Lord's School

Inspection of Lord’s School Brooklyn, Green Lane, Bolton, Bolton, Lancashire BL3 2EF

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Overall effectiveness Inadequate

The quality of education Requires improvement Behaviour and attitudes Good Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Good

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Overall effectiveness Inadequate

Does the school meet the independent school standards?

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What is it like to attend this school?

Pupils receive an uneven quality of education at this school. Although pupils gain some qualifications and move on to education, employment or training, their academic success in other subjects is variable.

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What is it like to attend this school?

Pupils do not benefit from an effective programme to promote their personal development. They have limited opportunities to learn about the world around them. Pupils are not able to develop their talents and interests through enrichment opportunities or extra-curricular clubs and activities.

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What is it like to attend this school?

Most pupils feel happy at this small, caring school. Some pupils have had poor experiences of education prior to joining this school. They appreciate the encouraging and nurturing approach that staff adopt to help them settle into school life. Pupils have positive relationships with staff and their peers. They are kind to one another and cooperate with each other.

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What is it like to attend this school?

Pupils know that staff expect them to behave well. They typically live up to these expectations. Poor behaviour rarely disrupts lessons. If such incidents should occur, staff manage them sensitively and effectively.

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better?

The curriculum does not meet the requirements of the independent school standards (‘the standards’). The curriculum does not enable pupils to experience all the required areas of learning. Although pupils have the opportunity to take part in physical exercise, they do not benefit from structured physical education (PE) sessions that build their knowledge and skills over time.

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better?

Some areas of the curriculum have been given more thought than others. For example, the school knows what pupils should learn in order to be successful in examinations. This helps some pupils to gain the qualifications that they need for the next stage in their lives.

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better?

In other subjects, the curriculum is not designed well enough to meet the needs of pupils, including those with special educational needs and/or disabilities (SEND). The school has not identified the key knowledge that pupils should acquire and then remember. This lack of curriculum guidance makes it difficult for teachers to know what should be taught and when this should happen. This hampers some pupils from learning all that they should. As a result, their achievement across different subjects is patchy.

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better?

Some staff lack the subject knowledge that they need to deliver some subject curriculums consistently well. In addition, some staff do not routinely identify and address pupils’ misconceptions or the gaps in their knowledge. This makes it difficult for some pupils to understand new concepts because their prior learning is not secure enough. 11 to 13 June 2024 Pupils enjoy reading. They value the range of books that are available in the school’s library. On joining the school, pupils’ reading knowledge is checked carefully and suitable support is put in place to help those pupils who find reading difficult. This means that most pupils are fluent readers.

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better?

Pupils behave well during lessons and at social times. They are polite to one another and to adults. Staff offer sensitive support to those pupils who have difficulty managing their emotions. Pupils’ attendance at school is a high priority. The school provides appropriate support to those pupils whose absence rates were high in their previous schools. As a result, these pupils attend school regularly.

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better?

The school works with a range of professionals to identify and assess the additional needs of pupils with SEND. However, a lack of robust arrangements in the school, for example in providing staff with suitable professional development and in ensuring that pupils’ needs are effectively shared means that important information about pupils’ needs are not fully understood. This hinders teachers from reshaping their teaching to ensure that pupils with SEND can access learning. This means that some pupils with SEND do not achieve well.

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better?

The school has not ensured that pupils’ personal development is promoted effectively. Pupils in key stage 3 benefit from relationships and sex education (RSE) and personal, social, health and economic (PSHE) education. However, this is not the case in key stage 4. Consequently, older pupils miss out on important learning about the world in which they live in and how to keep themselves safe. Pupils in key stage 4 do not learn about fundamental British values, different faiths and cultures or democracy. As a result, they are not prepared for life in modern Britian.

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better?

‘Pupils do not have sufficient opportunity to contribute to the school or their local community. This prevents them, for instance, from developing the sense of responsibility that might come from having leadership roles. It also limits their appreciation of how they can make a difference to society.

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better?

The school’s provision for careers education is weak. Although older pupils have access to independent careers advice, the overall careers programme has not been well thought out. This means that pupils have limited opportunity to participate in work experience, to appreciate post-16 opportunities or to meet potential employers. Pupils lack the information that they need to make well-informed decisions about their next steps in education, employment or training.

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better?

The proprietor has overseen a decline in the school’s effectiveness since the previous inspection. It lacks the understanding of what is required to ensure that the standards are met securely and consistently. The proprietor’s arrangements to check on the quality of the school’s work are weak.

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better?

The proprietor has not held the school to account for the quality of education that pupils experience. It has failed to offer suitable support and challenge. Moreover, the lack of external governance has enabled the school’s weaknesses to go unchecked. The school lacks the capacity to improve. 11 to 13 June 2024 The school’s accessibility plan complies with the requirements of schedule 10 of the Equality Act 2010.

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better?

