Breightmet School

What Ofsted said

From the inspection on 10 June 2025

Pupils enjoy coming to this welcoming school. They often join the school having been out of education for a long time or having had difficulties in previous settings. Staff support pupils to get back on track with their education. The school expects all pupils, who all have special educational needs and/or disabilities (SEND), to achieve well. However, there are weaknesses in how well the curriculum for pupils across school is designed and delivered in several subjects. This means that some pupils do not achieve as well as they should. Staff help pupils to regulate their own behaviour and to manage their emotions. Staff notice when pupils experience distress or discomfort and they respond quickly and sensitively. Pupils enjoy affirming relationships with caring staff. They know that there are trusted adults who they can speak to about any worries that they may have. Staff routinely look for ways to encourage pupils' confidence, resilience, and self- belief. For example, pupils are looking forward to the 'Birchwood's Got Talent' contest, where they can show off their musical talents such as singing, dancing, and playing instruments. However, pupils are yet to benefit from the full range of personal development opportunities that the school would like to offer.

What the school should improve

• In several subjects, the school has not considered exactly what pupils should learn and in what order. This hinders some pupils from achieving as well as they could. The school should finalise the curriculum content in these subjects to ensure that teachers know exactly what knowledge pupils must learn and when they should learn it.
• There are occasions when checks on learning are not used effectively. Where this happens, teachers are not clear about what pupils have learned and where there might be gaps in pupils' knowledge. The school should ensure that teachers have a clear understanding of exactly where pupils are in their learning and use this information to precisely determine pupils' next steps.
• At times, learning is not adapted well enough to meet the needs of some pupils with SEND. As a result, these pupils do not learn as well as they should. The school should ensure that it checks the quality and effectiveness of support plans and how well they are being implemented across the curriculum to ensure that the needs of pupils with SEND are fully met.
• Some staff do not deliver the early reading and phonics programme or communication strategies as clearly and precisely as they could. Where this is the case, some pupils do not learn as well as they should. The school should support staff so that they have the knowledge and expertise to deliver the early reading and phonics programme and communication strategies effectively.
• The school is still developing some aspects of the personal development offer that it provides to pupils. As a result, pupils are not as well prepared for life in modern Britain as they could be. The school should develop its thinking in these areas so that pupils benefit from a full range of opportunities for broader development.
• Some of the school's processes for holding leaders to account for their responsibilities for welfare, health and safety have not been fully effective over time. Consequently, the proprietor has not ensured that some of the standards have been consistently met. The proprietor must ensure that there are effective systems in place so that all standards are consistently and fully met.

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