Lord's School

Lord's School

Address: Brooklyn, Green Lane, Bolton, Bolton, Lancashire, BL3 2EF Unique reference number (URN): 105269

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met. Insufficient evidence: Inspectors were unable to gather sufficient evidence to judge whether safeguarding standards are met.

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Inclusion Expected standard

Most pupils join the school part way through their education. Some pupils have struggled in previous settings. Adults quickly get to know pupils and use their positive relationships to build trust and help pupils to feel secure. Pupils quickly become ready to learn. Pupils feel they can be themselves in this school because they are understood and accepted.

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Inclusion Expected standard

Leaders make sure that pupils’ needs are identified early and accurately. Staff develop a purposeful rapport with parents and carers to help shape support that is just right for pupils. Leaders involve pupils fully in designing the support that they need. Pupils with special educational needs and/or disabilities access the same ambitious curriculum as their peers. Teachers routinely adapt learning so that pupils have the support that they need to acquire new knowledge. Some pupils face additional challenges in their lives. When this is the case, staff make sure that the support that they receive helps pupils' wellbeing so that they can focus on their learning.

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Inclusion Expected standard

When necessary, leaders work effectively with other experts to make sure that pupils get the precise help that they need. Leaders use this specialist advice to make sure that pupils’ needs are consistently met.

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Inclusion Expected standard

The school has a suitable accessibility plan that meets the requirements of schedule 10 of the Equality Act 2010.

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Personal development and wellbeing Expected standard

Leaders have established a personal development programme that supports pupils well. Throughout their time in school, pupils receive suitable careers guidance that helps them to plan for the next stages of their education or training. Pupils benefit from regular contact with external educators and visitors. This high-quality support strengthens pupils' understanding of their next steps. All pupils move successfully into further education appropriate to their aspirations.

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Personal development and wellbeing Expected standard

Leaders prioritise pupils' personal development by making sure that there is a well- considered personal, social, health and economic (PSHE) education curriculum, including relationships and sex education (RSE). PSHE and RSE are taught consistently well. As a result, pupils develop secure knowledge about important issues such as pregnancy and sexual health as well as drugs misuse and crime. Pupils discuss these aspects with maturity. Pupils know how to stay safe online and understand the mental health risks associated with social media use. This learning prepares pupils very well for their future lives.

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Personal development and wellbeing Expected standard

Leaders and staff adapt PSHE and RSE to ensure that pupils who face additional challenges in their lives receive the support that they need. For instance, staff provide pupils with additional guidance to help them transition into further education and training. Teachers routinely set out new knowledge in bite-size chunks that help pupils to remember important aspects of their PSHE and RSE learning.

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Needs attention

Staff provide pupils with a wide range of clubs and trips aimed at broadening pupils' experiences. These activities are designed with pupils and draw on pupils' own interests. For example, some pupils learn how to use a sewing machine. Some refine their art skills while other pupils teach each other how to play chess. These opportunities greatly enhance pupils' experiences.

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Needs attention

Pupils have a well-developed understanding of fundamental British values. They are knowledgeable about forms of discrimination and the importance of diversity. This informs the way in which pupils in this school accept each other's differences.

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Achievement Needs attention

Some pupils' achievement is hampered because gaps in their mathematics and writing knowledge are not addressed as precisely as they could be. Gaps in some pupils' basic skills persist. Nevertheless, pupils generally achieve well in public examinations, and all access future education and training.

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Achievement Needs attention

Pupils with special educational needs and/or disabilities (SEND) progress well from their starting points. They secure some of the important foundations in learning that they need. However, pupils with SEND have the same gaps in writing and mathematics as their peers. Leaders are beginning to address these gaps more precisely. This work has not had time to improve pupils' achievement in lessons.

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Achievement Needs attention

Most pupils achieve well across the broad range of subjects that the school offers. If pupils choose to study a subject to examination level, they are typically successful. Pupils are well prepared for their next steps.

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Attendance and behaviour Needs attention

Leaders have not ensured that attendance records are completed consistently. While leaders check pupil absences to make sure that pupils are safe, there are gaps in attendance records for some pupils due to administrative errors. This means that leaders’ information about attendance is inaccurate.

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Attendance and behaviour Needs attention

Most pupils attend regularly. Many join the school having struggled with attendance previously. Staff are very successful in building trusting relationships that help pupils to feel secure. This supports pupils to improve their attendance rapidly when necessary.

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Attendance and behaviour Needs attention

Leaders have implemented an effective behaviour policy. However, there are gaps in leaders’ records and instances when the school’s behaviour policy is not implemented consistently. Staff record pupils’ behaviour but the quality of these records varies. This means it is difficult for leaders to have a well-informed understanding of behaviour in the school. Pupils typically behave well. Staff help pupils to manage their behaviour successfully. Leaders have created a school culture that allows pupils to be calm and focus on their learning. Pupils generally treat each other with kindness and respect. If pupils struggle to manage their behaviour, adults provide effective support that helps pupils to get back on track. Bullying does not happen often, but when it does leaders take effective action so that it stops.

