Middlewich High School, located in Cheshire, has undergone significant improvements since its conversion to an academy in December 2021. The recent inspection conducted on December 13 and 14, 2022, rated the school as good overall, with particular strengths noted in the quality of education, personal development, and leadership and management. However, the report highlighted that behavior and attitudes require improvement. Leaders at the school are ambitious for their pupils, fostering an environment where students are encouraged to aspire, believe, and belong. This ambition has led to a positive response from both pupils and staff regarding the changes implemented in recent years.
The school has established an academic culture that supports the learning of all pupils, including those with special educational needs and disabilities. Pupils generally feel happy and safe, demonstrating respect towards one another and adults. While most students exhibit positive attitudes towards learning, some do not consistently behave as expected during lessons and in social settings. Leaders have put effective systems in place to address these behavioral issues, ensuring that bullying and derogatory language are not tolerated.
Pupils appreciate the variety of extracurricular activities available, which help them develop their skills and interests. The school offers numerous sports and performance opportunities, and students expressed excitement about participating in events such as the Christmas production. The curriculum is ambitious and well-structured, with subject leaders carefully considering the key knowledge pupils should acquire and the sequence in which it is taught. All pupils in key stage three study a broad range of subjects, while those in key stage four can choose from various academic and vocational courses.
Teachers at Middlewich High School possess strong subject expertise and effectively use their knowledge to help pupils grasp essential concepts. Most teachers utilize assessment systems to monitor pupil learning effectively, contributing to high achievement levels. However, in a few subjects, some teachers are still refining their delivery methods, which can hinder learning for some pupils. Leaders have implemented a whole-school approach to prioritize reading, with pupils enjoying regular reading sessions. While many receive effective support to improve their reading skills, a small number of older pupils do not benefit from this, impacting their access to the wider curriculum.
The school has made notable strides in improving pupil behavior, with most students focusing on their learning. However, some pupils have yet to fully adapt to the higher behavioral expectations, occasionally disrupting the learning environment. Leaders are committed to continuing their work with these pupils to enhance their behavior further. The personal development curriculum is robust, providing pupils with opportunities to discuss important issues, including British values and the dangers of extremism.
Middlewich High School ensures that pupils receive appropriate careers advice, facilitating connections with local employers and further education institutions. Staff morale is high, with leaders actively supporting their well-being and managing workloads effectively. Governors play a crucial role in supporting and challenging school leaders to enhance the quality of education provided.
The safeguarding arrangements at the school are effective, with a strong culture of safeguarding evident throughout. Staff are well-trained to identify and respond to potential risks, ensuring that pupils receive timely support when needed. Overall, while Middlewich High School has made significant progress, there are areas for improvement, particularly concerning pupil behavior and the consistency of curriculum delivery in a few subjects. Leaders are focused on addressing these challenges to ensure that all pupils can thrive in a supportive and enriching educational environment.
