of life in modern Britain, including fundamental British values, and receive comprehensive career guidance to prepare them for future educational and life choices.
The governing body is well-informed about the school’s strengths and priorities, providing appropriate support and challenge for ongoing improvement. Safeguarding arrangements are effective, ensuring a safe environment for all pupils. Overall, while the school has many strengths, it must continue to address the gaps in pupils’ knowledge to enhance their learning and achievement further.
