|Name||Fleetwood High School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||30 January 2019|
|Address||Broadway, Fleetwood High School, Fleetwood, Lancashire, FY7 8HE|
|Number of Pupils||869 (51% boys 49% girls)|
|Number of Pupils per Teacher||15.5|
|Percentage Free School Meals||39.2%|
|Percentage English is Not First Language||2.3%|
|Pupils with SEN Support||11.3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school has grown in size since the previous inspection. The number of pupils on roll is now broadly in line with the national average. The proportion of disadvantaged pupils is significantly higher than the national average. The proportion of pupils who have been identified as having SEND is well above the national average. The proportion of pupils with an education, health and care plan is below average. Most pupils are White British. The proportion of pupils who speak English as an additional language is lower than the national average. The school is an associate member of Fylde Coast Academy Trust but is still maintained by the local authority. Where appropriate, the school uses alternative provision for some pupils. A number of pupils attend 4-Tec Moto and the McKee Centre.
Summary of key findings for parents and pupils
This is a school that requires improvement Despite the far-reaching improvements that leaders have made to the school, pupils do not make the progress of which they are capable. Pupils, particularly boys and those with special educational needs and/or disabilities (SEND), do not make good progress across the curriculum. The improvements made to middle leadership have had uneven impact. As a result, current pupils make weaker progress in some areas, such as mathematics and the humanities. Some teachers’ expectations of pupils, especially boys, remain too low. Teachers of subjects other than English do not do enough to support pupils to develop the technical accuracy and fluency of their writing. Pupils with SEND have not historically had their needs assessed or met well. Although improving, this legacy continues to have a negative impact on the attendance, behaviour and progress of this group. Leaders have made steady improvements to pupils’ attendance. Nevertheless, although reducing, the proportion of pupils who are regularly absent from school remains too high. The school has the following strengths Leaders’ determination and tenacity have underpinned the many improvements made since the last inspection. Parents and carers are effusive in their praise for the work of the school. Pupils and staff are equally positive. Pupils’ behaviour has improved markedly. Low-level disruption to lessons is increasingly rare. Pupils benefit from a systematic approach to raising their aspirations and understanding of different careers. Teaching has improved significantly, particularly in science and English, and is now good. The school’s curriculum is broad and balanced. Leaders ensure that pupils experience a range of opportunities that enrich their understanding of different cultures. Leaders are flexible in their approach to designing the curriculum to ensure that it meets the needs of individuals and groups of pupils. Leaders have established a strong safeguarding culture. Pupils are kept safe and are supported to develop a clear understanding of different risks. Governors have overseen the improvements made to the school capably.