Hilbre High School

What Ofsted said

From the inspection on 24 March 2026

The school supports pupils well. Relationships between pupils and teachers are typically positive. Pupils have trusted staff that they talk to. This gives them confidence to seek help. Staff respond promptly to pupils' wellbeing concerns. Pupils feel safe in school. Staff treat them fairly. Pupils enjoy learning. They follow the school’s clear routines that help them to be ready to learn. Most pupils behave well. However, the behaviour policy is not consistently implemented. Some pupils do not conduct themselves as positively as leaders expect. Sixth-form students demonstrate a mature approach and are positive role models in the school. Pupils’ overall rates of attendance have recently improved. Pupils show respect for the differences between people. Bullying is not common. If it happens, leaders resolve any issues quickly. Pupils learn about healthy relationships and they understand consent. This helps them make appropriate choices. However, their knowledge of some aspects that prepare them for life in modern Britain is not as secure. Pupils with special educational needs and/or disabilities, including those who attend the school’s specially resourced provision, are generally well supported in their learning. Pupils take part in a range of activities and curriculum-related trips, which develop their interests and skills. These include the 'rat club', the Duke of Edinburgh’s Award, art galleries, residential field courses and sports, including basketball and skateboarding. However, leaders do not check pupils' participation carefully enough to know which pupils benefit. Some pupils and students, including those who are disadvantaged, do not achieve well across the curriculum. Some parts of the curriculum are not taught well. In these areas, expectations of what pupils can achieve are not high. This means that many pupils and students leave school without being fully prepared for their next stage of education.

What the school should improve

• Leaders should carefully evaluate and refine their strategies to improve rates of attendance so that pupils, including those from disadvantaged backgrounds, attend school regularly and that recent gains are sustained over time.
• Leaders should ensure that their high expectations for behaviour are maintained through the consistent application of systems and protocols by staff, so that pupils conduct themselves consistently well.
• Leaders should ensure that high-quality teaching implements the curriculum effectively across all key stages, in order to maximise pupils' and students' development of essential skills and their attainment in national examinations.
• Leaders should ensure that across all key stages, staff use assessment strategies effectively to identify gaps in pupils' knowledge, so that pupils are supported effectively to correct their misconceptions and secure their learning.
• Leaders should ensure that the programme for personal development develops pupils' understanding of fundamental British values and the protected characteristics fully, and that the careers offer better aligns with pupils’ and students’ needs, in order that pupils are fully prepared for their future in modern Britain.

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