Saddleworth School, located in Diggle, Oldham, has recently undergone an inspection that resulted in an overall effectiveness rating of Requires Improvement. The inspection took place on January 30 and 31, 2024. The school has a diverse student body of 1,404 pupils, including those with special educational needs and disabilities. Most students enjoy attending the school and have adapted well to the new building, appreciating the updated facilities that enhance their learning environment. However, there are concerns regarding the implementation of the revised curriculum, which has not fully addressed knowledge gaps from previous curriculums. This has led to some pupils not achieving their full potential.
While the school has high expectations for behavior, there are instances of tardiness and absenteeism that hinder some students' ability to build knowledge effectively. The school generally responds promptly to bullying incidents, but there are reports of derogatory language and homophobic comments that are not consistently addressed. Pupils value the extracurricular activities available, including sports, drama, and various clubs, and many take on leadership roles within these activities.
The curriculum is designed to be ambitious for all students, including those with special educational needs. New subject leaders have received training in curriculum design, and the organization of subjects aims to identify key learning components. Teachers demonstrate strong subject knowledge and often check pupils' understanding, which helps identify misconceptions. However, in some subjects, the new curriculums are not fully embedded, and gaps in older pupils' learning have not been adequately addressed. This has resulted in some students lacking a solid foundation for further learning.
Reading is a priority at the school, with assessments conducted for Year 7 pupils to identify those needing additional support. While younger pupils generally enjoy reading, older pupils in key stage 4 do not benefit from the same level of support, which affects their reading fluency and comprehension. The school effectively identifies the needs of pupils with special educational needs and provides appropriate support, but adaptations in curriculum delivery are less secure in subjects where the curriculum is still being implemented.
Most pupils exhibit positive attitudes toward learning and are eager to succeed. The behavior policy is applied fairly, although a small number of pupils face repeated suspensions, which can compound their learning gaps. The school has systems in place to support pupils with attendance issues, and many have improved their attendance rates. However, some pupils still miss lessons, limiting their progress.
The school offers various opportunities for pupils' wider development, including a curriculum that promotes online safety and healthy relationships. However, efforts to promote diversity are not as established, leading to some pupils lacking awareness of the impact of derogatory language. The school provides high-quality career guidance, helping pupils understand their options for further education and employment.
Leaders at the school, including the governing body, have high aspirations for improvement. Most staff feel supported and appreciate the consideration given to their workload. Parents and carers value the communication from the school regarding their children's progress. The safeguarding arrangements are effective, ensuring a safe environment for all pupils. Overall, while there are strengths in the school's approach to education, significant areas for improvement remain, particularly in curriculum implementation and addressing the needs of all pupils effectively.
