Bury Church of England High School, located in Bury, Lancashire, underwent its first inspection under the Education Act 2005 on September 13 and 14, 2023. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education and leadership and management also receiving a similar rating. However, the school demonstrated good performance in behavior and attitudes, as well as personal development.
The headteacher, Simon Braithwaite, leads the school, which is part of the Bishop Fraser Trust. The trust is overseen by Tania Lewyckyj, the chief executive officer, and a board of trustees chaired by Lesley Durosomo. The school has a diverse range of extracurricular activities, which pupils generally enjoy. They appreciate opportunities such as The Duke of Edinburgh’s Award and various sporting competitions, fostering a strong sense of teamwork among peers. Pupils feel safe and happy at school, confident that their concerns will be addressed by teachers. The implementation of new safeguarding systems has enhanced the school's ability to respond to pupils' needs.
Pupils exhibit good behavior, largely due to the trust-wide behavior policies that establish clear expectations. They maintain positive relationships with teachers and demonstrate focus during lessons, resulting in minimal disruption to learning. The school has high expectations for pupil achievement, including those with special educational needs and disabilities. However, weaknesses in curriculum design and delivery in certain subjects hinder some pupils from effectively building on their learning, leading to variable achievement across subjects.
The local governing body and trustees hold the school accountable and have made significant staffing and policy changes to improve educational quality. The school actively engages with parents and carers, keeping them informed about their children's progress. While some curriculum areas have been successfully redesigned, others are still in the early stages of development, limiting the breadth and balance of the curriculum. This affects pupils' ability to gain essential knowledge for future learning, particularly for those with special educational needs.
The delivery of the curriculum varies, with some learning activities failing to promote a deep understanding of the subject matter. Pupils often lack opportunities to connect new content with prior knowledge, and some teachers do not adequately check for gaps in learning. Consequently, certain pupils struggle to grasp new concepts effectively. The school has made strides in identifying the needs of pupils with special educational needs, but their achievement remains uneven due to insufficient adaptation of activities to meet their needs.
The school has improved its systems for identifying barriers to reading knowledge, providing effective support to help pupils become confident readers. However, promoting reading for pleasure has not been as successful, with many pupils not reading widely or frequently. Most pupils demonstrate commitment to their learning, respect for peers and teachers, and maintain good attendance and punctuality.
Pupils are well-prepared for life beyond school, learning to respect diverse faiths and cultures. They engage in various clubs, charity events, and school performances, fostering a sense of community service. The school provides age-appropriate careers education, helping older pupils, including those with special educational needs, make informed choices about their futures. Most pupils successfully transition to education, employment, or training after leaving Year 11.
The safeguarding arrangements at the school are effective, ensuring a safe environment for all pupils. To improve, the school must focus on designing a more comprehensive curriculum that enables all pupils to build their knowledge effectively. Additionally, enhancing the delivery of the curriculum and promoting reading for pleasure are essential steps for further development.
