Lancaster University School of Mathematics

Further education and skills inspection report

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Inspection of Lancaster University School of Mathematics

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Inspection dates: 29 April to 1 May 2025

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Education programmes for young people Outstanding Overall effectiveness at previous inspection Not previously inspected

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Information about this provider

Lancaster University School of Mathematics (LUSoM) is a 16 to 19 free school based in Preston, Lancashire. LUSoM is part of The Rigby Education Trust, which was set up by senior leaders from Cardinal Newman College and Lancaster University to meet a need for specialist education in science, technology, engineering, and mathematics (STEM) subjects. The first cohort of students started in September 2022. Alongside A levels in mathematics and further mathematics, all students study a third A level in physics, chemistry, or computer science. Students can study a fourth A level at either LUSoM or at Cardinal Newman College.

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Information about this provider

At the time of the inspection, 102 students were studying education programmes for young people. There were 49 students in Year 12 and 53 students in Year 13. Approximately three-quarters of students studied a fourth A level, with the large majority being taught at LUSoM. One-fifth of students were taught a fourth A level at Cardinal Newman College, where students studied a range of subjects, including biology, psychology, and criminology. 29 April to 1 May 2025

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What is it like to be a learner with this provider?

Students are extremely positive about the school and enjoy working alongside peers who share similar interests. They appreciate the inclusive culture where students can be themselves and where expertise and enthusiasm for learning are celebrated. Students value the social spaces shared by LUSoM and Cardinal Newman College that help them to maintain friendships.

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What is it like to be a learner with this provider?

Students’ behaviour is exemplary. They are respectful, professional, and highly motivated to learn and do well. Students’ attendance is very high.

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What is it like to be a learner with this provider?

Students benefit from opportunities that extend beyond the curriculum, ignite their passions, and introduce them to new interests. They appreciate trips to explore subjects in specialised contexts. For example, students studying physics visit CERN to learn about the discovery of the Higgs boson particle. This helps them to reflect on how scientists of different nationalities work together.

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What is it like to be a learner with this provider?

Students complete projects to further their love of mathematics and related disciplines. They investigate topics such as abiogenesis, and the history and future of cryptography. Students use their projects to identify the specialisms that they would like to pursue further at university or in their future careers.

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What is it like to be a learner with this provider?

Students feel safe. They become more confident and resilient during their time at LUSoM. Students learn about coping strategies, imposter syndrome and dealing with rejection. They know how to keep their social media accounts private and the dangers of spreading misinformation online.

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better?

Leaders design highly ambitious courses to meet the needs of students and to contribute to meeting a regional skills gap in STEM. They are cognisant of the low uptake of further mathematics by students in Lancashire. Leaders plan the curriculum so that students begin by studying mathematics and then progress on to further mathematics. They design the curriculum so that students are able to select optional units that align to their interests. Students gain a greater understanding of the disciplines they wish to pursue in the future.

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better?

Leaders and teachers consider carefully the sequencing of courses. In mathematics, students study fundamental principles of algebra at the start of the course. Teachers build students’ confidence in calculating algebraic fractions and rearranging formulas. Students then refine their algebraic skills when they move on to study polynomials, logarithms, and calculus.

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better?

Teachers are well-qualified subject specialists. They teach consistently high-quality lessons using a range of techniques. Teachers break topics into their component parts and explain new ideas clearly. In physics, students first learn about calculating collinear vectors, then learn how to apply this knowledge on two forces acting in 29 April to 1 May 2025

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different directions. Students grasp concepts securely and apply them to different scenarios accurately.

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Teachers skilfully use assessment techniques so that students improve their understanding and make excellent progress. They use quizzes and end-of-topic tests very effectively to remedy misconceptions swiftly and to identify gaps in students’ knowledge. Teachers adapt their teaching so that more time is spent on these topics. They use questioning techniques purposefully to encourage students’ curiosity and to model critical thinking. In physics, students question when they should use the law of cosines to calculate resultant force. Students build their confidence to ask questions, query methods and draw on their wider subject knowledge.

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Teachers provide highly useful feedback to students. Students know how well they are progressing and what they need to do to improve. They attend additional sessions, if needed, to develop a better understanding of topics such as integration and parametric equations. Students improve their knowledge and understanding as a result of attending the extra classes and make better progress on their course.

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Students acquire substantial new knowledge and skills. They understand, and can clearly explain, hyperbolic functions and number theory, including Diophantine equations which they use to generate sets of answers. Students who had not previously studied computer coding are now skilled in using a programming language.

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Teachers have very high expectations of all students, including those with additional learning support needs. They know their students well, monitor progress diligently, and take action to keep them on track. Students, including those with special educational needs and/or disabilities, make excellent progress on their programme and achieve high grades.

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Students benefit from very effective careers advice and guidance. They value frequent encounters with higher education institutions and employers. Students attend masterclasses on topics such as medical statistics and competitive pricing algorithms. Leaders employ students as mentors who tutor school pupils to help them with their GCSE studies in mathematics. Students are very well informed about their next steps and progress to positive destinations. The large majority of students progress to their first-choice university.

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Leaders use quality processes adeptly. They review students’ performance meticulously, identify swiftly areas for development and remedy these quickly. They work very closely with leaders at Cardinal Newman College to ensure students receive high-quality education.

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Teachers feel part of a mathematics community, well-supported by their colleagues and leaders at LUSoM. They appreciate that leaders take steps to ensure that they have manageable workloads, such as appointing an outreach tutor to reduce demands on staff. 29 April to 1 May 2025

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Trustees are ambitious and committed to providing high-quality specialist education. They use rigorous measures to provide them with insight. Trustees meet with students to ensure that leaders’ actions continue to impact positively on students’ experiences.

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Safeguarding

The arrangements for safeguarding are effective. 29 April to 1 May 2025

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Provider details

Address 67–69 London Road Preston Lancashire PR1 4BA

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Provider details

Principal, CEO or equivalent Peter Tiltman

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors Cardinal Newman College 29 April to 1 May 2025

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Information about this inspection

The inspection team was assisted by the head of school, as nominee. Inspectors took account of the provider’s most recent self-assessment report and development plans, and the previous inspection report. The inspection was carried out using the further education and skills inspection handbook and took into account all relevant provision at the provider. Inspectors collected a wide range of evidence to inform judgements, including visiting learning sessions, scrutinising learners’ work, seeking the views of learners, staff, and other stakeholders, and examining the provider’s documentation and records.

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Inspection team

Zoe Ibbotson, lead inspector His Majesty’s Inspector Alison Cameron Brandwood His Majesty’s Inspector Karen Anderson His Majesty’s Inspector 29 April to 1 May 2025

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regulates and inspects 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 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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