Brighouse High School

What Ofsted said

From the inspection on 24 March 2026

Pupils are safe and happy at Brighouse High School. They behave well in their lessons and socialise positively with their peers during social times. Pupils, including sixth-form students, value the positive relationships that they have with staff. They know who to go to if they have any worries or concerns. Bullying is dealt with by leaders effectively. As a result, most pupils attend school regularly. The vast majority of pupils are keen to learn and do well. They access a broad and balanced curriculum. Pupils who are disadvantaged and those with special educational needs and/or disabilities are well supported to reduce their barriers to learning and wellbeing. However, there is too much variability in the quality of teaching across key stages 3 and 4. Some pupils produce high-quality work, but others have gaps in their learning that are not addressed quickly enough. A minority of pupils do not achieve as highly as they could in national tests. Sixth-form students benefit from high-quality teaching, and they progress through their study programmes well. They typically achieve close to national averages in national tests, although some students would benefit from further support to achieve at a higher level. All pupils feel that they belong in their school community. Leaders and staff care about pupils' wellbeing. Pupils engage with their wider community by organising fundraising events and by donating supplies to the local food bank. Pupils, including sixth-form students, benefit from a wide range of opportunities and experiences. They learn about the history of their local area and visit places to explore their culture. Pupils are encouraged to join clubs to harness their hobbies and talents in areas such as art, coding, golf, cricket and drama. There is an extensive offer of residential visits to experience other cultures in places such as Dublin, Berlin and Paris. These opportunities prepare pupils well for life after school.

What the school should improve

• Leaders and governors should precisely identify priorities for improvement to bring about swift, effective improvement, particularly with regards to pupils' experiences in learning and their achievement.
• Leaders should ensure that all staff regularly access high-quality, evidence-informed professional learning, which includes planned opportunities for them to apply and embed practice.
• Leaders should ensure that highly effective teaching is embedded across the school so that all groups of pupils, including those who are disadvantaged and those with special educational needs and/or disabilities, make secure progress across the curriculum.
• Leaders should ensure their actions lead to improved outcomes in national tests for all pupils, including achievement at the highest levels for sixth-form students.

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