Lostock High School

What Ofsted said

From the inspection on 17 March 2026

Different groups of pupils have widely different educational experiences at this school. Pupils facing the greatest challenges, for example the large proportion of pupils who arrive at this school from other countries, typically have their needs well understood and consistently met. They quickly build up their knowledge of English and learn about what it means to live in modern Britain. In addition, pupils with special educational needs and/or disabilities (SEND) who attend the specially resourced provision benefit from support provided by skilled staff. Leaders strive to ensure that the most vulnerable pupils receive effective support for their wellbeing. Typically, this support is effective. Overall, these groups of pupils achieve well and thrive at school. Some other groups of pupils do not learn as well as they should. This is largely due to the inconsistent quality of teaching that they receive. Added to this, some pupils with SEND who do not attend the specially resourced provision benefit less because the support that they receive does not always meet their needs. Across the school, pupils are kept safe. They benefit from warm, affirming relationships with staff who care deeply for their welfare. This helps pupils to feel secure and happy. Often, and for a variety of reasons, this school is pupils’ first positive experience of education. Leaders have borne this in mind when adapting the school’s approach to behaviour. The school is usually a calm place where everyone is welcome and pupils treat each other kindly despite any differences. Occasional incidents of discrimination or bullying are dealt with effectively. These are becoming rarer, reinforcing pupils’ faith that staff will take their worries seriously. Pupils benefit from a well-considered range of opportunities beyond their academic learning, including a comprehensive programme of careers guidance. Although this provision benefits everyone, variability in pupils' achievement means that some are better prepared than others to take their next steps in life.

What the school should improve

• Leaders should ensure that the rigour with which pupils at the highest levels of need are supported is replicated for pupils across the school.
• Leaders should ensure that approaches to teachers’ professional learning bring about consistently effective practice across subjects and year groups.
• Leaders should maximise their efforts to encourage pupils to attend school regularly, and in particular those vulnerable and disadvantaged pupils who are most frequently absent.
• Leaders should enhance their mechanisms to evaluate the success of school improvement strategies, in order to ensure that the greatest emphasis is given to the things that make the most difference.

Read the full Ofsted report (opens in a new tab)