Carr Hill High School, located in Kirkham, Lancashire, underwent an inspection on March 12 and 13, 2024, and received an overall effectiveness rating of Requires Improvement. The inspection highlighted several areas of concern, particularly regarding the quality of education, behavior and attitudes, personal development, and leadership and management, all of which were also rated as Requires Improvement. This follows a previous inspection in May 2023, which yielded the same rating.
The report indicates that while staff have raised their expectations for pupil achievement, many students, including those with special educational needs and disabilities, do not achieve as well as they should. This is attributed to the inconsistent delivery of the curriculum. However, some pupils have developed positive relationships with their teachers and feel supported, which is a positive aspect of the school environment. The school is actively working to foster positive attitudes towards learning, and many pupils are showing increased interest in their studies.
The behavior management system has seen some improvements, with new routines enhancing conduct in lessons. Nonetheless, a small number of pupils continue to exhibit poor behavior, which affects the overall atmosphere and makes some students feel less safe. The school has introduced leadership roles for pupils, which help develop their resilience and respect for others, particularly through initiatives like the resilience team that mentors younger students.
Despite some positive changes since the last inspection, such as a broader curriculum and improved subject content organization, the effectiveness of curriculum delivery remains variable. While some teachers have successfully adapted to new teaching approaches, others struggle to present content appropriately, leading to uneven learning experiences across subjects. Assessment strategies are also inconsistently applied, with some teachers effectively identifying and addressing learning gaps, while others do not.
Reading is prioritized, and support is provided for pupils who struggle, helping them become more confident readers. The needs of pupils with special educational needs are identified accurately, and specialist support is utilized, although their achievement remains inconsistent across the curriculum. Attendance issues persist, with a significant number of pupils being persistently absent, despite the school's efforts to address this.
The school promotes respect and care among pupils, but challenges remain in managing the behavior of a minority. The personal, social, health, and economic education curriculum is well-structured, providing pupils with valuable insights into personal safety, healthy living, and financial literacy. However, participation in extracurricular activities is low, particularly among disadvantaged pupils, limiting their opportunities for broader experiences.
The governing body is actively involved in supporting and challenging the school, and most staff feel their workload is considered. However, some staff express concerns about the demands placed on them. The school is working to address these issues in partnership with the governing body.
The safeguarding arrangements are deemed effective, ensuring the safety and well-being of pupils. To improve, the school needs to enhance the consistency of curriculum delivery, better equip teachers to address learning gaps, and implement behavior management strategies more effectively. Additionally, promoting extracurricular opportunities more widely is essential to enrich pupils' experiences and development.
