Tytherington School

What Ofsted said

From the inspection on 9 June 2026

Pupils and students are proud to belong to this school. They understand that leaders and staff have high expectations of them. Pupils also accept that these expectations prepare them well for their future. The school is calm, and pupils feel supported by staff. Pupils attend regularly. Lessons are rarely disrupted, and pupils engage well with their learning. They conduct themselves with maturity and respect. Pupils speak confidently to visitors and explain why they enjoy school. When incidents of unkind behaviour or bullying occur, staff deal with them quickly and effectively. Pupils feel safe. Pupils develop a secure and deep understanding of what they learn through very effective teaching. Pupils who face challenges to their learning or wellbeing are confident to ask for help. The support that pupils receive from teachers helps them to access their learning. As a result, pupils, including pupils with special educational needs and/or disabilities, make progress through the curriculum. Results in national examinations, including A-level qualifications, are positive. Pupils leave the school well prepared for their next steps and move on to ambitious destinations. There are a wide range of extra-curricular opportunities that pupils benefit from. Pupils in Years 7 and 8 participate in the elective programme, which helps them to develop new interests. Pupils contribute to the student parliament and learn how to work with others and express their views respectfully. They also take part in sports and social activities, where they build positive relationships. Students in the sixth form participate in voluntary work and support younger pupils with their studies. The personal development programme helps pupils to understand the world around them. They learn to recognise different perspectives and develop a strong commitment to equality and respect for others.

What the school should improve

• Leaders should strengthen their efforts to identify and tackle barriers to attendance so that rates of attendance for all pupils continue to improve to consistently high levels.
• Leaders should continue to embed their strategies to ensure the achievement gap between disadvantaged and non-disadvantaged pupils narrows further.

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