Bramhall High School

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About Bramhall High School

Name Bramhall High School
Ofsted Inspections
Headteacher Mr Paul Williams
Address Seal Road, Bramhall, Stockport, SK7 2JT
Phone Number 01614398045
Phase Secondary
Type Community school
Age Range 11-16
Religious Character Does not apply
Gender Mixed
Number of Pupils 1232
Local Authority Stockport
Highlights from Latest Inspection

What is it like to attend this school?

Most pupils enjoy coming to school. They foster strong relationships with staff and with each other. Pupils said that the school takes any concerns they have seriously.

Typically, pupils feel listened to and cared for.

The school has high expectations of pupils, including those with special educational needs and/or disabilities (SEND). Pupils benefit from an ambitious curriculum, which is broad and balanced.

Most pupils have positive attitudes towards their learning and behave well. They achieve highly.

The school encourages pupils to help others.

For example, some pupils support each other as mental health ambassadors. Pupils contribute to ...the wider community through charitable activities, such as collecting donations for food banks.

Pupils are provided with a wealth of opportunities to nurture existing talents and interests, as well as to discover new ones.

Performing arts clubs are popular, and many pupils show enthusiasm for taking part in music and drama performances. Some pupils spoke with delight about exploring new interests. For example, pupils who attend 'bee club' gain knowledge and experience of bee keeping, from the setting up of hives through to the harvesting of honey.

Pupils proudly explained that there is something for everyone to get involved in.

What does the school do well and what does it need to do better?

The school has strengthened the quality of education provided. The curriculum has been designed so that pupils' knowledge builds logically from Year 7 to Year 11.

The curriculum is typically delivered well. Staff have strong subject knowledge, which they use to clearly explain new concepts to pupils. Overall, staff make careful checks on whether pupils can remember the important information they have learned.

Most pupils build strong bodies of knowledge within each subject.

The school has taken steps to strengthen the provision for pupils with additional needs. These pupils spoke positively about some of the recent changes.

For example, they value the 'thrive room' as a quiet space. The school has robust systems to identify the needs of pupils with SEND. However, these pupils are not consistently well supported to access the curriculum.

Although most pupils with SEND achieve well, a small number do not achieve all that they should.

The school has developed a rigorous approach to identifying pupils who are struggling to read. Well-trained staff provide some of these pupils with the help that they need.

However, this programme is still in development. A small number of pupils who need this support do not receive it quickly enough. This hinders how well these pupils can access the wider curriculum.

Pupils learn in a calm and orderly environment. Most are attentive to their teachers. The school has recently introduced a new approach to dealing with pupils who struggle to regulate their own behaviour.

Pupils said that this is helping them to make better choices in the future.

While most pupils attend well, some do not go to school as often as they should. The school is taking steps to improve this.

The school has expanded its provision to support pupils' personal development. During form time and 'skills for life' days, pupils learn about topics such as healthy relationships and online safety. They value this learning.

It prepares them well for life in modern Britain.

Pupils receive the information that they need to make informed choices about their next steps in education or employment. Pupils in Year 11 spoke enthusiastically about the valuable insights that they gained from their work experience.

Governors have expanded their expertise since the previous inspection. They are sharply focused on working with the school to continue to improve the quality of education that they provide, particularly for the most vulnerable pupils.

Most parents and carers are appreciative of the ways in which the school engages with them to support their child's education.

The school consults staff about the introduction of new policies or systems to ensure that they are not overly burdensome. Staff are incredibly happy and proud to work at this school.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• A few pupils with SEND do not receive a consistently high-quality education across the curriculum. Consequently, some of these pupils do not achieve all that they should. The school, including governors, should continue to review, evaluate and improve how well staff are trained and supported to meet the needs of pupils with SEND, ensuring that pupils can achieve highly and fulfil their aspirations.

• The school's reading curriculum is in development. As a result, a small number of pupils who are behind with their reading knowledge do not get the timely support they require to catch up with their peers. The school should embed the new reading curriculum and ensure that staff are well trained to help pupils to catch up quickly with their reading knowledge.

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