Egerton High School

Egerton High School is a small SEMH special school where all pupils have an education, health and care plan. Inspectors found the school meeting the expected standard in achievement, curriculum and teaching, inclusion, personal development and wellbeing, and post-16 provision, with safeguarding standards met. Pupils benefit from a safe, calm and supportive environment; staff know them well, adapt learning to individual needs, and help them manage emotions and behaviour. The curriculum is broad and consistent, and pupils access enrichment, careers and community activities that build confidence and prepare them for adulthood. Post-16 students follow suitable academic and vocational pathways, including English and maths resits and functional skills, and they value the more adult environment. However, attendance is a significant weakness. Many pupils miss large amounts of school, overall absence is high at 37.5% and persistent absence is 73.8%, which slows progress and limits the benefit of the school’s provision. Leaders do not yet have a clear, consistent overview of attendance patterns or the impact of their actions, including for different groups and post-16 students. Leadership and governance also need attention. Leaders and governors do not check and evaluate some aspects of the school’s work closely or consistently enough, governance systems are not securely embedded, and formal challenge and follow-up are not sharp enough. Staff are committed and leaders are supportive of workload and wellbeing, but because evaluation and accountability are not fully effective, leaders cannot be confident that actions are improving outcomes over time. Feedback is not always used consistently to help pupils address misconceptions and improve the accuracy and depth of their work.

Strengths

• Safeguarding standards are met, with an open culture where concerns are identified and managed.
• Pupils feel safe and know which adults to turn to for help.
• The school provides a calm, settled and supportive environment for pupils with SEMH needs.
• Staff build trusting relationships and help pupils manage emotions, behaviour and anxieties.
• Teaching is well adapted to individual needs, with clear explanations, small steps and small-group support.
• The curriculum is broad and consistent across the school, helping pupils build knowledge over time.
• Subject specialists plan learning so pupils can work towards GCSEs, functional skills and vocational qualifications.
• Inclusion is central, and leaders use pupil premium funding to address barriers such as attendance and emotional regulation.
• Personal development is well supported through assemblies, recognition, safety and relationships education, and careers activities.
• Pupils benefit from trips, visits, enrichment and community activities that build confidence and independence.
• Post-16 students follow suitable academic and vocational pathways that prepare them for adulthood.
• Governors are newly appointed, understand current challenges and have begun strengthening information review.
• Leaders are committed and staff feel supported with workload and wellbeing.

Areas for Improvement

• Attendance is poor, with many pupils missing large amounts of learning.
• Overall absence and persistent absence remain very high.
• Leaders lack a clear, consistent overview of attendance patterns and the impact of actions.
• Leaders do not target attendance support precisely enough or identify concerns quickly.
• Attendance weaknesses limit pupils’ progress and their benefit from school routines and support.
• Post-16 attendance remains a challenge and affects consistency of progress.
• Leaders and governors do not check and evaluate some elements of school work closely or consistently enough.
• Governance systems are not securely embedded, with inconsistent formal challenge and follow-up.
• Accountability is not yet sharp enough to ensure priorities lead to sustained improvement.
• Feedback is not used consistently, so misconceptions and inaccuracies are not always addressed promptly.
• Disadvantaged pupils still have gaps in attendance and progress.
• Leaders cannot be confident that their actions are improving outcomes over time.

In 2024–25 pupils at Egerton High School attended 62.5% of sessions (the national figure for special schools was 87.2%). 73.8% of pupils were persistently absent, missing at least one session in ten (nationally 35.3%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 24.2% of pupils at Egerton High School were suspended at least once (nationally 5.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2024–25 Egerton High School had 4.3 pupils for each teacher (the national figure for special schools was 6.6). Of its teachers in 2024–25, 93.5% were no longer at the school a year later (nationally 14.5%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26 Egerton High School had 69 pupils, 98.6% of them with an education, health and care (EHC) plan (nationally 99.5%).

It says it provides for: social, emotional and mental health.

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded special school schools. Counts are as published, with small numbers not hidden.

In 2025–26 Egerton High School received £33,774 and spent £35,772 for each of its 69 pupils. It ended the year with a deficit of £183,000 (-£2,648 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

• Primary Schools
• Secondary Schools

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What is Egerton High School's Ofsted rating?

The latest Ofsted rating for Egerton High School is Needs attention, from an inspection in June 2026.

When was Egerton High School last inspected by Ofsted?

Egerton High School was last inspected in June 2026.

How many pupils does Egerton High School have?

Egerton High School has 69 pupils on roll.

What age range does Egerton High School cover?

Egerton High School for pupils aged 11 to 19.

What are Egerton High School's GCSE results?

In 2026 its average Attainment 8 score was 17.0, and 0% of pupils achieved grade 5 or above in both English and maths GCSE.

Where is Egerton High School?

Egerton High School is at Kingsway Park, Urmston, Manchester, M41 7FZ.