Cheadle Hulme High School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils thrive in this inclusive school. They benefit from a rigorous academic education that propels their learning way beyond the classroom. High aspiration underpins the rich curriculum.

Pupils, including those who are disadvantaged, achieve exceptionally well.

The school's exemplary attention to pupils' wider development is centred on the four 'cornerstones'. The meticulously constructed careers programme helps pupils to make informed and ambitious choices about their next steps in education, employment or training.

A plethora of clubs are savoured by pupils, such as ballroom dancing, gardening, 'Shakespeare's unloved plays' and the European film club. The...se help to develop pupils' interests and curiosity. Intertwined with this is a focus on teaching qualities, attitudes and habits.

For instance, pupils are taught how to be socially intelligent and empathise with others.

Pupils' behaviour is excellent. They cultivate scholarly attributes.

Pupils' blazers are adorned with reward badges. Students in the sixth form act as excellent role models. Pupils are wholeheartedly committed to their studies.

They aspire to succeed, and they do. Pupils are exceedingly happy in this school. With determination and fervour, pupils embrace the school's belief that 'better is always possible'.

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

The school ensures that pupils and students in the sixth form achieve their best. The school's rich and ambitious curriculum equips pupils with the knowledge they need to succeed. The curriculum is expertly delivered.

Teachers adeptly check whether pupils have understood their learning and readily identify and address any misconceptions. Pupils' learning builds securely over time. They develop a rich understanding of the subjects they study, and, as a result, pupils attain highly.

The school has excellent processes in place to identify pupils' additional needs. Pupils with special educational needs and/or disabilities (SEND) are expertly supported to excel. They participate fully in school life.

Pupils with SEND make excellent progress through the curriculum.

Across the curriculum, reading is front and centre and skilfully woven through each subject. A love of reading is firmly embedded.

Pupils view reading as both a conduit for knowledge and a pathway to pleasure. For pupils who find reading difficult, the school provides effective support, which helps them to read confidently and fluently.

The school sets extremely high standards for pupils' behaviour.

It equips pupils with a thorough understanding of how to adhere to those standards. This begins with teachers being excellent role models. For example, teachers engage enthusiastically in a wide range of professional development opportunities and model positive learning habits.

Pupils' attitudes to their learning are exemplary. This extends to the sixth form, where students use their study time wisely. They form strong learning behaviours that stand them in good stead for the next phase of their education.

Pupils are respectful and polite.Even so, the school is developing pupils who can advocate for themselves and respectfully challenge others.

The school equips sixth-form students exceedingly well for life in modern Britain.

Students are proficient in life skills such as how to arrange a mortgage or pay taxes. The vibrant 'super curriculum' with diverse speakers, trips and visits inspires students. Students achieve exceptionally well, and most go on to aspirational destinations.

The school is highly focused on creating well-rounded individuals. The curriculum for personal, social and health education is well thought out and organised. For example, pupils are confident in recognising the signs of coercive control in relationships.

Individuality is highly celebrated. Pupils spoke enthusiastically about the 'mother tongue other tongue' poetry competition and the awe of listening to a peer recite their own poetry. Pupils have a developed understanding of different religions.

There is an abundance of trips, including residential excursions abroad. Most pupils have enjoyed an overseas visit. The school has carefully thought about what it wants pupils to learn from these activities so that they contribute further to pupils' understanding of the curriculum and wider development.

Furthermore, pupils embrace a range of leadership opportunities such as house captains and form representatives. These roles enable them to affect change.

The collaboration, trust and mutual respect between the school and the trust are palpable.

Across the school, at all levels, leadership is a strength. Staff share the school's vision that regardless of background or circumstance, all pupils should succeed. This high sense of moral purpose drives them.

Those responsible for governance are astute and hold the school to account. Although standards are exceptionally high, there is no complacency. Staff speak positively about their roles.

They feel valued. In turn, they value the support and well-established professional development that the school gives them.

Safeguarding

The arrangements for safeguarding are effective.