Latest Ofsted Report

School report
Weatherhead High School
Breck Road, Wallasey, Merseyside, CH44 3HS
Inspection dates 4–5 December 2012
Overall effectiveness
Previous inspection: Not previously inspected
This inspection: Outstanding 1
Achievement of pupils Outstanding 1
Quality of teaching Outstanding 1
Behaviour and safety of pupils Outstanding 1
Leadership and management Outstanding 1
Summary of key findings for parents and pupils
This is an outstanding school.
 Students make outstanding progress
whatever their starting point or circumstances
and the standards they achieve are
significantly above national averages. In Key
Stage 3 rates of progress are exceptionally
high in mathematics but are not quite as
impressive in English.
 Teaching in recent years is outstanding.
Every individual student matters and teachers
plan and adapt their lessons, effectively
checking that each student’s needs are met.
This enables all students to make outstanding
progress. The excellent relationship between
staff and students, which is built on mutual
respect, inspires confidence and creates an
environment in which outstanding learning
takes place.
 The behaviour of students in classrooms and
around the school is exemplary. They feel
happy and safe and talk with a real sense of
pride and enthusiasm about what this school
offers them. They value and appreciate the
support they receive from all staff. Those
students whose circumstances might put
them at risk are particularly well looked after.
 The school has a very strong sense of
community and the successes it has achieved
are very much a result of a team effort. Pride
in the school is shared by all students,
teaching and support staff.
 All leaders and managers are uncompromising
in their quest to give all students first class
opportunities to learn. As a result, students
make outstanding progress. There is a great
determination to improve teaching and
learning and effective training helps staff to
learn from each other in order to further
improve their classroom practice.
 Leaders are quick to identify any areas of
underperformance and deal with these
effectively. This unswerving commitment to
improvement leads to exceptional student
achievement.
 The leadership specialism is at the heart of the
school. There is an excellent focus on
developing students’ personal skills and the
leadership skills of all staff and students.
 Governance is very strong. The chair of
governors and her team have a deep
knowledge of the school and have played a
considerable part in bringing about outstanding
improvement.
 The sixth form is good and rapidly improving.
Students achieve very well and make a very
positive contribution to the life of the school.
However students do not make as much
progress in A/S separate sciences as they do in
the other sixth form subjects.

Inspection report: Weatherhead High School, 4–5 December 2012 2 of 10
Information about this inspection
 Inspectors observed 47 lessons by 47 different teachers, of which two were joint observations
with senior leaders.
 Five groups of students, including those who receive part of their education in several local
colleges, met with inspectors. Discussions were also held with staff, including senior and middle
leaders and newly qualified staff. A meeting was held with the Chair of the Governing Body.
 Inspectors took account of 68 responses to the on-line questionnaire (Parent View), and of 59
questionnaires completed by staff.
 Inspectors read a range of documents. These included information relating to the school’s
procedures for gaining an accurate view of its performance, school improvement plans, students’
current progress, policies and records on safeguarding, behaviour and attendance.
Inspection team
Anne Seneviratne, Lead inspector Her Majesty’s Inspector
John Coleman Her Majesty’s Inspector
David Woodhouse Additional Inspector
Tudor Griffiths Additional Inspector
Christine Birchall Additional Inspector

Full report
Information about this school
 The school is much larger than the average-sized secondary school with a large sixth form.
Students in Year 7−11 are all girls but the sixth form is mixed.
 The proportion of students supported by the pupil premium, which provides additional funding
for students known to be eligible for free school meals, looked after by the local authority, or
from service families is higher than the national average.
 Over 90% of students are White British and the vast majority of students speak English as their
first language.
 The proportion of students identified with special educational needs and supported through
school action is slightly above the national average.
 The proportion of students supported at school action plus or with a statement of special
educational needs is slightly above the national average.
 A small number of students in Key Stage 4 attend courses at local colleges.
 The school has specialist status for media and leadership. It has gained the Investors in People
Award, the Media Arts Gold Award, the Sports Leadership Award, and the Cultural Diversity Gold
Award and has Healthy School status.
 The school meets the government’s floor standard, which is the minimum expected for students’
attainment and progress.
 Weatherhead High School converted to become an academy school in January 2012. When its
predecessor school, Weatherhead High School, was last inspected by Ofsted, it was judged to be
good overall.
What does the school need to do to improve further?
 Ensure that the minor variations in the rates of progress are attended to by:
− improving Key Stage 3 performance in English to match the very high rate of progress in
mathematics
− improving students’ rates of progress in AS level separate sciences.

