Silverdale School

What Ofsted said

From the inspection on 6 October 2022

The pupils of Silverdale School enjoy being part of a diverse learning community. Pupils from the sixth form, the integrated resource for pupils with a hearing impairment and those in Years 7 to 11 are happy in each other's company. The curriculum is broad and varied. Leaders are ambitious for all pupils, including those with special educational needs and/or disabilities (SEND). In lessons, teachers' plans and adaptations ensure that all pupils can access the curriculum. Pupils' behaviour in lessons is purposeful. They are focused because they trust their teachers and are interested in their learning. In Year 7, pupils already feel like they belong at the school. Older pupils help them, for example, by escorting them to lessons if they are lost. Teachers and pupils respect each other. This helps to make bullying rare. There are a broad range of extra-curricular clubs. When inspectors visited, pupils were enjoying dance, choir, soul band and netball. These clubs are well attended. Leaders are aware that they need to do more to ensure that pupils from all backgrounds attend these clubs. A new system is being introduced this year to ensure that leaders can check this effectively. Leaders in sixth form encourage students to have high aspirations, which leaders' actions help them to meet. For example, key stage 5 students have opportunities to act as paired readers with Year 7 or take on supervisory roles at lunchtime. These help to build confidence in older students as they prepare to leave Silverdale School.

What the school should improve

• Sometimes, behaviour policies and systems are not applied consistently at social times. This means that a small number of pupils do not buy into the ethos of the school or feel that they are treated fairly. Leaders should ensure that behaviour systems are well understood and consistently applied by staff.
• Assessment of pupils' learning at key stage 3 is not as well developed as it is for older pupils. This means that subject leaders and teachers do not understand how their subject fits into the overall assessment strategy at key stage 3. Leaders should ensure that all staff know how their subjects and lessons form part of the overall approach to assessment at key stage 3.

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