Ladybridge High School, located in Bolton, has been recognized for its overall effectiveness, receiving a Good rating in its recent inspection. The school fosters a welcoming environment for all pupils, including those with special educational needs and disabilities, as well as disadvantaged students. This inclusive atmosphere is a testament to the school's commitment to serving its community, where pupils express pride in their school. High expectations set by the leadership regarding behavior and academic achievement are generally met by the students, who demonstrate positive attitudes towards their learning.
The learning environment at Ladybridge High School is calm and conducive to education. Pupils exhibit good behavior during lessons, contributing to a positive and purposeful atmosphere. The school has established effective measures to address bullying, ensuring that pupils feel safe and supported. Students are aware of whom to approach with concerns, which enhances their sense of security within the school.
Character development and respect for diversity are emphasized, with pupils appreciating the opportunities to engage with various aspects of community life. The school encourages participation in local initiatives and offers a range of extracurricular activities, including sports and clubs that promote inclusivity, such as an LGBTQ+ group.
The curriculum at Ladybridge High School is well-structured, providing pupils with a comprehensive education across various subjects. Leaders have made significant improvements, particularly for key stage three pupils, ensuring that the curriculum is both broad and deep. In most subjects, the key knowledge that pupils need to learn is clearly identified and logically sequenced, allowing for cumulative learning. However, some subjects still require refinement in their curriculum delivery.
Teachers at the school demonstrate strong subject knowledge and employ effective assessment strategies to ensure that pupils retain the curriculum content. While behavior in lessons is generally good, there are instances during unstructured times when some pupils struggle to regulate their behavior. The school has implemented the 'RISE' provision to support pupils in need of behavioral assistance alongside their academic studies.
Although leaders effectively target support for pupils, there is room for improvement in the depth of data analysis regarding attendance and behavior. The identification of pupils with special educational needs is prompt, and teachers are equipped with the necessary information to cater to their needs. Regular checks on reading progress ensure that pupils receive the support required to catch up.
Pupils report receiving valuable careers education, which broadens their aspirations and prepares them for future choices. The personal development curriculum is effective, teaching pupils about safety, including online safety. However, the school could enhance its monitoring of participation in extracurricular activities to ensure that all pupils are engaged.
Staff satisfaction is high, with leaders mindful of workload management. Governors are aware of the school's strengths and areas for improvement, particularly in curriculum delivery. The safeguarding arrangements are robust, with staff trained to recognize and respond to potential risks to pupils. Leaders ensure that concerns are addressed promptly, and pupils feel confident seeking help when needed.
To further improve, the school should enhance the scrutiny of behavior and attendance data, ensuring that leaders and governors ask probing questions to drive improvement. Additionally, the curriculum needs to be fully developed in a few subjects to ensure that pupils retain knowledge over time. Support for pupils during unstructured times should be strengthened to help them manage their behavior effectively.
