Lostock High School

Overview

The report describes a school where "different groups of pupils have widely different educational experiences." While the school provides exceptional support for vulnerable pupils, including those with special educational needs and disabilities and those new to the country, overall achievement and teaching quality are inconsistent. Leaders are working to address these disparities, but significant gaps in knowledge and attendance remain for many students.

Strengths

• The personal development programme is praised for its "ethos of tolerance and mutual understanding," helping pupils build confidence and self-worth.
• Support for pupils’ welfare is an "area of strength," with well-trained staff successfully equipping pupils with resilience during emotional difficulties.
• The specially resourced provision for pupils with autism ensures these students "achieve well" and "thrive socially, emotionally and academically."
• Pupils benefit from "warm, affirming relationships with staff" who care deeply for their welfare, creating a calm and welcoming environment.

Areas to improve

• Leaders must ensure that the rigorous support provided to pupils at the highest levels of need is "replicated for pupils across the school" to address inconsistent teaching and learning outcomes.
• Leaders should ensure that approaches to teachers’ professional learning bring about "consistently effective practice across subjects and year groups."
• Leaders should maximise efforts to encourage regular attendance, particularly for vulnerable and disadvantaged pupils who are most frequently absent.

Safeguarding

The safeguarding standards are met, with leaders establishing an open culture where concerns are actively identified and managed, ensuring pupils are made safer and feel safe.