|Name||Egerton High School|
|Ofsted Inspection Rating||Good|
|Inspection Date||15 March 2016|
|Address||Kingsway Park, Urmston, Manchester, M41 7FZ|
|Religious Character||Does Not Apply|
|Number of Pupils||59 (81% boys 19% girls)|
|Percentage Free School Meals||45.8%|
|Percentage English is Not First Language||0%|
|Catchment Area Information Available||No, we only have catchment area data for schools in England|
Information about this school
Egerton High School provides for secondary-aged pupils all of whom have an education, health and care plan or a statement of special educational needs relating to social, emotional and mental health difficulties. The vast majority of students are of White British heritage and their first language is English. Most students (above the national average) are entitled to support provided by the pupil premium (additional funding for students known to be eligible for free school meals and those looked after by the local authority). There are very few girls. The school makes use of the following alternative providers: Rathbone UK, Trafford College; Gorse Hill Studios, and Impact Tuition. The school has had recent staffing difficulties due to illness. The school has developed a working partnership with three local special schools. These are New Park, Cloughwood and Penkford. The school received support from an outstanding special school, Melland, but this has now ceased. The school continues to receive support from a national leader in education who is based at Loreto High School.
Summary of key findings for parents and pupils
This is a good school The headteacher, with the support of a strong, knowledgeable governing body has successfully addressed the key issues from the last inspection so that the school is now good, with the capacity to improve even further. Staff have high morale and share the headteacher’s and governors’ vision for the school. Most pupils, including those supported by pupil premium funding, now make good or better progress from their starting points in English, mathematics and other subjects. On leaving school, all pupils gain some form of external academic or vocational accreditation and all move on to further education, training or employment. Staff have developed strong relationships with pupils so that there is mutual respect shown in and out of lessons. Pupils’ spiritual, moral, social and cultural development is well promoted. Pupils’ understanding of British values is well developed. Staff work effectively together to include all pupils in lessons so that the vast majority engage well and make expected or better progress in their learning. Teachers’ checking of work helps pupils to understand how well they are doing and what to do to improve. Pupils conduct themselves well around school and in lessons. They take responsibility to keep themselves safe. They respond well to staff guidance and instruction. Senior leaders are challenged well by governors to ensure that the quality of teaching, learning and assessment continues to improve. Governors ensure that effective safeguarding arrangements are in place. It is not yet an outstanding school because : Not all leaders have the requisite skills to conduct lesson observations and provide focused feedback for teacher colleagues. As a result, opportunities are missed to sharpen classroom practices. Provision for humanities and food technology is underdeveloped. As a result, there are no opportunities for external awards in these subjects.