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Curriculum and teaching Needs attention

Leaders have established an ambitious and well-considered curriculum for pupils to study. However, pupils’ experience of the curriculum is uneven. Sometimes, teachers’ explanation of new learning does not help pupils to understand this content well enough. In addition, many pupils join the school with gaps in their knowledge about writing and mathematics. This missing knowledge is not checked precisely enough, and so the gaps persist over time.

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Curriculum and teaching Needs attention

Typically, leaders have made sure that staff have the expertise to teach their subjects well. Where this expertise is developing, leaders provide training and support, which is beginning to have an impact. Leaders have recently begun to help staff identify gaps in pupils’ basic knowledge more precisely. This work is at the early stages of development and has not had time to impact on pupils’ experience of the curriculum. Leaders have made sure that the important knowledge that pupils need to learn is clearly identified and set out in an order to help them build on their knowledge over time.

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Curriculum and teaching Needs attention

Pupils with special educational needs and/or disabilities (SEND) receive targeted help to access the same curriculum as their peers. Staff routinely adapt learning activities and provide additional support for pupils who need it. This work has a positive impact. Pupils with SEND and those who face additional barriers in their lives receive the right help to acquire the important knowledge that they need.

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Leadership and governance Needs attention

Leaders’ checks to make sure all aspects of the independent school standards (ISS) are met consistently have not been effective. Leaders know what to check. However, their checks have lacked consistency in some important areas. For example, although leaders have a well-considered risk assessment policy, they have not made sure that risk assessments are in place for the school site. Pupils are well supervised. However, the lack of a formal risk assessment means that support for pupils’ wellbeing while in school is not as effective as it could be.

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Leadership and governance Needs attention

The premises are suitable for the number of pupils that the school has on roll. Leaders have applied to reduce the school's overall capacity so that the premises will remain suitable even when the school is full.

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Leadership and governance Needs attention

While leaders' checks regarding the ISS have not been effective, typically leaders do know their school. They know what is working well and what requires further development. Where improvements are needed, leaders generally take well-considered action to realise them. Some of this work, for example improving the precision of assessment, is in the earlier stages of development and has not had time to impact on pupils. The proprietor has established a school culture that helps pupils and families to feel welcomed. Leaders and the proprietor share a high ambition for pupils to settle into new routines, re-engage with learning and be ready for their future lives. Alongside the proprietor, leaders inspire pupils to have high aspirations for their own futures.

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Leadership and governance Needs attention

Leaders’ recent focus on the professional development of staff is bearing fruit. Staff appreciate this support. Leaders prioritise staff's wellbeing. The support that staff receive for this is impressive. Staff hold leaders in high regard.

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What it's like to be a pupil at this school

Pupils achieve well in many aspects of their education. However, in some subjects, pupils' achievement is limited because teachers do not explain new learning clearly. Most pupils join the school part way through their education. Many have gaps in their prior learning. Leaders have recently improved how they identify and address these gaps more precisely, but this work has not had time to fully improve pupils' learning. Nevertheless, pupils are generally well prepared for their future lives. Many achieve success in national examinations, opening the door to future education and training.

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What it's like to be a pupil at this school

Many pupils who join the school have experienced difficulties in their previous education. From the moment that pupils arrive in school, skilled staff help them to feel like they belong. Staff rapidly gain pupils' trust. Pupils quickly become ready to learn as a result. Pupils feel safe in this school.

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What it's like to be a pupil at this school

Pupils benefit from the many new experiences that leaders plan for them. For instance, pupils visit a local museum and the fire station. These visits enhance pupils' learning. Leaders make sure that everyone accesses these opportunities.

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What it's like to be a pupil at this school

Most pupils have special educational needs and/or disabilities. Many face additional barriers to their wellbeing and learning. Leaders and staff use their positive relationships with pupils to provide carefully considered support that improves pupils' wellbeing and helps them to be ready to learn.

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What it's like to be a pupil at this school

Pupils typically behave well. Staff help them to learn how to manage their own feelings and behaviour. For instance, pupils learn techniques to help them to manage stress or anxiety. If pupils struggle to manage their behaviour, staff provide effective support. Bullying is rare and taken very seriously. Leaders' actions to prevent bullying and discrimination are effective. However, leaders’ record-keeping about behaviour varies in detail and quality. This limits their oversight and understanding of behaviour across the school.

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What it's like to be a pupil at this school

Typically, pupils attend well. If pupils face barriers to their attendance, leaders provide support that helps them to attend more often. However, leaders have not made sure that attendance registers are completed consistently.

