School focus: Bridge to a bright future

There are challenges aplenty, but it’s all about opportunity and the future at Wigan’s Rose Bridge High. Steve Munby recounts a recent visit.

As I approach Rose Bridge High School on the outskirts of Wigan the first thing I notice is the large red banner that adorns the front of the building.

“It’s loud and proud and it tells this community that their school is outstanding” says headteacher Jack Pendlebury. “That’s what they need to know – they have helped create something outstanding.”

Rose Bridge is in a community that needs that level of confidence. The community was for a century dependent upon coal and cotton, but these industries are long gone. Joblessness and social deprivation filled the void.

When Jack took the headship in May 2002 the school reflected these challenges – behaviour was a constant issue and attendance was poor. The school was achieving nine per cent A* – C at GCSE. Something clearly had to change.

Jack’s vision, what he describes as his ‘trinity’, is immediately clear: to achieve the highest quality of teaching in classrooms; the best possible learning support possible, and the right curriculum for every child in the school. These elements have underpinned the school’s rapid progress in recent years.

Jack tells me that before he could pursue the trinity he had to have the right teams in place. He challenged underperforming staff, with some improving as a result and others leaving, whilst also making sure he was able to recruit a leadership team with drive and expertise.

Jack is clear that the best standards of classroom practice – the first part of the trinity – can only be achieved through a culture that harnesses leadership talent from across the school to support the development of other staff. So senior and middle leaders take the lead in staff meetings, training days and in showcasing best practice across the school. “There is a collegiate culture amongst the staff here,” he says. “They have a stake not only in their own classroom but in all the classrooms – whether that be learning or behaviour.”

The school has also developed an internal executive coaching team made up of the best middle leaders who support staff in their professional development, including a programme that helps teachers move from good to great.

The second element of the trinity – achieving the best possible learning support – is embodied in the school’s Bridge centre for children who are unable to cope with the mainstream school day.

The centre’s success - no child has been excluded from Rose Bridge for over four years – is down to leadership. The center has a positive image which has grown out of the fact that it is integrated within the school community and has a warm and calming atmosphere. It’s also superbly resourced. I met a police officer, a nurse and a social worker as well as teachers and teaching assistants, each playing their part in supporting the children’s progress within the center and beyond. And the children were all engaged in learning.

The third aspect of the trinity – ensuring each child has access to the appropriate curriculum – is also ingrained at Rose Bridge. This owes much to leadership that looks beyond traditional boundaries. Science (the school’s specialism) as well as maths and English are high on the agenda and represented at senior leadership level, but what is impressive is how these skills are brought to life. For example the school recruited a head of ‘future learning’, a leadership role with the aim of enlisting local businesses in the running of vocational courses with a focus on the skills for the future.

Jack and his team see authenticity in the learning experience as helping to engage pupils as they see the benefits of acquiring relevant knowledge and skills. This approach is demonstrated in a textile class where children are clearly enjoying a visit from a fashion designer.

Leadership is everywhere in this school. As we walk the corridors Jack’s deputies energetically update him on everything from school play rehearsals to the progress of a child in the Bridge centre. And as we visit classrooms subject leaders and others quickly enter into a passionate discussion about the latest project.

The other thing I notice is Jack’s ability to spot the next project, the next thing to work on and improve and how that might contribute to the school’s vision if it became a reality. He also speaks about what his school can do for others – whether that is bringing in other schools to use the facilities, or providing reading classes for primary children.

It’s clear that Jack isn’t complacent. Despite the success of the Ofsted report and improving results Rose Bridge is still on a journey - a journey that involves staff at all levels working together under his determined leadership.

Steve Munby is Chief Executive of the National College.

Fact file: Rose Bridge High School

Leadership structure: senior management team (SMT), consisting of headteacher and two deputy heads; senior leadership team (SLT), consisting of SMT and three assistant heads with responsibility for “trinity” and futures curriculum director; extended SLT, made up of SLT and five outstanding middle leaders.

School stats: 700 pupils.

More information: Diane Turner - turner@rosebridge.wigan.sch.uk.