Christleton High School, located in Chester, Cheshire, was inspected on May 8 and 9, 2024, and received an overall effectiveness rating of Good. The school has maintained a strong reputation since its last inspection in November 2014, when it was rated Outstanding. The headteacher, Kevin Smith, leads the school, which is part of The Learning Trust, overseen by CEO Darran Jones and a board of trustees chaired by Euan Imrie.
The school fosters a positive and inclusive community where pupils feel a sense of belonging. The ethos of the school is encapsulated in the five Cs: collaborative, committed, creative, caring, and cheerful. Most pupils are happy and thrive in this environment, benefiting from a well-structured curriculum that promotes high expectations for achievement. The school has successfully instilled effective learning habits in its pupils, who generally exhibit good behavior and engage enthusiastically in lessons.
Pupils at Christleton High School participate in a variety of enriching experiences, including trips abroad, musical productions, and special events like Science Week. Many students take part in the Duke of Edinburgh’s Award program, which helps them develop confidence and life skills. The school also encourages younger pupils to run clubs and share their interests, fostering a culture of enthusiasm for learning. Sixth-form students have access to diverse enrichment opportunities that support their personal development.
The curriculum is broad and ambitious, allowing pupils to connect new knowledge with prior learning. Teachers demonstrate a clear understanding of their subjects and the sequence in which content should be taught. While the curriculum is generally delivered effectively, there are occasional inconsistencies in its implementation. Some teachers do not consistently check for pupil understanding, leading to misconceptions among a minority of students.
Pupils' work reflects a solid grasp of knowledge, and they are confident in recalling what they have learned over time. Sixth-form students articulate their understanding well and effectively use feedback to enhance their learning. However, the school’s processes for monitoring curriculum delivery need improvement, as some leaders struggle to identify weaknesses and implement necessary strategies for enhancement. This can result in an overly generous evaluation of educational quality.
Currently, the school does not systematically assess all pupils' reading knowledge, which may hinder some students from achieving fluency and confidence in reading. Nevertheless, there is a clear strategy in place to address this issue. The school effectively identifies pupils with additional needs, and the provision for those with special educational needs and disabilities is generally well-executed, although adaptations in teaching could be improved in some subjects.
The pastoral team has expanded to meet the growing needs of pupils, providing safe spaces for emotional support. The school promotes respect and adherence to rules among pupils, contributing to a positive atmosphere. A comprehensive careers guidance program equips students with the information they need to make informed choices about their futures, celebrating the achievements of former pupils to inspire current students.
Governors and trustees actively collaborate with the school to enhance educational quality, providing robust challenges and support. Staff report that their well-being is prioritized, and they appreciate the professional development opportunities available to them. The safeguarding arrangements in place are effective, ensuring a safe environment for all pupils.
Overall, while Christleton High School demonstrates many strengths, there are areas for improvement, particularly in ensuring consistent teaching practices and monitoring curriculum delivery effectively.
