The Elton High School

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About The Elton High School

Name The Elton High School
Ofsted Inspections
Headteacher Mr Jonathan Wilton
Address Walshaw Road, Bury, BL8 1RN
Phone Number 01617631434
Phase Secondary
Type Community school
Age Range 11-16
Religious Character Does not apply
Gender Mixed
Number of Pupils 1027
Local Authority Bury
Highlights from Latest Inspection


The Elton High School continues to be a good school.

What is it like to attend this school?

Pupils are proud to attend The Elton High School.

They told inspectors that it is a happy and safe place, where they achieve well.

Pupils' positive behaviour at all times is characteristic of the respectful culture of this school. In lessons, pupils concentrate well on their work.

They enjoy learning. Pupils also behave well outside of lessons. Their positive conduct reflects leaders' high standards.

Pupils are considerate of others. They have fun at breaktimes.

Pupils are not concerned about harmful behaviour and bullying.

They are confident abou...t reporting their worries to adults. Staff resolve any bullying issues quickly.

School leaders and governors have high expectations for pupils' achievement.

They ensure that pupils study a well-structured and ambitious curriculum. This helps pupils, including those with special educational needs and/or disabilities (SEND), and disadvantaged pupils, to achieve well across most subjects.

Pupils enjoy the wide range of extra-curricular clubs and activities provided.

These include a chess club, a diversity group, and sports and arts clubs. Pupils appreciate that leaders take their varied interests into account when deciding which activities to offer. All pupils, including those who are disadvantaged, are encouraged to participate in the wider curriculum.

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

Leaders and governors are committed to preparing all pupils at The Elton High School to lead successful and happy lives. Staff share leaders' high aspirations for what all pupils can achieve. For example, leaders have made sure that pupils study a broad range of subjects across each key stage.

Leaders have also increased the proportion of pupils following the English Baccalaureate suite of subjects.

Most subject leaders design curriculums that are well organised. They are clear about the essential knowledge that pupils need to learn.

Most teachers use their strong subject knowledge to deliver these subject curriculums well. In these subjects, teachers typically use strategies to assess pupils' learning effectively. They address any misconceptions or shortfalls in pupils' knowledge successfully.

This helps pupils to gain the knowledge that they need confidently. Most pupils, including those with SEND and those who are disadvantaged, progress well through these curriculums.

In a small number of subjects, some pupils do not achieve as well as they should.

This is because teachers do not ensure that pupils acquire sufficient knowledge. Some staff do not expect the depth of knowledge in pupils' work that is commonplace elsewhere in the school.

Leaders are quick to spot and support pupils who find reading more difficult.

They provide an effective catch-up reading curriculum. This helps these pupils to read confidently and accurately. As a result, they are able to access their learning across other subjects.

Leaders identify the needs of pupils with SEND accurately. They make sure that the curriculum that pupils with SEND follow is equally broad and ambitious. Leaders provide staff with pertinent information so that they can support these pupils to achieve well.

This helps pupils with SEND to enjoy success across all aspects of school life.

Pupils have very positive attitudes to learning. They are attentive, polite and fully focused on their work.

At social times and between lessons, the school is a calm place. Pupils meet up, play games and take part in planned activities.

Leaders have thought carefully about the content of the personal development curriculum.

Pupils learn about issues that are relevant to their lives, for example how to have healthy relationships and how to stay safe online. They appreciate the knowledge that they gain from external speakers in relation to life in modern Britain.

However, beyond this, the provision for pupils' personal development is patchy.

It varies too much from class to class, particularly in relation to careers education. This is because some teachers do not deliver the personal development curriculum as effectively as they should. Consequently, pupils sometimes miss out on important information that could be useful to them when making decisions about their future.

Staff told inspectors that leaders support their well-being and workload effectively.


The arrangements for safeguarding are effective.

Leaders prioritise pupils' safety and well-being.

They ensure a strong culture of safeguarding. Leaders make sure that staff are clear and up to date on the dangers that pupils may face in or outside of school. Staff are vigilant.

They know how to spot the signs that pupils may be at risk of harm.

Pupils seek help from staff when they need it. Staff report concerns about pupils in a timely manner.

They quickly identify whether pupils require additional support from external agencies. Leaders ensure that pupils and their families get the timely help that they need.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, teachers do not ensure that pupils learn important curriculum knowledge as deeply as they should.

This hinders how well some pupils progress through the curriculums. Leaders should ensure that all teachers are equipped to deliver their subject curriculums well. ? Some teachers do not deliver aspects of the personal development curriculum sufficiently well for some pupils.

This means that some pupils do not gain the knowledge that they need, particularly in relation to careers education. Leaders must ensure that all elements of the personal development curriculum are delivered effectively, so that pupils are well prepared for the next steps in their lives.


When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called a section 8 inspection of a good or outstanding school, because it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on a section 8 inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a section 5 inspection.

Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the section 8 inspection as a section 5 inspection immediately.

This is the first section 8 inspection since we judged the school to be good in February 2017.

How can I feedback my views?

You can use Ofsted Parent View to give Ofsted your opinion on your child's school, or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

The Department for Education has further guidance on how to complain about a school.

If you are the school and you are not happy with the inspection or the report, you can complain to Ofsted.

Further information

You can search for published performance information about the school.

In the report, 'disadvantaged pupils' refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route.

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