Woodhey High School, located in Ramsbottom, Bury, Lancashire, underwent an inspection on 18 and 19 October 2022, resulting in an overall effectiveness rating of Requires Improvement. The school, which caters to students aged 11 to 16, has a current enrollment of 1,133 pupils and includes a specially resourced provision for students with special educational needs and disabilities. The inspection highlighted that while many pupils feel safe and supported, there are significant areas needing improvement, particularly in the quality of education, behavior and attitudes, personal development, and leadership and management.
Pupils generally express confidence in the school's ability to address their concerns, particularly regarding bullying. However, a minority of students lack faith in the effectiveness of the school's systems to prevent bullying from recurring. The school has made strides in raising expectations for pupil behavior and academic achievement, especially for disadvantaged students and those with special educational needs. Despite this, some teachers report insufficient support from subject leaders, which hampers their ability to deliver the curriculum effectively. This lack of support affects the academic progress of all pupils, including those with special educational needs.
The inspection revealed that while many students are engaged and focused during lessons, disruptive behavior from a small number of peers negatively impacts the learning environment. The school has implemented systems to improve behavior management, but there are instances where these systems are not utilized effectively by staff. Consequently, some lessons are disrupted, hindering the overall learning experience for many students.
In terms of curriculum delivery, leaders have worked to ensure that all pupils, including those with special educational needs, have access to a broad and ambitious curriculum. However, weaknesses in curriculum design and delivery remain a work in progress. Some teachers lack clarity on how to build upon students' prior knowledge, which affects the selection of appropriate learning activities. Leaders are currently redesigning their systems to better assess how well pupils are learning the curriculum.
The school has made recent improvements in supporting pupils with special educational needs who do not attend the specially resourced provision. Teachers have noted an enhancement in the quality of information they receive about these pupils, which aids in providing better support. However, pupils with special educational needs in mainstream classes still do not make the expected progress due to ongoing weaknesses in curriculum delivery.
Leaders have also revised the personal development curriculum to address relevant issues, including relationships and sex education. While pupils are learning about healthy relationships and future opportunities, many aspects of this curriculum are newly introduced, leaving some staff unprepared to deliver it confidently.
The leadership team has a clear understanding of the areas requiring improvement and has begun to address these issues. However, historical weaknesses in leadership have led to a loss of trust among some parents regarding the school's ability to provide a high-quality education. Many staff members express pride in their work and appreciate the consideration given to their well-being, although concerns about workload and support for behavior management persist.
The safeguarding arrangements at Woodhey High School are effective, with appropriate systems in place to protect pupils. Staff receive relevant training, and leaders collaborate with external agencies to support vulnerable pupils and their families. Overall, while the school has made progress in several areas, significant work remains to ensure that all pupils receive the quality of education they deserve.
