Tottington High School, located in Bury, Lancashire, underwent an inspection on May 14 and 15, 2024, and received an overall effectiveness rating of Requires Improvement. The quality of education, behavior and attitudes, and personal development were all rated as Requires Improvement, while leadership and management were deemed Good. The headteacher, Lee Barber, leads the school, which is part of the Shaw Education Trust, overseen by CEO Jo Morgan and a board of trustees chaired by Andrew Meehan.
Pupils at Tottington High School are beginning to see the benefits of recent changes aimed at enhancing their educational experience. Many students express a positive outlook on the improvements being made, which contribute to a more enjoyable school environment. The school has actively sought pupil input, leading to changes such as extended break times. Pupil leaders feel empowered and are taking on significant roles, particularly in initiatives like anti-bullying efforts.
While most students display politeness and good manners, there are still challenges regarding behavior in lessons. Although there have been improvements, some students remain disengaged due to past disruptions and weaknesses in the curriculum. The school has made strides in raising expectations for all pupils, including those with special educational needs and disabilities. However, inconsistencies in curriculum delivery hinder overall achievement.
The school demonstrates a clear understanding of its strengths and areas for improvement, collaborating closely with the trust to implement necessary changes. Recent efforts have strengthened the curriculum, and pupil behavior is on an upward trend. However, staffing instability has impacted progress, leading to uneven experiences across different subjects. With recent staffing issues largely resolved, the school is poised to build on its foundation for improvement.
Staff development in curriculum design has been prioritized, resulting in well-organized subject curriculums that clarify teaching expectations. This structured approach is helping pupils navigate a more ambitious curriculum. Staff value collaborative time for curriculum review, which fosters continuous improvement.
Despite the school’s efforts to promote effective learning strategies, inconsistencies in their application exist among teachers. Some learning activities do not effectively support pupil understanding, particularly in retaining knowledge over time. Additionally, assessment strategies are not consistently utilized to gauge pupils' prior knowledge, leading to gaps in understanding.
The school provides targeted support for pupils struggling with reading, helping them address knowledge gaps. However, some students still do not engage in reading for pleasure. The provision for pupils with special educational needs has been reviewed, and while staff receive useful guidance, some do not effectively adapt their teaching to meet these pupils' needs.
The school has strengthened its approach to managing unacceptable behavior, with reports of improvement from both pupils and staff. The overall atmosphere is generally calm and orderly, although challenges remain for some students. The school is implementing support systems to help these pupils improve their behavior and engagement.
Attendance remains a concern, particularly for vulnerable pupils, but the school is actively working to enhance attendance rates through established processes. The personal development program is appropriate, covering essential topics such as British values and respect for diversity. However, engagement in enrichment activities is limited, and the school aims to increase participation to benefit all pupils.
Pupils have expressed satisfaction with the careers guidance provided, which equips them with valuable information for future choices. The safeguarding arrangements in place are effective, ensuring a safe environment for all students. The school is committed to ongoing improvement, focusing on staff training and enhancing the overall educational experience for its pupils.
