Biddulph High School

What Ofsted said

From the inspection on 28 April 2026

Pupils are happy at school. They value the positive relationships they have with friends and staff. Most pupils trust staff to help them with any concerns they have. Pupils report that they feel safe. If bullying does occur, pupils know that staff will typically deal with it appropriately. A broad and ambitious curriculum supports pupils' future aspirations. In the most effective lessons, pupils benefit from positive learning experiences. They can recall what they have learned and know how to improve their work. Staff identify needs quickly for those pupils with barriers to their learning and wellbeing, including disadvantaged pupils and those with special educational needs and/or disabilities. The support and adaptations staff provide reduce pupils' barriers. However, this is not consistent across the school. Inconsistencies in the delivery of the curriculum mean that some pupils do not engage fully in learning. Consequently, some pupils do not achieve as well as they could in lessons or in national examinations. Pupils understand the importance of regular attendance. Overall, they attend school increasingly often. Pupils who do not attend regularly enough receive appropriate support to improve their attendance. Pupils' behaviour is typically calm in lessons. Pupils usually follow routines and respond to leaders' renewed high expectations. However, not all pupils meet these expectations. The behaviour of a minority of younger pupils impacts on learning across the school. Leaders' strategies to promote positive behaviour are not consistently implemented by all staff. As a result, some pupils experience disruption to school life. Pupils benefit from a range of wider opportunities. They appreciate sports clubs, trips and activities, including The Duke of Edinburgh's award. Pupils benefit from a programme of experiences to support their personal development and future career aspirations. They learn key knowledge to prepare them for later life. However, some aspects of pupils' understanding related to personal development are not secure.

What the school should improve

• Leaders should improve the quality of education that pupils receive across all subjects so that pupils progress well and achieve more highly in lessons and national examinations.
• Leaders should ensure consistent, effective use of assessment to check pupils' understanding and address gaps in their knowledge.
• Leaders should continue to develop a culture where the importance of high behaviour expectations is consistently promoted by staff and understood by pupils, so that instances of poor behaviour continue to reduce.
• Leaders and governors should ensure that their constructive and positive engagement with all parents and carers supports improvements across the school.

Read the full Ofsted report (opens in a new tab)