School etc

Blythe Bridge High School

Blythe Bridge High School
Cheadle Road
Blythe Bridge

phone: 01782 392519

headteacher: Mrs Shan Schanda

reveal email: off…


school holidays: via Staffordshire council

1025 pupils aged 11—19y mixed gender
1035 pupils capacity: 99% full

525 boys 51%


500 girls 49%


Last updated: June 20, 2014

Secondary — Foundation School

Education phase
Establishment type
Foundation School
Establishment #
OSGB coordinates
Easting: 395991, Northing: 341199
GPS coordinates
Latitude: 52.968, Longitude: -2.0611
Accepting pupils
11—18 years old
Census date
Jan. 16, 2014
Ofsted last inspection
March 4, 2014
Region › Const. › Ward
West Midlands › Stone › Forsbrook
Urban > 10k - less sparse
Admissions policy
Main specialism
Sports (Operational)
Sixth form
Has a sixth form
Free school meals %
Trust school
Is supported by a Trust
Blythe Bridge High School Music Trust
Learning provider ref #

rooms to rent in Stoke-On-Trent

Schools nearby

  1. 0.1 miles The Beeches Forsbrook Junior School ST119PW
  2. 0.1 miles Forsbrook CofE (C) Infants School ST119PW
  3. 0.1 miles Forsbrook CofE Controlled Primary School ST119PW (213 pupils)
  4. 0.2 miles Marsh Primary School ST119PN
  5. 0.2 miles The William Amory Primary School ST119PN (155 pupils)
  6. 0.6 miles Springcroft Primary School ST119JS (214 pupils)
  7. 0.7 miles Portland School and Specialist College ST119JG (78 pupils)
  8. 1 mile Draycott Manor Primary School ST119AH
  9. 1 mile Draycott Moor College ST119AH (17 pupils)
  10. 1.2 mile St Filumena's Catholic Primary School ST119EA
  11. 1.2 mile St Filumena's Catholic Primary School ST119EA (206 pupils)
  12. 1.3 mile St Peter's CofE (A) Primary School ST119EN (195 pupils)
  13. 1.4 mile Crescent Primary School ST36HZ
  14. 1.4 mile The Crescent Academy ST36HZ (541 pupils)
  15. 1.5 mile Meir Nursery School ST36DQ
  16. 1.6 mile Meir Primary School ST36DJ
  17. 1.7 mile Sandon Primary School ST37AW (355 pupils)
  18. 1.7 mile Sandon Primary School ST37AW
  19. 1.8 mile Grange Nursery School ST37AN (59 pupils)
  20. 1.9 mile Kinetic Academy ST37DJ (17 pupils)
  21. 2 miles Meir Heath Primary School ST37JQ (375 pupils)
  22. 2 miles St Augustine's RC (A) Primary School ST37DF
  23. 2 miles Sandon Business and Enterprise College ST37DF (831 pupils)
  24. 2 miles St Augustine's RC (A) Primary School ST37DF (231 pupils)

List of schools in Stoke-On-Trent

27 June 2014
Ms Shan Schanda
The Headteacher
Blythe Bridge High School
Cheadle Road
Blythe Bridge
ST11 9PW
Dear Ms Schanda

Requires improvement: monitoring inspection visit to Blythe Bridge High

Following my visit to your school on 26 June 2014, I write on behalf of Her Majesty’s

Chief Inspector of Education, Children’s Services and Skills to report the inspection

findings. Thank you for the help you gave me and for the time you made available to
discuss the actions you are taking to improve the school since the most recent
section 5 inspection.
The visit was the first monitoring inspection since the school was judged to require
improvement following the section 5 inspection in March 2014. It was carried out
under section 8 of the Education Act 2005.
Senior leaders and governors are taking effective action to tackle the areas requiring
improvement identified at the recent section 5 inspection. The school should take
further action to ensure:

 teachers consistently use and apply the school’s assessment and

marking policy

 teachers’ planning and delivery of lessons consistently meet the needs

of individual students

 students’ progress in reading and comprehension is monitored and

reviewed at half-termly intervals.


During the visit I met with you, other school leaders and the Chair and three
members of the Governing Body to discuss the actions taken since the last
inspection. Meetings were held with the subject leader of English, the literacy
coordinator and a representative of the local authority. I was shown around the
school and visited six lessons in Year 10 English. During these visits I looked at the

Serco Inspections
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work in students’ books and spoke to them about their learning. I also met with

eight students from Years 7, 8, 9 and 10. I evaluated the school’s self-evaluation
form and improvement plan. I looked at a range of documents, including the

school’s information about students’ progress, attainment and reading ages.


Since the inspection in March, a number of staff have relinquished their roles of
responsibility and two teachers have left the school.

Main findings

The headteacher and senior leaders have taken incisive action to act on the
inspection findings. School leaders have prioritised improving the quality of teaching

and students’ learning. Students say that the feedback they receive from the
majority of teachers using the recently introduced ‘Comment, Progress, Response’

(CPR) approach enables them to improve their work. However, students said that
the use of this method varies from teacher to teacher. This was also evident from
the scrutiny of students’ books. Where feedback is clear and specific, students’
mistakes and misunderstandings are identified and corrected and the quality of

students’ work improves. Where feedback is less effective or vague, students’

mistakes, for example in the use of English language, are not corrected and persist
throughout their work.
Since the inspection, school leaders have ensured that the majority of teachers are
planning lessons that are not too easy or too difficult for students of different
abilities. This has been achieved through a more focused use of the information they
have about students’ progress. The majority of teachers use ‘data packs’ to inform

lesson planning. This effective practice ensures learning activities are used to meet

the needs of individual students. The work in students’ books shows that the

majority of students are given work that challenges them and enables them to make
rapid progress. Students say that more teachers are meeting their individual needs.
However, where planning is less effective, students’ individual needs are not met
and as a result progress is slower.
The recently introduced tracking system and half-termly ‘data manager reports’,
enable school leaders and teachers to systematically monitor and evaluate the
progress of students including different groups of students, such as those that are
disabled or have special educational needs. School leaders are using this information

to hold teachers and subject leaders to account for students’ progress and to provide

intervention for students who are not making the progress expected of them. These
reports show that an increasing number of students are making expected and better

than expected progress. The gap between boys’ and girls’ progress and attainment

is closing as is that between students in receipt of the pupil premium grant and
those who are not. However, the use of the data manager reports is inconsistent
across departments.
Reading standards across the school are low. Information provided by the school
shows that in Years 7, 8 and 9 over 50 percent of the students have reading ages
below their chronological age. The improvement of reading, therefore, is a priority

for the school. This is recognised by school leaders.

Ofsted may carry out further visits and, where necessary, provide further support
and challenge to the school until its next section 5 inspection.

External support

The local authority provides appropriate support for the school. They do this through
Core Group meetings and the commissioning of relevant support from, for example,
a teaching school alliance. The local authority have also provided support to the
governing body and helped to produce an effective school action plan.

I am copying this letter to the Chair of the Governing Body, the Director of Children’s
Services for Staffordshire and The Education Funding Agency.

Yours sincerely
Peter Humphries

Her Majesty’s Inspector

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