Reddish Vale High School, located in Stockport, Cheshire, underwent an inspection on June 19 and 20, 2024, resulting in an overall effectiveness rating of inadequate. The quality of education was also rated inadequate, while behavior and attitudes were deemed to require improvement. Personal development received a good rating, but leadership and management were rated inadequate. The headteacher, Linda Hanson, leads the school, which is part of the South Manchester Learning Trust, overseen by CEO Kim Earle and chaired by Margo Kane.
The inspection revealed that the school has low expectations for pupil achievement, particularly for disadvantaged students. There are significant weaknesses in curriculum delivery, and pupils with special educational needs and disabilities are not adequately supported. High staff absence and instability have led to gaps in learning, resulting in poor achievement across various subjects. While most pupils behave well in lessons and engage positively with the school’s values, their conduct in corridors is less favorable, and attendance rates are concerning.
Pupils generally express happiness at the school and trust staff to care for them. They participate in a variety of clubs, including netball and cinema club, and enjoy unique experiences like farm club, where they care for alpacas. The school provides cultural trips, enhancing pupils' educational experiences. However, the decline in educational quality has been overseen by the school’s governance, which has not maintained effective oversight. Trustees have relied on inaccurate information from the school, leading to a lack of transparency and trust.
Despite some improvements in curriculum design since the previous inspection, these changes have not significantly impacted pupil achievement. Teachers lack the necessary support to develop effective subject-specific teaching strategies, resulting in inadequate delivery of the curriculum. Many teachers do not possess the subject knowledge required to teach outside their specialisms, hindering pupil progress. Consequently, pupils' attainment by the end of Year 11 is significantly below the national average, leaving them unprepared for future educational or employment opportunities.
The school struggles to identify the additional needs of pupils with SEND, leading to misdiagnoses and insufficient adaptations in teaching. There is variability in how teachers assess pupil learning, and assessment information is not effectively utilized to address gaps in knowledge. Although the school identifies pupils with reading difficulties, the support provided is inadequate, preventing these pupils from gaining confidence and fluency in reading.
Efforts to improve attendance have not yielded sufficient results, with some pupils still not attending regularly. The school lacks a comprehensive understanding of the reasons behind persistent absences. While most pupils display positive attitudes towards learning, a minority exhibit poor behavior, particularly during transitions and social times. Recent behavior management strategies have begun to show positive effects in lessons.
Opportunities for personal development are integrated into the curriculum, with initiatives promoting understanding of diversity and responsibility. However, staff have expressed concerns about their well-being and workload, with high turnover and absence rates among staff. There is a lack of clarity regarding roles and responsibilities among new leaders, and the school does not have robust processes for evaluating its effectiveness.
The safeguarding arrangements are effective, but the school must take rapid action to address the decline in educational quality. Self-evaluation processes need improvement to identify weaknesses accurately. Teachers require support to develop their subject expertise and assessment strategies to ensure pupils' learning is secure. The school must also enhance its understanding of the needs of pupils with SEND and provide effective support for those struggling with reading. Overall, the school faces significant challenges that must be addressed to improve the educational experience for its pupils.
