Chapel-en-le-Frith High School

Highlights from Latest Inspection

What is it like to attend this school?

Chapel-en-le-Frith High School is an inclusive school where pupils are happy. Pupils have positive relationships with staff, who know them well. The school has high expectations of pupils' learning and behaviour.

Most pupils, including those with special educational needs and/or disabilities (SEND), enjoy their learning and achieve well.

Pupils feel safe in school. They are well cared for by staff.

They know that there are adults they can talk to if they are worried. Pupils say that bullying is rare. They are confident that staff would resolve bullying issues if they did occur.

The school is calm and orderly. Pupils are polite. They are respectful of... each other and staff.

Most pupils behave well in lessons and demonstrate positive attitudes to learning.

The school provides a range of opportunities for pupils, including those in the specially resourced provision for pupils with SEND (specially resourced provision), to develop their talents and interests. Pupils enjoy participating in clubs such as football, netball and drama.

Pupils take part in trips and the annual school show. Pupils also have opportunities to contribute to school life, including as a member of the school parliament or as a mental health ambassador.

What does the school do well and what does it need to do better?

The school's curriculum is ambitious.

Most pupils study a broad range of subjects. However, the school is keen for more pupils to study a modern foreign language at key stage 4. The curriculum is well designed in all subjects.

Staff have thought carefully about what pupils should learn. They want to broaden pupils' experiences and knowledge of the wider world.

Teachers have strong subject knowledge.

They use this knowledge to explain things clearly. They choose tasks and teaching approaches that enable most pupils to learn well. Teachers check pupils' understanding, but this is not done consistently well.

This means teachers do not always resolve gaps in learning and pupils' misconceptions quickly enough. As a result, some pupils, including some disadvantaged pupils, do not learn as well as they could.

Pupils with SEND, including those in the specially resourced provision, achieve well.

They are well supported. There are clear procedures to identify pupils' needs. Teachers know pupils well and use this knowledge to adapt their lessons effectively for pupils with SEND.

Reading is prioritised. However, pupils who need additional support with reading, writing or communication do not always get the right help. This means that some pupils do not catch up quickly enough and some miss out on other opportunities.

Recent changes to the school's behaviour system have had a positive impact. Most pupils behave well in lessons and at unstructured times. Most work hard and want to do well.

Pupils value the pastoral care that they receive. Most pupils attend well and are punctual.The school's actions have led to improvements in the attendance of some persistently absent pupils.

Pupils study a carefully thought out 'learning for life' programme. This provides for pupils' broader development well. For example, pupils learn about healthy relationships, how to stay safe online and how to stay mentally and physically healthy.

Pupils understand fundamental British values. They learn about equality and the importance of respecting others. Pupils have a good understanding of different faiths and cultures.

The school's careers programme prepares pupils well for their next steps.

Staff are proud to work at the school. They receive regular training that develops their knowledge and skills.

Leaders are considerate of staff workload and well-being.

Most parents have a positive view of the school. Some would like more communication.

The school has begun the work to ensure this happens.

Governors know the school well and carry out their role diligently. Along with leaders, they are committed to the school's inclusive ethos.

The school is led with integrity. A clear moral purpose underpins decisions made by the school. Leaders have an accurate oversight of the school's work.

This is allowing them to take the right actions.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some teachers do not check pupils' understanding carefully enough.

This means that gaps in pupils' learning, and any misconceptions they may have, are not identified and resolved quickly. As a result, some pupils, including some disadvantaged pupils, do not learn as well as they could. The school should ensure that teachers check pupils' understanding systematically so that any gaps and misconceptions are resolved.

• Some pupils who need help with their literacy do not benefit from timely or precise support. As a result, they do not catch up quickly enough and miss out on other subject experiences. The school should ensure that when necessary, pupils benefit from focused and swift help with their literacy so that they can access the full curriculum.

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