Ladybridge High School

What Ofsted said

From the inspection on 2 November 2022

Pupils are made to feel welcome at Ladybridge High School. This includes pupils with special educational needs and/or disabilities (SEND), and disadvantaged pupils. This is a school at the very heart of the community that it serves. Pupils are proud to attend the school. Leaders have high expectations with regards to pupils' behaviour and achievement. Most pupils rise to these expectations. Pupils learn well in a calm environment. They behave well in lessons and display positive attitudes to their learning. The atmosphere in lessons is positive and purposeful. Pupils are confident that leaders will act to address any incidents of bullying quickly and effectively. Pupils told inspectors that there was someone that they could talk to if they had any worries or concerns. This helps pupils to feel safe in school. Pupils are expected to develop their character and confidence. Pupils respect each other's differences. They speak highly of the opportunities that they have to support their understanding of diversity. Pupils are encouraged to engage with the local community through the school leadership academy programme. Pupils talk with enthusiasm about the school farm, which they are able to visit and volunteer in. Pupils benefit from an extensive range of extra-curricular clubs, for example swimming, hockey and an LGBTQ+ group.

What the school should improve

• Governors and leaders do not scrutinise, in sufficient depth, the information available about the behaviour, attendance and uptake of extra-curricular activities of pupils. This means that some governors and leaders do not ask enough searching questions about how this area of work could be improved even further. Leaders should ensure that they evaluate more fully the impact of their work to improve further.
• The curriculum is not designed effectively in a small number of subjects. Leaders should continue to develop the identification of key knowledge and sequence of learning in these subjects. Leaders should ensure that subject curriculums are fully embedded, so that pupils know and remember more over time.
• Some pupils do not always regulate their behaviour as well as they should during unstructured times. This means that where there is less adult supervision, these pupils do not choose to behave as well as they could. Leaders should provide support to pupils who require additional help to regulate their own behaviour during unstructured times.

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