The Byrchall High School

What is this page?

We are, a schools information website. This page is one of our school directory pages. This is not the website of The Byrchall High School.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding The Byrchall High School.

To see all our data you need to click the blue button at the bottom of this page to view The Byrchall High School on our interactive map.

About The Byrchall High School

Name The Byrchall High School
Ofsted Inspections
Headteacher Mr Alan Birchall
Address Warrington Road, Ashton-in-Makerfield, Wigan, WN4 9PQ
Phone Number 01942728221
Phase Academy
Type Academy converter
Age Range 11-16
Religious Character None
Gender Mixed
Number of Pupils 1001
Local Authority Wigan
Highlights from Latest Inspection

What is it like to attend this school?

Trustees, governors and leaders have high expectations of what pupils should achieve. They have a clear and ambitious strategy for school improvement.

This has pupils' best interests at its heart. The recent improvements that leaders have put in place have made a real and positive difference to the quality of pupils' education.

Pupils study a well-designed and ambitious curriculum.

Pupils, including those with special educational needs and/or disabilities (SEND), progress well through the curriculum.

Adults in the school care about the well-being and safety of pupils. Pupils said they feel safe.

They are confident that they can approach staf...f for help if they have a problem. Classrooms are calm and orderly places to learn. Pupils behave well around the school site at break and lunchtime.

Pupils told inspectors that, on most occasions, staff deal with incidents of bullying.

Pupils' personal development is promoted well. They gain the knowledge that they need to live safe and happy lives.

Staff provide many extra opportunities, including clubs and school trips, to enhance the curriculum. Many pupils are keen to take advantage of these opportunities to learn more about the wider world.

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

Since the previous inspection, leaders, trustees and governors have brought about considerable improvement to many aspects of the school.

They have made many changes to the school's curriculum. In the past, a weak curriculum in some subjects meant that pupils were not well prepared for the next stage in their education. This is no longer the case.

In all subjects, leaders have implemented a curriculum that is ambitious for all pupils, including those with SEND. The curriculum is well ordered to help pupils build their knowledge across a broad range of subjects. As a result, pupils, especially those in key stage 4, understand and remember more of their learning.

Subject leaders have designed curriculums well. They have listened to the advice offered by senior leaders and external advisers. They have thought carefully about the order in which they want pupils to learn key knowledge.

Pupils build up their knowledge in a logical way. Curriculum design is particularly effective in some subjects. This is because there are highly ambitious opportunities for pupils to deepen their learning.

Teachers have secure and, in some cases, very strong subject knowledge. This helps them to deliver curriculums well across the school. Teachers typically choose activities that stimulate pupils' interest and enthusiasm.

They also make sure that pupils recap important learning. However, in a small number of subjects, some teachers do not ensure that pupils' learning builds securely on what they already know. This prevents some pupils from learning more and remembering more in those subjects.

Pupils behave well around the large school site. Lessons take place without disruption. Pupils' positive attitudes to their education help them to learn well.

Leaders study patterns of behaviour and act swiftly if they identify any problems.

Leaders accurately identify the needs of pupils with SEND. Staff are becoming increasingly confident in using the information that leaders provide to support pupils with SEND to learn well.

This helps pupils with SEND to progress through the same ambitious subject curriculums as their peers.

Leaders' systems to identify pupils who are behind with their reading knowledge are well thought through. These systems enable leaders to pinpoint and remedy the specific problems that individual pupils face when reading.

Most pupils become confident readers. Recently, leaders have made reading widely and often a priority for all pupils. This work is beginning to encourage more pupils to read for pleasure.

Pupils told inspectors that they find their personal development lessons interesting. Leaders have recently given more time in the school week to this area of the curriculum. As a result, pupils benefit from opportunities to learn about and discuss a wide range of issues.

These opportunities include learning about relationships and sex education and health education, British values and more practical issues, such as how to manage money. A few pupils are trained as mental health ambassadors, allowing them to offer support and guidance to their peers.

Pupils receive age-appropriate careers education, information, advice and guidance.

Leaders have reintroduced work experience following the lull during the COVID-19 pandemic. Pupils are well prepared for their future lives.

Since the last inspection, the local governing body and trustees have taken a more active role in supporting the work of school leaders and holding leaders to account.

Governors and trustees know the school well. They play a significant part in all aspects of the school's work. Staff appreciate the work of leaders, governors and trustees to protect them from excessive workload.


The arrangements for safeguarding are effective.

Leaders ensure that there is a strong culture of safeguarding at Byrchall High School.

Staff receive frequent and effective training from school leaders.

As a result, staff know how to spot the signs that pupils need early help or are at risk from harm. Staff share their concerns with leaders in a timely manner. Leaders work well with a wide range of external agencies to ensure that pupils who are vulnerable get the help that they need.

Pupils told inspectors that they feel safe in school. They learn how to keep safe when out in the wider community and when online, through assemblies and in their personal development lessons.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small minority of subjects, some teachers do not deliver the planned curriculum effectively enough.

This is because they do not ensure that pupils' learning builds securely on what they already know. This prevents some pupils from learning as well as they should in these subjects. Leaders should ensure that the planned curriculum is delivered consistently well across all subjects.

  Compare to
nearby schools