Cobbs Brow School

Inspection of Cobbs Brow School Manfield, Ashurst, Skelmersdale, Lancashire WN8 6SU

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The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Good Leadership and management Outstanding Early years provision Outstanding Previous inspection grade Outstanding

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Until November 2020, the school was exempt from routine inspection because it was judged as outstanding for overall effectiveness at its previous inspection under section 5 of the Education Act 2005. The school has not been inspected under section 5 of the Act since July 2014. Since September 2024, schools have not been awarded an overall effectiveness grade. 25 and 26 March 2025

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What is it like to attend this school?

Pupils love attending this warm and welcoming school. From the moment they start school in the early years, they thrive in the happy, positive atmosphere. Pupils feel that they are a part of a big family that values everyone. They look after each other. They know that there is always a trusted adult to go to if they are worried.

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What is it like to attend this school?

Pupils know that the school has very high expectations for their academic development. They relish interesting lessons and feel that learning is challenging and fun. This encourages them to always try their best. They take pride in their work and achieve exceptionally well.

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What is it like to attend this school?

Pupils’ behaviour in school is exemplary. They are responsible, respectful and ready to learn. They have excellent manners and show high levels of courtesy to all. From the moment that they start in the Nursery Year, children learn the rules and routines, which helps them to develop independence and build social skills.

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What is it like to attend this school?

Pupils hold many different positions of responsibility. For example, some pupils train to be well-being warriors who help others when they are feeling sad or worried. Pupils can attend a wide range of clubs that cater for every possible interest, from computing to karaoke. There are many opportunities for pupils to take part in competitive sports at all levels.

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What does the school do well and what does it need to do better?

The curriculum is interesting and highly ambitious in all subjects. Pupils go on an inspiring learning journey where they build a rich body of knowledge over time. For example, there is a regular whole school ‘history day’. This is enhanced with visitors from local historical groups so that pupils build their historical knowledge of the local area.

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What does the school do well and what does it need to do better?

Teachers use their strong subject knowledge to check learning and challenge thinking by providing deeper learning activities. The school has effective systems to check on pupils’ learning at the end of each topic. This informs future teaching. Teachers also identify and address any misconceptions during lessons. As a result, pupils are very successful in learning curriculum content. They achieve highly.

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What does the school do well and what does it need to do better?

Children make a strong start to this journey in the early years. This includes children who attend the two-year-old provision. Here, purposeful, exciting activities capture their imagination and attention. They build their knowledge securely in all areas of learning and they are ready for Year 1.

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What does the school do well and what does it need to do better?

The school identifies pupils with special educational needs and/or disabilities (SEND) at the earliest opportunity. These pupils access the same curriculum as their peers through appropriate adaptations in lessons. They receive extra support when it is needed.

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What does the school do well and what does it need to do better?

Reading is a priority and a passion in the school. Right from the start of the Nursery Year, children learn to love a wide variety of stories, poems and rhymes. Early readers build a 25 and 26 March 2025

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secure knowledge of sounds and can blend these to read words and sentences. Pupils who are in danger of falling behind the phonics programme receive swift support to help them catch up. Pupils build reading fluency and accuracy as they move through key stage 1. They read and understand increasingly challenging texts. Older pupils are avid, confident readers who talk about a wide range of favourite books and authors.

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Pupils demonstrate exceptional learning behaviour in lessons. They are engaged and highly motivated to learn. They show high levels of resilience and independence, right from the earliest age. Children in the early years learn about turn-taking, sharing and responding to conflict.

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The school has clear procedures for promoting good attendance. Attendance is broadly in line with the national average. The school tracks individual pupils and their circumstances closely. It works closely with parents and carers, offering support and challenge as appropriate. It does everything that it reasonably can to improve the attendance of pupils who are not in school regularly enough.

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Pupils learn about other religions and cultures. They welcome visitors of different faiths into school. Pupils understand and believe in the idea of equality. However, some pupils are unclear about the ways in which people might be different and how this can lead to discrimination. Pupils have a secure understanding of fundamental British values. They know how these values are relevant to life in school. The school gives pupils opportunities to contribute to the local community, for example through being part of the campaign to prevent the closure of the local swimming pool.

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Leaders at all levels have a clear ambition and drive to provide a high-quality education for all pupils. Subject leaders are knowledgeable about their subjects. They ensure that the curriculum is delivered to a high standard. The school has made staff’s well-being an absolute priority. Staff appreciate the steps taken to reduce their workload, such as giving them time to work together.

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The vast majority of parents feel that the school keeps them well informed of what their child is learning and how they can help with this. They appreciate the strong pastoral support available for all pupils.

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Governors are well informed and maintain a strong oversight of what is happening in school. This enables them to ensure that all pupils benefit from an excellent quality of education.

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Safeguarding

The arrangements for safeguarding are effective. 25 and 26 March 2025

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(Information for the school and appropriate authority)

 Some pupils do not have a deep enough understanding about the differences between people and how this can lead to discrimination. This means they are not as well prepared for life within a diverse British society as they could be. The school should further enhance pupils’ understanding of this aspect of their learning.

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How can I feed back my views?

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.

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 25 and 26 March 2025

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 9 and 10 July 2014, under section 5 of the Education Act 2005

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Information about this school

 The school provides a breakfast and after-school club.  The school has provision for two-year-old children.  The school does not currently use any registered alternative provision.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision. 25 and 26 March 2025

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 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  During this inspection, inspectors met with the headteacher and a range of other staff. The lead inspector met with members of the governing body, including the chair of governors. They also spoke with a representative of the local authority.  The inspectors carried out deep dives in these subjects: early reading, mathematics, history, art and design and physical education. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered

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the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  The inspectors observed pupils’ behaviour around the school and while in lessons.  The inspectors considered the responses to Ofsted Parent View, including the free text responses.  The inspectors also spoke to pupils and viewed examples of pupils’ work in a range of other subjects.  The lead inspector observed pupils in Years 1, 2 and 3 reading to a familiar adult.  The inspectors considered the responses to Ofsted’s online surveys for staff and pupils.

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Inspection team

Liz Davidson, lead inspector Ofsted Inspector

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Inspection team

Gary Kelly Ofsted Inspector 25 and 26 March 2025

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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 prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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