William Hulme’s Grammar School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school Children in the early years get off to a good start. The curriculum is well planned, teaching is effective and children enjoy their learning. Pupils in the primary phase make consistently good progress across key stages 1 and 2.

Since 2017, leaders have transformed pupils' writing skills. Pupils now use their knowledge of vocabulary, spelling and grammar to improve their everyday writing with increasing success. By the end of key stage 4, pupils in the secondary school make excellent progress across the curriculum.

They make particularly strong progress in mathematics and science. By the end of Year 11, pupils' attainment is high. The pro...portion of pupils who achieve a strong pass in English and mathematics is above the national average.

At key stage 3, some pupils' written work lacks depth and precision. While teachers develop pupils' reading skills well, pupils' writing skills are underdeveloped. Good practice from the primary phase is not shared effectively.

Disadvantaged pupils, including children looked after and young carers, achieve well in both the primary and secondary phases. Leaders use the additional funding to support disadvantaged pupils' progress to great effect. Pupils with special educational needs and/or disabilities (SEND) achieve well, including those in the specialist resource provision.

However, leaders do not check if they make best use of the additional funding for SEND pupils. Since 2016, students' progress in the sixth form has improved markedly. However, some students do not think deeply enough about the concepts that they study in order to excel.

The curriculum is well planned across all phases, leading to good outcomes. At key stage 4, more pupils now study a modern foreign language and a humanities subject. Leaders have an accurate view of the quality of education that the school provides.

Since the previous inspection, leaders have taken swift and effective action to improve the school. Teachers use their strong subject knowledge to prepare interesting and engaging lessons. Leaders have an unwavering commitment to pupils' wider personal development.

There is an extensive extra-curricular programme coupled with plentiful leadership opportunities. Pupils' attendance is very good. Behaviour is also good because pupils adhere to the 'Respect Charter'.

Pupils enjoy, achieve and learn by following the 'William Hulme's Way'.

Information about this school

William Hulme's Grammar School is larger than the average-sized school. It is an all-through school that is part of the United Learning Trust.

The United Learning Trust comprises 60 state sector academies, three free schools and 13 independent schools operated within the United Church Schools Trust. At William Hulme's Grammar School, the board of trustees is accountable for the school. As part of the governance structure, the regional directors and senior director also hold leaders to account.

The scheme of delegation sets out clearly what powers have been delegated to the local governing body. The school has gone through an extensive expansion programme. In September 2016, a new two-form entry primary building opened, including a Nursery provision.

From September 2017, the admission number into Year 7 increased to 180 pupils. A new sixth-form centre building opened in September 2017. In January 2018, the school opened a specialist, local-authority-funded resource provision for pupils with autism spectrum disorder who have an education, health and care plan.

Currently, there are seven pupils on roll from across the school. The proportion of pupils across the school with an education, health and care plan is above the national average. A new headteacher was appointed to the primary school in 2017.

A new deputy headteacher was appointed in the primary phase in 2018. The school is a 'hub' school for subject networks, including mathematics. There is a higher proportion of boys on roll than girls.

The proportion of disadvantaged pupils on roll is higher than the national average. A large majority of pupils speak English as an additional language and a significant number of pupils are from minority ethnic backgrounds. A small number of pupils are educated at the Manchester Pupil Referral Unit.