Inspection judgements
The achievement of pupils is outstanding
 Students enter the school with standards which are broadly in line with others nationally,
although the proportion of students with higher than average standards is below average. By the
end of Year 11 all students make outstanding progress to reach above average standards. The
achievement of students in English and mathematics at the end of Key Stage 4 is significantly
above national figures. Although pupils make extremely fast progress in mathematics in Key
Stage 3, their progress in English is not quite as swift but by the end of Key Stage 4 progress in
English and mathematics is phenomenal.
 The school manages the achievement of all groups of students whose circumstances may put
them at risk of underachieving with great care. Consequently, disabled students and those with
special educational needs make outstanding progress. Students eligible for the pupil premium
make exceptional progress which is a result of carefully targeted and very effective support.
Leaders have used pupil premium funding in a range of innovative ways which has resulted in
excellent opportunities and outstanding learning for this group of students. The striking success
of these groups of students is testament to the school’s belief in and commitment to equality of
opportunity.
 Standards in the sixth form are above average and progress is good and rapidly improving.
There has been a strongly improving trend over the last three years in the vast majority of
subject areas with the performance of students taking vocational courses being particularly
strong. The progress students make in AS level separate sciences is not as good as in other
subjects. Sixth form students receive the same outstanding level of support as they do in the
main school and this has significant impact on their achievement.
 In the last three years, improvements in the teaching of literacy skills across the curriculum has
had an extremely beneficial impact on students’ achievement overall. Students who arrive at the
school with weak literacy skills are supported very effectively and, as a result, many make rapid
progress, enabling them to achieve well in their studies. Students say the school has helped
them to become better readers. Reading takes place regularly during tutor time and is promoted
through events such as `author of the week´ and `reader in residence´.
 Placements at local colleges help students to gain different qualifications, and are having a
positive effect on their general attitude to learning. The students themselves speak very
positively about their courses and appreciate the school making this alternative provision for
them. The programme is well planned, matched to individual students’ interests and the quality
of provision is checked by a member of the school’s staff.
 If students are entered for GCSE examinations early there is a very clear rationale. For example,
the most able students take their GCSE mathematics examination at the end of Year 10 and if
they achieve their ambitious target grades they take an additional mathematics course in Year
11 in preparation for advanced level study. If not, they continue to work towards achieving their
target grade.
 In lessons observed during the inspection, students’ achievement was very rarely less than good
and in many instances was outstanding. Typically, students pay close attention to the guidance
of the teacher and demonstrate a clear enthusiasm for learning. As a result, they are able to
develop their skills, knowledge and understanding in order to make regular and rapid progress.
The quality of teaching is outstanding
 The quality of teaching in recent years is outstanding in the main school and rarely less than
good in the sixth form. The vast majority of teaching observed during the inspection was judged
to be good or better with a significant amount being outstanding. Teachers at Weatherhead
know their individual students well, and prepare lesson activities that are interesting and
challenging. As a result, students respond extremely well, playing a full part in all tasks and

activities.
 There is a very strong relationship between staff and students based on mutual respect. The
very positive attitude to learning builds students’ confidence and self-esteem and they are
encouraged to take risks and challenge themselves. Students value the support they get from
teachers and other adults.
 Skilful questioning by teachers is used to check and develop understanding and adjust learning
so that all students make exceptional progress. In the best lessons, teachers give thinking time
to students before asking for a response which results in more thoughtful answers and wider
participation. On the rare occasion when less successful questioning was seen, teachers gave
the answers themselves, too soon, rather than allowing the students to work out a solution for
themselves.
 Students are given many opportunities to learn from each other. Group work is used very
effectively as an important part of many lessons. Excellent examples were seen of students
learning to be `experts´ on a particular topic and answering questions posed by the rest of the
class.
 There is a strong and regular focus on literacy across all subject areas. Students are very
confident when using subject specific words, indeed opportunities are rarely missed to develop
the use of new vocabulary with all students.
 Throughout the school, students receive high quality written feedback about their work and in
English the marking of students’ work is exceptional. The teacher often gives a very personal
response to a piece of work. Teachers give clear next steps for improvement and there is
evidence in students’ books that these are used very well. Students know their targets and,
more importantly, what they need to do to reach them.
 The quality of teaching makes a positive contribution to students’ spiritual, moral, social and
cultural development, particularly in supporting students to reflect, work together and show
respect to each other.
 In the lessons which are less than outstanding, often too much time is spent on recapping prior
learning at the expense of learning new skills and knowledge. This reduces the amount of
progress which students make.
 The quality of teaching which is delivered in the `Learning Zone’ by teachers and support staff
enables small groups of students with a range of additional learning needs to make outstanding
progress with their studies. Staffing in the Learning Zone is used flexibly and creatively so that
individual students enjoy personalised support and guidance.
The behaviour and safety of pupils are outstanding
 Students’ behaviour around the school site and in lessons is exemplary and it was clear to
inspectors that this is always the case. Students feel safe and happy at school; they enjoy their
learning and are keen to do well. They talk with enthusiasm about what this school offers them
and they have a sense of pride in their school community.
 All staff ensure that students are valued and are given every opportunity to achieve
outstandingly well. Students know and appreciate this and they have total trust in the adults
around them.
 Students have a clear understanding and awareness of different types of bullying. They say that
bullying is very rare and when it occurs it is dealt with very effectively by the school. They know
how to report it and feel that all adults in school will support them.
 School systems for behaviour management and student support are very strong. Leaders’
actions to improve students’ attendance have led to students rarely missing school. Very few
students are excluded from school because leaders and staff successfully help students to
quickly improve their behaviour. Behaviour in lessons is guided strongly by very clear
expectations and consequences so misbehaviour is very rare. Students value the rewards