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Next steps

Leaders should improve their checks to make sure that the independent school standards are consistently met. Leaders should make sure that their records of pupils’ attendance and behaviour are accurate and consistent. Leaders should make sure that high-quality risk assessments are in place for the school premises and grounds. Leaders should continue their work to make sure that checks on pupils' prior knowledge are precise so that these checks can be used to help gaps in writing and mathematics close more rapidly. Leaders should make sure that all staff receive professional development so that, in each subject, new learning is explained clearly so that pupils acquire and remember the knowledge that they need.

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About this inspection

Inspectors carried out this standard inspection under section 109(1) and (2) of the Education and Skills Act 2008, and checked the school’s compliance with the independent school standards. These are the requirements set out in the schedule to the Education (Independent School Standards) Regulations 2014.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher, the deputy headteacher and other senior leaders. Inspectors also spoke with staff and pupils in the school during the inspection and spoke with parents and carers. The lead inspector spoke with the proprietor.

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About this inspection

The school is registered to admit 70 pupils.

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About this inspection

The name of the proprietor is Anne Ainsworth.

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About this inspection

The fees currently charged are £4,800 to £7,800.

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About this inspection

The email address of the school is info@lordsschool.net.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school does not make use of alternative provision.

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About this inspection

During the inspection, inspectors checked whether the school now meets the independent school standards that it was judged to have failed at its previous progress monitoring inspection on 15 October 2025. The outcome of this part of the inspection is that the school continues to not meet the independent school standards.

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Independent school standards

Independent school standards are either met or not met for each category. At the time of the previous progress monitoring inspection in October 2025, inspectors found that the proprietor had not put in place suitable plans for the whole age range that the school was registered for. For this reason, the standards below were not met. During this inspection, inspectors found that the proprietor has made sure suitable plans are in place. However, the proprietor has not made sure that there are suitable site risk assessments in place. The proprietor has not ensured that behaviour records and attendance records are completed accurately. These standards continue to not be met. Paragraphs 32(1)(c), 34(1) to 34(1)(b)

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Independent school standards

At the time of the previous progress monitoring inspection in October 2025, inspectors found that the proprietor was unclear about the requirement for the school to have plans and schemes of work in place for the full registered age range. There were no plans or schemes of work for most of the key stage 2 curriculum. The proprietor has now agreed a change in registration so that the school only admits secondary-age pupils. These standards are now met. Part 1: Paragraphs 2(1), 2(1)(a) to 2(1)(b)(i), 2(2), 2(2)(a)

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Independent school standards

At the time of the previous progress monitoring inspection in October 2025, inspectors found that the safeguarding policy showed regard to statutory guidance and was published on the school’s website. There were effective systems and procedures in place to keep pupils safe from harm. Well-planned staff training enabled staff to know the risks that pupils face in relation to their needs and vulnerabilities. Staff were vigilant for signs of harm and knew how to report their concerns to leaders. These standards continue to be met. Part 3: Paragraphs 7 to 7(b)

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Independent school standards

1. Quality of education provided Standards met

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Independent school standards

2. Spiritual, moral, social and cultural development of pupils Standards met

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Independent school standards

3. Welfare, health and safety of pupils Standards not met The following standards have not been met: Paragraph 9

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Independent school standards

The standard in this paragraph is met if the proprietor promotes good behaviour amongst pupils by ensuring that–

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Independent school standards

(b) the policy is implemented effectively; and (c) a record is kept of the sanctions imposed upon pupils for serious misbehaviour.

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Independent school standards

The standard in this paragraph is met if the proprietor ensures that an admission and attendance register is maintained in accordance with the School Attendance (Pupil Registration) (England) Regulations 2024.

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Independent school standards

The standard in this paragraph is met if the proprietor ensures that–

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Independent school standards

(a) the welfare of pupils at the school is safeguarded and promoted by the drawing up and effective implementation of a written risk assessment policy; and (b) appropriate action is taken to reduce risks that are identified.

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Independent school standards

4. Suitability of staff, supply staff, and proprietors Standards met

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Independent school standards

5. Premises of and accommodation at schools Standards met

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Independent school standards

6. Provision of information Standards met

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Independent school standards

7. Manner in which complaints are handled Standards met

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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70

8. Quality of leadership in and management of schools Standards not met

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70

The following standards have not been met:

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70

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–

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70

(a) demonstrate good skills and knowledge appropriate to their role so that the independent school standards are met consistently; (b) fulfil their responsibilities effectively so that the independent school standards are met consistently; and (c) actively promote the wellbeing of pupils.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Insufficient evidence

Inspectors were unable to gather reliable enough evidence to grade an evaluation area. This is rare and normally only happens if there are no pupils on roll at the school.

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Insufficient evidence

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Insufficient evidence

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Insufficient evidence

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Insufficient evidence

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