Smithills School

What Ofsted said

From the inspection on 31 March 2026

Smithills School is a warm and nurturing environment, where a diverse mixture of pupils are well cared for by staff. Pupils trust staff and report feeling safe. They are happy to ask for help from staff if they need to. Pupils typically behave well and work well together. A culture of mutual respect underpins everything pupils do. Pupils report that bullying and discrimination are rare and that any incidents are resolved swiftly. Pupils appreciate the improvements leaders have made to behaviour. For example, they can now learn without disruption in their lessons. Too many pupils do not achieve well enough at this school. This includes disadvantaged pupils, pupils with special educational needs and/or disabilities (SEND) and those known or previously known to social care. Leaders’ work to strengthen the curriculum is secure. However, pupils do not typically receive high-quality teaching across all subjects. As a result, some pupils have gaps in their knowledge. These are not always addressed effectively. Pupils, including those with SEND, learn well when staff check their learning and make appropriate adjustments. Most pupils attend school regularly and are ready to learn. Generally, they feel a sense of community and display positive attitudes to their work. Most lessons are calm and purposeful. Many pupils are proud of the work they produce. They appreciate the rewards and recognition they receive. Pupils benefit from a wide range of enrichment and leadership opportunities. This offer includes the debate club and the chess club, as well as a range of sports and performing arts clubs. There really is something for everyone. These opportunities are available to all pupils and support them to develop their interests and talents. Pupils are taught the essential information about life in modern Britain. For example, they understand how to follow rules and the importance of keeping themselves safe online and in their local community. Pupils have access to bespoke careers guidance. Increasingly, they choose appropriate education, employment or training when they leave school.

What the school should improve

• Leaders, including governors, should strengthen their systems for evaluating the impact of their work so that they can more accurately and precisely identify areas for development and drive improvement.
• Leaders should strengthen all elements of the personal development programme, ensure it is delivered consistently and improve their evaluation processes so they can better understand its impact and pupils’ experiences.
• Leaders should ensure that teachers use assessment information effectively to identify and address gaps, errors and misconceptions in pupils' knowledge.
• Leaders should ensure that teachers have the expertise to check for and address gaps in pupils' foundational knowledge in handwriting and mathematics.

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