system.
 Younger students are pleased with the support offered by sixth form students who help them
with literacy and numeracy. These sixth formers are excellent role models and several younger
students talked about their aspirations to join the sixth form.
The leadership and management are outstanding
 Outstanding leadership from everyone is at the very heart of this school’s success. The
headteacher’s extremely clear view of a ‘culture of excellence’ is shared by all members of the
wider school community. This is a truly cohesive school where everyone shares the same values.
All staff work as one and have the utmost confidence in senior leaders. There was an
overwhelmingly positive response in the staff questionnaires with several staff commenting on
how much they enjoyed working at Weatherhead.
 Leadership of teaching and learning is outstanding. Training for teachers and other staff is very
effective and there are many opportunities for teachers to share their good and outstanding
classroom practice. Teachers welcome feedback on their performance and use the opportunity
to develop their own classroom practice. Senior leaders have a very accurate grasp of teachers’
strengths and areas for development.
 Performance management procedures are used very well to support improvement. There are
clear expectations for staff performance, using information about students’ achievement, and
this is linked to salary progression.
 Pupil premium funding is used very effectively and the exceptional achievement of the students
this money supports is clear evidence of its impact. This funding, and other resources, are used
to create smaller class sizes and inspectors saw how this helps each student to make
outstanding progress in lessons.
 The leadership specialism is used extremely well throughout the whole school. There is a focus
on developing leadership skills in every member of the school community. There is a high
expectation that staff will take part in their own learning and development and there are many
training opportunities available. All those who undertake middle leadership training show
improved performance in their departments. Newly qualified teachers are encouraged to take up
leadership opportunities. The school has received recognition for its leadership work from the
National College.
 Developing leadership skills in students is taken very seriously at Weatherhead and this
contributes significantly to their spiritual, moral, social and cultural development. Students are
very generous both with their time and money in supporting several organisations including a
food bank, a hospital and an orphanage in Kenya. They are involved in volunteering in the wider
community including placements at Liverpool museums and the Walker Art Gallery. The school
has achieved the Cultural Diversity Gold Award.
 The curriculum provides very well for students’ needs and contributes to outstanding
achievement. The school has made recent changes to the examination courses that are studied
in science that have the potential to improve progress in A/S single sciences because they
provide a better match between the GCSE courses and those studied in the sixth form. However,
the school knows that teachers must make sure that the current students who are studying
single sciences address any gaps in their previous learning.
 Leaders deploy teachers and support staff flexibly to create personalised support and guidance,
particularly for students whose circumstances might make them vulnerable. Those who attend
local colleges achieve well.
 The governance of the school:
− The governing body is highly effective, proud of the school and ambitious for its students. It is
exceptionally well led and this is instrumental in helping students to achieve exceptionally well.
Governors are very well informed about all aspects of school life. They make certain that the
pupil premium funding is well spent and that staff salary progression is closely linked to

teachers’ skills. They ensure that all statutory responsibilities are met, including making sure
that safeguarding policies and procedures are of the highest standards.

What inspection judgements mean
School
Grade Judgement Description
Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
Grade 2 Good A good school is effective in delivering outcomes that provide well
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
Grade 3 Requires
improvement
A school that requires improvement is not yet a good school, but it
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
Grade 4 Inadequate A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.
A school that requires special measures is one where the school is
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.

School details
Unique reference number 137815
Local authority Wirral
Inspection number 403715
This inspection of the school was carried out under section 5 of the Education Act 2005.
Type of school Academy converter
School category Non-maintained
Age range of pupils 11–18
Gender of pupils Girls
Gender of pupils in the sixth form Mixed
Number of pupils on the school roll 1,538
Of which, number on roll in sixth form 415
Appropriate authority The governing body
Chair J Owens
Headteacher N Dyment
Date of previous school inspection Not previously inspected
Telephone number 0151 631 4400
Fax number 0151 637 1805
Email address schooloffice@weatherhead.wirral.sch.uk

Any complaints about the inspection or the report should be made following the procedures set out in the
guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website:
www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300
123 4234, or email enquiries@ofsted.gov.uk.
You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted
will use the information parents and carers provide when deciding which schools to
inspect and when and as part of the inspection.
You can also use Parent View to find out what other parents and carers think about
schools in England. You can visit www.parentview.ofsted.gov.uk, or look for the link
on the main Ofsted website: www.ofsted.gov.uk
The Office for Standards in Education, Children's Services and Skills (Ofsted) regulates and inspects to
achieve excellence in the care of children and young people, and in education and skills for learners
of all ages. It regulates and inspects childcare and children's social care, and inspects the Children
and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-
based learning and skills training, adult and community learning, and education and training in
prisons and other secure establishments. It assesses council children’s services, and inspects services
for looked after children, safeguarding and child protection.
Further copies of this report are obtainable from the school. Under the Education Act 2005, the school
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T: 0300 123 4234
Textphone: 0161 618 8524
E: enquiries@ofsted.gov.uk
W: www.ofsted.gov.uk
© Crown copyright 2012

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