Rivington and Blackrod High School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils feel safe and well supported at this warm and welcoming school. They are polite and well mannered.

Pupils respond well to the high expectations that leaders have of their behaviour and achievement. They treat each other with dignity and respect.

Pupils appreciate the positive relationships that they have with their teachers.

Any rare incidents of bullying are dealt with swiftly and effectively by leaders. Pupils enjoy school and most pupils attend school regularly.

Pupils, including those with special educational needs and/or disabilities (SEND), benefit from a wide range of extra-curricular activities.

For instance, pupils enjoy taki...ng part in clubs like yoga, drone design, strategy gaming and creative writing.

Students in the sixth form inspire younger pupils through an impressive range of leadership opportunities. They take pride in leading school performances, events and clubs.

Pupils relish the trips that help them to build on their knowledge of and interest in different subjects. This includes learning about glaciation in Iceland, the Holocaust in Poland and developing their spoken French in Paris. Pupils develop their wider understanding of the world through visits to the theatre to watch performances such as Othello, Wicked, A Christmas Carol and The Inspector Calls.

Many pupils participate in the Duke of Edinburgh's Award scheme. They also enjoy their skiing trip to Italy. Such activities expand pupils' interests and talents.

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

The curriculum offer is ambitious for all pupils, including those with SEND and those who attend the specially resourced provision for pupils with SEND (specially resourced provision). Leaders have improved their curriculum thinking. This has helped to widen the range of subjects that pupils study.

Students in key stage 5 have access to a range of high-quality subject curriculums. This sets them up for success in the next stage of their education, employment or training.

In 2022, pupils' attainment and progress in the English Baccalaureate suite of subjects was lower than the national average.

In part, this was due to the gaps that had emerged in pupils' learning as a result of the COVID-19 pandemic. Leaders have taken successful steps to help current pupils overcome their gaps in learning. They have crafted rich and meaningful subject curriculums, which deepen pupils' understanding well over time.

As a result, current pupils are achieving well.

Teachers have strong subject knowledge. They use their expertise well to foster a culture of respect and intellectual curiosity in the classroom.

Teachers design activities which enable pupils, including students in the sixth form, to make connections with earlier learning. Teachers routinely check what pupils know and remember. If pupils have misconceptions, teachers deal with these effectively and swiftly.

Leaders have made significant improvements to their approach to helping struggling readers gain reading fluency and confidence. For instance, they have invested in ensuring that staff have the knowledge and the resources that they need to quickly identify pupils who have gaps in their reading knowledge. While pupils have access to a range of reading texts, the strategies that are being used to help foster pupils' enjoyment of reading are not as effective as they could be.

Some pupils, especially those in key stage 4, do not read widely and often.

The needs of pupils with SEND are identified and managed well. Staff are trained to screen pupils and diagnose their needs as quickly as possible.

This enables leaders to put support into place swiftly so that pupils with SEND access the same ambitious curriculum as their peers. Pupils with SEND, including those who access the specially resourced provision, achieve well.

Teachers and pupils have a shared understanding of the new behaviour policy.

This contributes to a culture of purposeful learning in the classroom. Learning is rarely disrupted by poor behaviour. Pupils, including students in the sixth form, are focused and keen to learn.

Pupils, including those who access the specially resourced provision, benefit from an extensive programme that promotes their personal development. Pupils develop an appreciation of the virtues of serving others, for example through raising money for the sick and painting murals at a hospice.

The personal, social and health education (PSHE) curriculum is designed carefully to cover a range of contemporary issues.

However, this curriculum is not delivered consistently well. This means that some pupils are not as well prepared for life in modern Britain.

Pupils, including students in the sixth form, receive a wide range of opportunities to build readiness for their next steps.

For instance, they take part in work experience in Years 10 and 12. They receive ample guidance from visiting speakers and impartial careers advisers, as well as through trips to universities. Consequently, pupils are well informed when making choices about their careers.

Governors and trustees hold leaders to account for the school's performance. They support leaders to address any areas of development. Leaders are proactive in supporting the well-being of staff.

For instance, they have set up a well-being staff committee and engage with staff on decisions made in school. Staff feel their workload is managed well and feel proud members of the school community.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have established a school environment that is safe and secure. Appropriate measures are in place to protect the welfare of pupils. Staff receive relevant training.

This ensures that they have the knowledge that they need to identify and report concerns about pupils' welfare promptly.

Leaders maintain positive relationships with external agencies, including the local authority and health services. Through these collaborations, pupils' needs are met well.

Most pupils know how to keep safe online and in the wider world. For instance, they have learned about keeping safe near rivers and when attending community festivals. Pupils also learn about the impact of drug misuse and toxic relationships.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The strategies that are used to help foster pupils' enjoyment of reading are not as effective as they could be. Some pupils do not enjoy reading and are not reading widely or often. Leaders should ensure that effective strategies are in place to help promote reading for pleasure across all stages.

• The PSHE curriculum is not delivered as well as intended. This means that some pupils do not secure a meaningful understanding of how to keep healthy or be ready for life in modern Britain. Leaders should ensure that teachers are equipped with the appropriate time and training so that pupils receive a well-delivered PSHE curriculum.