|Name||Oulder Hill Community School and Language College|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||08 November 2017|
|Address||Hudsons Walk, Rochdale, Lancashire, OL11 5EF|
|Religious Character||Does Not Apply|
|Number of Pupils||1359 (49% boys 51% girls)|
|Number of Pupils per Teacher||15.4|
|Percentage Free School Meals||16%|
|Percentage English is Not First Language||28.4%|
|Pupils with SEN Support||14.1%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school does not meet requirements on the publication of information about equalities objectives and the use of catch-up premium funding on its website. The school is larger than the average-sized secondary school. It admitted a large number of new pupils in 2016/17. The school has a larger proportion of pupils from ethnic minorities than is found nationally. The majority of pupils are White British. The next biggest grouping is of Pakistani heritage pupils. The school also has small populations of pupils from a diverse range of other ethnic groups. The proportion of pupils who speak English as an additional language is high compared to national figures. The proportion of pupils known to be disadvantaged is higher than the national average. The overall proportion of pupils who have SEN and/or disabilities is higher than the national average. The proportion of pupils who have an education, health and care plan is also higher than the national average. In 2016 and in 2017, the school met the government’s current floor standards, which are the minimum expectations for pupils’ progress across a number of subjects, including English and mathematics, by the end of Year 11. The school is a member of the Rochdale Pioneers’ Trust, which enables local schools to cooperate together for professional development and to share good practice. The school does not use any external alternative providers.
Summary of key findings for parents and pupils
This is a school that requires improvement Although the progress made by pupils in 2016 and again in 2017 was average overall, this masks significant underachievement by several groups of pupils. Disadvantaged pupils underperformed in 2016. The differences between their achievement and that of their peers widened further in 2017. These differences remain in several subjects for pupils currently in the school. Progress is not consistently strong between subjects. Progress in English was well below national averages in 2016 and 2017. Teaching is variable. It does not consistently enable all pupils to make good progress. The school’s use of appraisal to improve teaching practice is not rigorous enough. Leaders’ monitoring of the quality of provision sometimes lacks rigour. The behaviour of pupils when unsupervised outside lessons is variable. The school is reducing the number of fixed-term exclusions, but in recent years it has permanently excluded too many pupils. The school has the following strengths Leaders are working hard to improve the quality of teaching and offer teachers frequent opportunities for development. In the great majority of lessons, pupils behave well and are willing to learn. The school is successfully improving its overall attendance rates, including for disadvantaged pupils. Careers education and guidance are good. As a result, very few pupils who left last year are not in sustained education, employment or training. Governors are committed and knowledgeable. They hold senior leaders to account robustly. Safeguarding is effective.