Rivington and Blackrod High School, located in Horwich, Bolton, has undergone a recent inspection that highlighted its overall effectiveness as good. The inspection took place on June 14 and 15, 2023, and marked a significant improvement from its previous grade of requires improvement. The school is characterized by a warm and welcoming environment where pupils feel safe and well-supported. They exhibit polite and respectful behavior, responding positively to the high expectations set by school leaders regarding their conduct and academic achievements.
Pupils appreciate the strong relationships they have with their teachers, who address any instances of bullying swiftly and effectively. The school enjoys high attendance rates, with most pupils attending regularly. A wide range of extracurricular activities is available, benefiting all students, including those with special educational needs and disabilities. Activities such as yoga, drone design, strategy gaming, and creative writing are popular among pupils. The sixth form students play a vital role in inspiring younger pupils through various leadership opportunities, contributing to school events and performances.
The curriculum is ambitious and inclusive, catering for all pupils, including those with special educational needs. Leaders have made significant strides in improving curriculum design, which has broadened the subjects available to students. However, despite these improvements, the attainment and progress of pupils in the English Baccalaureate subjects were below the national average in 2022, partly due to learning gaps caused by the COVID-19 pandemic. Leaders have implemented effective strategies to address these gaps, resulting in current pupils achieving well.
Teachers demonstrate strong subject knowledge and create a culture of respect and intellectual curiosity in their classrooms. They design activities that connect new learning with prior knowledge and regularly assess pupils' understanding. The school has also made notable improvements in supporting struggling readers, ensuring that staff are equipped to identify and address gaps in reading knowledge. However, some pupils, particularly in key stage four, do not engage in reading widely or frequently.
The school has a well-structured approach to identifying and supporting pupils with special educational needs, ensuring they have access to the same ambitious curriculum as their peers. The behavior policy is well understood by both teachers and pupils, fostering a focused learning environment with minimal disruption. The personal development program is extensive, promoting values such as service to others through community projects.
While the personal, social, and health education curriculum is designed to address contemporary issues, its delivery is inconsistent, leaving some pupils unprepared for life in modern Britain. Nevertheless, pupils receive ample opportunities to prepare for their future careers through work experience and guidance from external speakers and advisers.
Governance is strong, with trustees holding leaders accountable for the school's performance and supporting staff well-being. The safeguarding arrangements are effective, ensuring a safe environment for all pupils. Overall, while the school has made significant progress, there are areas for improvement, particularly in promoting a love of reading and ensuring consistent delivery of the PSHE curriculum. Leaders are encouraged to implement effective strategies to enhance reading enjoyment and ensure that all pupils receive a well-rounded education that prepares them for future challenges.