The school is considerate of staff’s workload and well-being. Staff feel well supported by leaders. Staff receive appropriate safeguarding training. However, they have not had access to the guidance and development that they need to design and deliver an ambitious curriculum.

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better?

The school ensures that parents and carers have the information that they need about their child’s progress. It provides half-termly reports, together with opportunities for parents to meet staff face to face.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and proprietor)

 The proprietor has not ensured that the school meets all of the standards and fulfils its statutory responsibilities. This impacts negatively on the quality of education that pupils receive as well as their spiritual, moral, social and cultural development. The proprietor must ensure that it has the knowledge and expertise that it needs to make sure that the standards and all statutory responsibilities are met in full.  The school does not ensure that pupils are taught all that is required. Pupils do not have access to PE lessons, while older pupils do not benefit from a RSE and PSHE curriculum. This means that they do not learn all that they should in readiness for their next stage of learning or in preparation for their lives. Pupils are not suitably prepared for life in modern-day Britain. The school must ensure that all pupils have access to a broad and balanced curriculum that covers all of the required subjects.

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(Information for the school and proprietor)

 In some subjects, school has not considered what pupils should learn and the order in which this knowledge should be taught. This prevents staff from designing learning that helps pupils to build on what they know. The school must ensure that the curriculum in each subject sets out the key information that pupils must know and the order in which it should be taught.  Some teachers do not have secure subject-specific knowledge or teaching expertise to deliver the curriculum effectively. This hinders how well pupils build their knowledge. This accounts for their variable achievement. The school should ensure that teachers have the subject-specific skills that they need to help pupils fully engage with the school’s curriculum.  At times, pupils’ misconceptions and the gaps in their knowledge go unnoticed because some teachers lack the expertise to check on pupils’ learning. This means that some pupils do not gain a secure foundation for later learning. The

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(Information for the school and proprietor)

11 to 13 June 2024 school should ensure that teachers use assessment strategies effectively to identify and then address gaps in pupils’ learning.  The school’s provision for careers education is limited. This means that pupils are not able to make informed choices about their next steps in education, employment or training. The school must ensure that pupils have access to a careers programme that enables them to be better prepared for their steps to success.  Pupils have limited opportunities to contribute to their school and the local community. This means that pupils do not learn the value or importance of contributing to society, nor do they gain a sense of responsibility. The school must make sure that pupils take on responsibilities, both in school and wider society to better understand the important role that they can play as active citizens.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 11 to 13 June 2024

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School details

Unique reference number 105269 DfE registration number 350/6000

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School details

Inspection number 10322488 Type of school Other independent school

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School details

Annual fees (day pupils) £4,200 to £6,690

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School details

Date of previous inspection 14 to 16 January 2020 11 to 13 June 2024

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Information about this school

 A new headteacher has been appointed since the previous inspection.  The school is located at Brooklyn, Green Lane, Bolton, Lancashire BL3 2EF.  The school does not use alternative provision for its pupils.  The school received its previous standard inspection on 14 to 16 January 2020.  The school is registered to admit up to 70 pupils.  At the time of the inspection, there were no pupils in key stage 2 or students in the sixth form.

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Information about this inspection

Inspectors carried out this inspection under section 109(1) and (2) of the Education and Skills Act 2008. The purpose of the inspection is to advise the Secretary of State for Education about the school’s suitability for continued registration as an independent school.

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Information about this inspection

The school has failed to meet the independent school standards. These are the requirements of the schedule to the Education (Independent School Standards) Regulations 2014.

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Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors met with the headteacher and other staff during the inspection.  Inspectors met with the proprietor.  Inspectors held meetings with leaders, including those responsible for SEND, pupils’ behaviour and attendance, and staff training.  The lead inspector held a telephone conversation with a representative from the local authority.  The lead inspector made a tour of the school site, accompanied by a school leader, to check compliance with the relevant standards.  Inspectors carried out deep dives in English, mathematics and science. For each deep dive, they held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked

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Information about this inspection

at samples of pupils’ work. The lead inspector observed some pupils reading.  Inspectors also considered the curriculum in other subjects. They looked at curriculum documentation, considered samples of pupils’ work and spoke with some pupils about their learning in these subjects.  To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and 11 to 13 June 2024 considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors spoke to pupils about their experience of the school and their views on behaviour and bullying. They also observed pupils’ behaviour during lessons and at breaktimes.  Inspectors scrutinised a range of documentation. This included documentation and information relating to the standards.  Inspectors considered the responses to Ofsted Parent View, including the free-

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Information about this inspection

text comments. They considered the responses to Ofsted’s staff and pupil surveys.

