Weaverham High School

What Ofsted said

From the inspection on 24 March 2026

Pupils experience an ambitious and inclusive school, which aims for them to be the best version of themselves. Pupils feel safe and respected. They are known as individuals and benefit from high-quality pastoral support and care. Pupils enjoy warm and respectful relationships with staff and their peers. Pupils behave well and typically attend regularly. Lessons are focused on learning and free from disruption. Staff skilfully address any rare incidents of unkind or discriminatory behaviour. Staff pay particular attention to pupils who may face additional barriers to achievement, such as disadvantaged pupils and those with special educational needs and/or disabilities. Staff go the extra mile to ensure that these pupils feel connected to the school and ambitious for themselves. Pupils who experience challenges in relation to their wellbeing receive personalised and impactful support. Pupils are committed to their studies. They enjoy learning and generally achieve well in national examinations at the end of Year 11. This reflects leaders’ commitment to instilling pupils with an ‘ethic of excellence’. Pupils appreciate the extensive and exciting range of opportunities to support their personal development. Many pupils fulfil leadership roles, such as ethos leaders who contribute to the school’s aspirational culture. Pupils’ character is developed through many planned opportunities, including participation in the Duke of Edinburgh's Award scheme and foreign expeditions. Most pupils attend some of the many extra-curricular clubs on offer, which develop their talents and interests. The school’s programme of careers education gets pupils to consider their next steps from Year 7. It encourages them to think deeply about their own interests and aspirations in relation to the changing job market. This ensures that pupils are very well prepared for life after Weaverham High School.

What the school should improve

• Leaders should continue to improve professional learning for staff to ensure that the school curriculum is consistently taught well.
• Leaders should further develop the ways that teachers check pupils’ understanding during lessons so they can make changes to teaching that remove barriers to the achievement of all pupils and especially those with low prior attainment.
• Leaders should embed recent improvements to the management of attendance to further increase the attendance of disadvantaged pupils and others who face barriers to regular attendance.

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