Lymm High School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils, including students in the sixth form, do well academically in this school. They live up to the high expectations that the school sets for their achievement.

Pupils, including those with special educational needs and/or disabilities (SEND), benefit from an ambitious and well-structured curriculum.

Pupils enjoy coming to school. They value the care and support that they receive from their teachers.

This helps them to feel safe. Pupils forge strong relationships with each other. They are polite and well mannered.

Students in the sixth form have an exceptional attitude towards their learning.

The school's 'leadership ladder' incentive en...courages pupils to take part in a wide range of extra-curricular activities. For instance, the charity leaders relish the opportunities to motivate their peers to raise money for the local community.

This helps them to build their confidence and also develops their social skills.

Pupils benefit from a vast range of trips and visits that enrich their knowledge beyond the curriculum. Students in the sixth form cherished the opportunity to deepen their geographical knowledge on their visit to Iceland.

They also enjoyed their visits to universities, theatres and cities to further expand their knowledge and experiences of the world.

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

The school has made substantial improvements to the design of the curriculum. Pupils, including those with SEND, study a broad range of subjects.

The programmes of study in the sixth form are exceptional. This allows students to prepare well for their future career choices.

The structure of the curriculum enables pupils to revisit prior learning over time.

Teachers know what knowledge pupils should be taught and when this learning should take place. They use their strong subject knowledge when shaping learning activities. Most of the teachers, especially in the sixth form, enable pupils to make meaningful connections to their earlier learning.

This helps pupils to know and remember more over time.

Most teachers check pupils' understanding of the subject content that has been taught. Teachers provide effective support to address gaps in pupils' learning.

Students in the sixth form benefit from the extensive support that is provided by their teachers. Students' misconceptions are identified and addressed swiftly. As such, they gain secure and rich knowledge of the subjects that they study.

This explains why the published data for progress and attainment in key stages 4 and 5 is exceptionally high.

Some pupils in key stage 3, and those who are disadvantaged, are not currently making similar strides in learning. In a small number of subjects, especially at key stage 3, teachers do not remedy pupils' misconceptions quickly enough.

At times, this means that some teachers move on to new content when pupils have not secured earlier learning. This hinders a small number of pupils, particularly in key stage 3, from achieving as well as they should.

The systems to identify the additional needs of pupils with SEND is effective.

Clear information is shared with teachers about the different needs of pupils with SEND. This equips teachers with the knowledge and skills that they need to adapt their teaching successfully for these pupils. As a result, pupils with SEND access the full curriculum and achieve well.

Most pupils respond well to the routines and high expectations of behaviour set by the school. Lessons in the sixth form foster an atmosphere of curiosity and high-quality learning. Students are highly motivated in their lessons.

As such, lessons typically proceed without interruption.

The school has effective strategies to identify and support pupils in Year 7 and Year 8 who find reading difficult. These pupils receive substantial support from expert staff to help them to overcome gaps in their reading knowledge.

However, older pupils do not benefit from similar opportunities. While the school does identify specific gaps in reading for older pupils, the support in place for addressing these gaps is not as well developed as that for younger pupils. As such, these pupils do not receive the targeted support that they need to help them to read competently.

Pupils gain a strong insight into healthy lifestyles and personal safety through the schools' 'Life programme'. In addition, pupils, including students in the sixth form, develop an age-appropriate understanding of relationships and sexual health. Nevertheless, pupils in key stage 4 do not receive sufficient opportunities to learn about different faiths and cultures.

These pupils do not understand the commonalities of different beliefs. As such, pupils in key stage 4 are not prepared as well as they could be for life in modern Britain.

Pupils in Years 7 to 13 take part in a wide range of 'Hall' competitions, sporting events and charitable projects.

Such experiences foster a sense of community, belonging and teamwork. Pupils, especially students in the sixth form, receive extensive guidance about their next steps in education, employment or training. The school raises students' aspirations through their 'Gateway programme'.

They are well equipped with the knowledge and skills that are needed for future success.

Trustees gain a strong insight into the needs of the school. They maintain regular engagement with pupils, staff, parents and carers.

This enables the trustees to offer well-informed support and challenge to the school. Moreover, staff value the extensive support and consideration that the school places on their well-being. The school reduces unnecessary workload.

This allows staff to give more time to work on tasks which have a positive impact on pupils' education.

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 use assessment strategies effectively to remedy pupils' misconceptions in their learning.

As a result, some pupils' misunderstandings and gaps in their knowledge go unrectified. At times, this hinders how well some pupils, especially those in key stage 3, learn new subject content. The school should ensure that teachers check pupils have a secure understanding of what has been taught before moving onto new subject content.

• Older pupils who find reading difficult do not get the targeted support that they need to overcome gaps in their reading knowledge. This limits how well these pupils develop reading fluency and confidence. The school should ensure that gaps in reading knowledge are addressed effectively so that the support that these pupils receive helps them to become competent readers.

• Opportunities for some key stage 4 pupils to expand their knowledge of different cultures and faiths is limited. This means that some pupils do not develop a secure understanding of the differences between people in society. The school should ensure that it develops pupils' understanding and respect of different beliefs so that they are better prepared for life in modern Britain.