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Inspection team

Sarah Barraclough, lead inspector His Majesty’s Inspector

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Inspection team

Kevin Sexton Ofsted Inspector 11 to 13 June 2024

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Part 1. Quality of education provided

 2(1) The standard in this paragraph is met if- – 2(1)(a) the proprietor ensures that a written policy on the curriculum, supported by appropriate plans and schemes of work, which provides for the matters specified in sub-paragraph (2) is drawn up and implemented effectively; and – 2(1)(b) the written policy, plans and schemes of work- – 2(1)(b)(i) take into account the ages, aptitudes and needs of all pupils, including those pupils with an EHC plan.  2(2) For the purposes of paragraph (2)(1)(a), the matters are- – 2(2)(a) full-time supervised education for pupils of compulsory school age (construed in accordance with section 8 of the Education Act 1996), which gives pupils experience in linguistic, mathematical, scientific, technological, human and social, physical and aesthetic and creative education; – 2(2)(d) personal, social, health and economic education which- – 2(2)(d)(i) reflects the school’s aim and ethos; and

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Part 1. Quality of education provided

– 2(2)(d)(ii) encourages respect for other people, paying particular regard to the protected characteristics set out in the 2010 Act[9]; – 2(2)(e) for pupils receiving secondary education, access to accurate, up-to-date careers guidance that- – 2(2)(e)(ii) enables them to make informed choices about a broad range of career options; and – 2(2)(e)(iii) helps to encourage them to fulfil their potential; – 2(2)(i) effective preparation of pupils for the opportunities, responsibilities and experiences of life in British society.  2A(1) The standard in this paragraph is met if the proprietor- – 2A(1)(b) ensures that every registered pupil who is provided with secondary education at the school is provided with relationships and sex education, except in so far as the pupil is excused as mentioned in sub-paragraph (2), – 2A(1)(d) in making arrangements for the purposes of paragraphs (a), (b) or (c), has regard to any guidance under section 80A of the Education Act 2002 that

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Part 1. Quality of education provided

applies in relation to the provision of education by maintained schools, – 2A(1)(e) makes and keeps up to date a separate written statement of its policy with regard to the provision of education as required by each of paragraphs (a) and (b), – 2A(1)(f) consults parents of registered pupils at the school before making or revising a statement under sub-paragraph (e), and – 2A(1)(g) publishes a copy of the statement on a website and provides a copy of the statement free of charge to anyone who asks for one.  3 The standard in this paragraph is met if the proprietor ensures that the teaching at the school- – 3(b) fosters in pupils self-motivation, the application of intellectual, physical and creative effort, interest in their work and the ability to think and learn for themselves; 11 to 13 June 2024 – 3(c) involves well planned lessons and effective teaching methods, activities and management of class time.

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Part 2. Spiritual, moral, social and cultural development of pupils

 5 The standard about the spiritual, moral, social and cultural development of pupils at the school is met if the proprietor- – 5(a) actively promotes the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs; – 5(b) ensures that principles are actively promoted which- – 5(b)(i) enable pupils to develop their self-knowledge, self-esteem and self- confidence; – 5(b)(ii) enable pupils to distinguish right from wrong and to respect the civil and criminal law of England; – 5(b)(iii) encourage pupils to accept responsibility for their behaviour, show initiative and understand how they can contribute positively to the lives of those living and working in the locality in which the school is situated and to society more widely; – 5(b)(iv) enable pupils to acquire a broad general knowledge of and respect for public institutions and services in England;

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Part 2. Spiritual, moral, social and cultural development of pupils

– 5(b)(v) further tolerance and harmony between different cultural traditions by enabling pupils to acquire an appreciation of and respect for their own and other cultures; – 5(b)(vi) encourage respect for other people, paying particular regard to the protected characteristics set out in the 2010 Act; and – 5(b)(vii) encourage respect for democracy and support for participation in the democratic process, including respect for the basis on which the law is made and applied in England.

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Part 6. Provision of information

 32(1) The standard about the provision of information by the school is met if the proprietor ensures that- – 32(1)(a) the information specified in sub-paragraph (2) is provided to parents of pupils and parents of prospective pupils and, on request, to the Chief Inspector[14], the Secretary of State or an independent inspectorate[15]; – 32(1)(b) the information specified in sub-paragraph (3) is made available to parents of pupils and parents of prospective pupils and, on request, to the Chief Inspector, the Secretary of State or an independent inspectorate;  32(2) The information specified in this sub-paragraph is- – 32(2)(d) a statement of the school’s ethos (including any religious ethos) and aims.  32(3) The information specified in this sub-paragraph is- – 32(3)(c) particulars of the policy referred to in paragraph 2;

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Part 8. Quality of leadership in and management of schools

11 to 13 June 2024  34(1) The standard about the quality of leadership and management is met if the proprietor ensures that persons with leadership and management responsibilities at the school- – 34(1)(a) demonstrate good skills and knowledge appropriate to their role so that the independent school standards are met consistently; – 34(1)(b) fulfil their responsibilities effectively so that the independent school standards are met consistently; and – 34(1)(c) actively promote the well-being of pupils. 11 to 13 June 2024 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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