Shuttleworth College, located in Padiham, Lancashire, underwent an inspection on September 21 and 22, 2022. The overall effectiveness of the school was rated as requiring improvement, with the quality of education also falling into the same category. However, the school demonstrated good performance in areas such as behavior and attitudes, personal development, and leadership and management. The previous inspection also rated the school as requiring improvement.
Pupils expressed that they feel happy and safe at Shuttleworth College, describing it as a welcoming community that celebrates diversity. They take pride in earning badges that reflect the school’s values, which include achievement, resilience, perseverance, community, and pride. While leaders maintain high expectations for learning and behavior, some pupils do not achieve their full potential. Generally, behavior in lessons and around the school is calm, with most pupils focused on their learning. Instances of disengagement are addressed promptly by staff.
Pupils have confidence in the leadership's commitment to addressing bullying and derogatory language, noting that incidents are handled swiftly and effectively. The school provides various channels for reporting bullying, and pupils feel assured that their concerns will be taken seriously. Opportunities for developing leadership and life skills are abundant, including participation in the Shuttleworth Shield and the Duke of Edinburgh’s Award scheme. The variety of extracurricular clubs offered each term is well-received by pupils, who enjoy exploring different activities.
The curriculum at Shuttleworth College is ambitious and thoughtfully designed, with a clear structure that helps pupils retain knowledge. However, in some subjects, the teaching methods employed do not effectively facilitate learning, particularly for pupils who struggle with reading. In key stage three, the school has implemented effective systems to identify pupils with reading difficulties and provide necessary support. While younger pupils benefit from systematic phonics programs, the support for older pupils in key stage four is less developed, resulting in many not reading with the required fluency and confidence.
Teachers generally utilize assessment systems effectively to gauge pupil learning, and pupils are eager to showcase their knowledge. The school identifies pupils with special educational needs and disabilities in a timely manner and develops individualized support plans. However, some teachers do not fully utilize the information provided to adapt their teaching for these pupils.
The behavior policy is clear and consistently enforced, contributing to a positive learning environment. Pupils understand the expectations and consequences related to behavior, which they perceive as fair. Although attendance is an area for improvement, leaders have established effective processes to enhance it.
The personal development curriculum is a priority for leaders, addressing local needs and integrating essential topics such as relationships and sex education. Pupils demonstrate a solid understanding of important issues, including consent and diversity. The careers program effectively prepares pupils for future educational and employment opportunities, with events like the Year 11 careers fair providing valuable insights.
Leaders and governors share a vision for the school and hold each other accountable for educational quality. The safeguarding arrangements are effective, with staff trained to recognize and address concerns promptly. Pupils receive education on maintaining safety, including online safety and understanding local risks.
To improve, the school must ensure that teachers select effective pedagogical strategies that support all pupils, particularly those with special educational needs. Additionally, enhancing reading support for key stage four pupils is crucial for their academic success.
