Heaton School, located in Stockport, Cheshire, recently underwent an inspection on May 8 and 9, 2024. The overall effectiveness of the school was rated as requiring improvement, a significant change from its previous outstanding rating twelve years ago. The quality of education was also deemed to require improvement, while behavior and attitudes, personal development, and sixth-form provision were rated as good.
The school caters to pupils with special educational needs and/or disabilities, providing a supportive environment where students feel cared for and are happy to attend. Positive relationships between staff and pupils contribute to a calm atmosphere, and staff are well-trained to manage behavior effectively. Pupils are encouraged to develop their independence through various community experiences, such as visiting local shops and cafes.
Despite the positive aspects, the school is in the process of adapting and improving its curriculum. While some progress has been made, there remains a lack of clarity in certain subjects regarding curriculum content and how learning builds year on year. The reading curriculum, particularly phonics, is still in its early stages, which hampers pupils' development of reading skills. Consequently, some pupils do not achieve their full potential across different subjects.
The school has begun addressing areas for improvement identified in the previous inspection by scrutinizing the curriculum offered to pupils. However, further work is needed to ensure that the curriculum is ambitious across all subjects. In subjects where development has occurred, there is a clear focus on the knowledge pupils need to learn, which has led to improved understanding and achievement. Conversely, in subjects that have not received the same level of attention, curriculum leadership is weaker, leading to inconsistencies in teaching and assessment.
In the sixth form, the curriculum is more thoughtfully designed, and students are well-prepared for adulthood. They engage in practical learning experiences that equip them with essential life skills. The school ensures that staff understand each pupil's individual needs before they join, allowing for tailored support. However, individual plans sometimes do not adequately consider what pupils already know or can do.
Reading is not prioritized as highly as it should be, and the school environment does not foster a love of reading. Although a phonics program has been implemented, inconsistencies in staff training lead to varied effectiveness in its delivery. This results in pupils occasionally reading books that do not match their phonics knowledge, hindering their reading development.
Overall, pupils display positive attitudes towards learning, often concentrating well in lessons and cooperating with peers. The school takes effective action to improve attendance for those who struggle to attend regularly. Pupils' wider development is also well considered, with opportunities for trips and responsibilities that promote personal growth.
Governors recognize the need for improvement in educational quality and have enhanced their monitoring systems to better understand the school's performance. They are increasingly able to challenge the school to implement necessary changes while being mindful of staff workload and well-being. Staff generally appreciate the efforts made to streamline systems, allowing them more time for lesson preparation.
The safeguarding arrangements at the school are effective, ensuring a safe environment for all pupils. The school is committed to addressing the identified areas for improvement, particularly in curriculum development and staff training, to enhance the educational experience for its pupils.
