The Crossley Heath School

Highlights from Latest Inspection

What is it like to attend this school?

Leaders have high expectations of pupils' behaviour. Pupils rise to these expectations.

Their behaviour is exemplary. Pupils are polite and articulate. They interact with others in a warm and considerate manner.

Staff care for pupils. This makes them feel valued. They are proud to attend the school.

Pupils show respect for their peers and their teachers. Pupils learn in a calm and purposeful atmosphere, where their high academic aspirations can be fulfilled.

Pupils know that they are well looked after in this kind and supportive environment.

Pupils are confident to raise any concerns with trusted adults. Incidents of bullying are rare. On th...e few occasions that it occurs, staff deal with it promptly.

Leaders have ensured that pupils benefit from the wider curriculum. There is a focus on developing pupils' characters and resilience. Some pupils and students take part in different leadership opportunities, such as being a sports leader or a house captain.

Pupils celebrate each other's achievements. For example, at lunchtime, pupils wait patiently to play musical instruments and praise the performance of their fellow pupils.

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

Leaders have ensured that pupils and sixth-form students benefit from an ambitious curriculum.

Subject leaders have highlighted the important knowledge that they want pupils to know and remember. Teaching staff are clear about what to teach and how to teach it. They have strong subject knowledge and give clear explanations in lessons.

This helps pupils to make links between new learning and what they have been taught before.

In the majority of subjects, leaders have an accurate understanding of how well pupils learn important knowledge. Teachers identify any gaps in pupils' knowledge and adapt their teaching to address this.

Subject leaders use this information to review and strengthen their curriculum. However, in some subjects, teachers are less clear about how well pupils have learned important knowledge. Subject leaders do not have consistently accurate oversight of how well pupils are learning in all subjects.

Leaders have ensured that reading has a high profile across the school. They provide extra support for pupils who are at the earliest stages of learning to read, including pupils who speak English as an additional language. Well-trained staff help these pupils to read with increasing confidence.

Pupils with special educational needs and/or disabilities (SEND) benefit from the same high-quality education as their peers. Leaders ensure that teaching staff have the information and training to meet the needs of pupils with SEND.

Leaders have united all staff in developing a culture where pupils manage their behaviour exceptionally well.

Those who join from different schools are warmly welcomed and quickly become part of the school community. Pupils' attendance in school and the sixth form is high. This is a school where pupils want to learn from the varied opportunities on offer.

The curriculum to support pupils' social, moral, spiritual and cultural development is well considered. This helps to develop pupils' understanding of important issues, such as protected characteristics, fundamental British values and the diversity of the school community. Sixth-form students learn about the importance of developing independence and aspiration and how to manage relationships.

The school has recently been recognised for its work around mental health, securing the Carnegie Bronze Award for Mental Health. Pupils benefit from carefully planned careers advice and guidance.

Staff enjoy working at this inclusive school.

They know that leaders take any concerns they have seriously. This includes consideration for their well-being and workload. The strategic approach to quality assurance ensures that senior leaders, including trustees, have an accurate picture of the school's strengths and areas for development.

Safeguarding

The arrangements for safeguarding are effective.

Leaders care about their school community. They make sure that staff are trained well on safeguarding issues.

Staff know what to do if they have any concerns about the safety of pupils. They record any concerns about pupils' welfare and work with external partners to get pupils the support they need. Leaders carry out careful checks to ensure the suitability of staff working at the school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some areas of the curriculum, subject leaders do not have a clear picture of how well pupils are following the intended curriculum. This limits their ability to identify strengths and areas for development. Leaders should work with subject leaders to help them to better review and enhance the quality of the curriculum in their subjects.

• There is some variation in the use of assessment, and this means that some gaps in pupils' knowledge are not identified and addressed. As a result, some pupils struggle to connect new learning with what they have been taught before. Leaders should improve the use of assessment across subjects to check that pupils are learning the knowledge and skills that they need.