Schools & FE · Report card

Millom School

Inspected 23 Jun 2026 · published 10 Sept 2026 · URN 112388

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Summary

No overall grade in this frameworkSafeguarding met

Usman Kothia (lead), Jacqueline Cahalin, John Cowper, Thomas Fay

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Expected standard
Inclusion verified
Strong standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Expected standard
Post 16 provision verified
Needs attention
Framework verified
Report card
Inspection datesingle source
23 Jun 2026
Inspectors verified
Jacqueline Cahalin, John Cowper, Thomas Fay, Usman Kothia
Postcode verified
LA18 5AB
Name on report verified
Millom School
Safeguarding verified
Met
URN verified
112388

Page 1 of 15

Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourExpected
Curriculum and teachingExpected
InclusionStrong
Leadership and governanceExpected
Personal development and wellbeingExpected
Post 16 provisionNeeds attention

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+54Positivemore positive than 24% of reports of this type

In line with other reports of this type.

Praisepositiveeffectivelyhighly effectivesuccessfullyconfidentambitiousvery wellwell prepared

Criticismconcernsgapsdisruptionat riskpersistently absentlowsuspensions

How the report reads, start to finish

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FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1340w+51
Leadership242w+79
Safeguarding51w−11
What needs to improve67w+13

Strengths

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Concerns

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Leaders identify pupils who may be at risk of not progressing to suitable destinations and provide additional support. p.4

Next steps

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What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 15
Words of findings: 1,697; about usual (typical 1698)
Reading level: Hard; Flesch 38, typical 43
Average sentence: 13 words
Next steps: 3; typical 3
Hedged sentences: 6%; “some”, “not always”, “most”…

Where the words go

Findings 44%Leadership 8%Safeguarding 2%What needs to improve 2%About the inspection 45%

Full report text

Millom School

Address: Salthouse Road, Millom, Cumbria, LA18 5AB Unique reference number (URN): 112388

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Inclusion Strong standard

Leaders have established a school where every pupil is known, included and valued. Inclusion is central to leaders' decision-making. Leaders identify pupils' needs at an early stage, often before pupils join the school. Leaders ensure that the right support is in place from the time pupils join the school in Year 7.

p.2

Inclusion Strong standard

Leaders' work to remove barriers to learning for disadvantaged pupils, pupils with special educational needs and/or disabilities and those pupils who are known to social care is highly effective. They use a wide range of information, including advice from specialists, to inform support plans. Leaders monitor pupils' progress and review support regularly. They communicate very well with parents and carers, and they ensure that staff remain well informed about pupils' changing needs. As a result, pupils receive the help that they need to make the most of all that is on offer at the school.

p.2

Inclusion Strong standard

Leaders use additional funding, such as the pupil premium funding, very effectively. They regularly review the impact of their strategies to support disadvantaged pupils, and they adapt their provision when necessary. Staff receive appropriate training that enables them to meet pupils' needs successfully. High-quality support extends beyond the classroom. Leaders ensure that all pupils access a wide range of enrichment opportunities, including extra-curricular activities. This means that vulnerable pupils participate fully in school life. They develop the confidence and skills needed to succeed alongside their peers.

p.2

Achievement Expected standard

Pupils achieve well across the curriculum. Their work demonstrates secure knowledge and understanding. They remember important aspects of previous learning. In most subjects, pupils build their knowledge successfully over time. Disadvantaged pupils and pupils with special educational needs and/or disabilities also progress through the curriculum. They learn successfully and confidently apply their knowledge when faced with new learning. However, a few pupils develop gaps in their learning that hinder their ability to build on what they know and can do.

p.2

Achievement Expected standard

Pupils who have gaps in their reading knowledge read with increasing confidence and use these skills effectively to support their learning across the curriculum. They communicate their ideas clearly and engage thoughtfully in discussion.

p.2

Achievement Expected standard

Published data indicates that pupils' attainment by the end of Year 11 is broadly in line with national averages. They are typically well prepared for their next steps and to meet their individual aspirations.

p.2

Attendance and behaviour Expected standard

Leaders have taken positive action to improve pupils' attendance. They track attendance carefully and work closely with pupils and families to address the barriers that prevent some pupils from attending school regularly. As a result, pupils' attendance has improved. It is broadly in line with national averages. However, attendance remains low for some vulnerable groups. In particular, disadvantaged pupils are more likely to be persistently absent. This limits their access to learning.

p.3

Attendance and behaviour Expected standard

Leaders have ensured that pupils know and understand what is expected from them in terms of their behaviour. Staff apply the behaviour policy consistently well. Pupils generally regulate their own behaviour. Lessons are calm and purposeful, with little low-level disruption.

p.3

Attendance and behaviour Expected standard

Pupils conduct themselves well during social times and maintain positive relationships with one another. Leaders provide additional support for pupils who need help managing their behaviour. As a result, the number of suspensions is reducing over time.

p.3

Attendance and behaviour Expected standard

Leaders monitor incidents of bullying, harassment and discrimination carefully. They respond promptly when concerns arise. Pupils are confident that staff will take appropriate action if issues occur.

p.3

Curriculum and teaching Expected standard

Leaders have designed a broad and balanced curriculum that reflects the pupils' needs and the community in which they live. The curriculum is logically ordered. This helps pupils to build knowledge and skills over time. Leaders ensure that disadvantaged pupils and pupils with special educational needs and/or disabilities study the same ambitious curriculum as their peers. Staff understand pupils' needs and adapt learning appropriately.

p.3

Curriculum and teaching Expected standard

Leaders have established clear expectations for teaching. In most subjects, teachers present new learning clearly and help pupils connect new knowledge to what they have learned previously. Teachers routinely revisit prior learning and use questioning to check pupils' understanding. Typically, teachers carefully check how well vulnerable pupils understand what has been taught. They provide additional support when needed. However, at times, teachers do not check on pupils' learning closely enough to identify and address gaps in learning and misconceptions.

p.3

Curriculum and teaching Expected standard

Leaders identify gaps in pupils' reading, writing and mathematical knowledge at an early stage. They provide targeted support for pupils who need additional help. Consequently, pupils are increasingly able to learn well across the curriculum.

p.3

Leadership and governance Expected standard

Leaders have an accurate understanding of the school's strengths and areas for development. They are highly reflective in their practice and take appropriate actions when they identify areas that are in need of improvement. For example, they are taking the right steps to tackle the variability in teaching and students' achievement in the post-16 provision. Leaders place pupils' needs at the centre of their work. They understand the challenges faced by the local community and respond thoughtfully to them. Leaders take appropriate action to remove barriers that may prevent pupils from participating fully in school life. This includes disadvantaged pupils and those with special educational needs and/or disabilities (SEND). Leaders’ focus on inclusion is reflected in the adaptations they have made to the enrichment programme and the support provided for vulnerable pupils.

p.3

Leadership and governance Expected standard

Governors possess the knowledge and expertise required to fulfil their responsibilities effectively. They understand the school's strengths and priorities. They provide a careful balance of challenge and support. Governors maintain a clear focus on improving pupils' achievement. They fulfil their statutory duties.

p.4

Leadership and governance Expected standard

Staff speak positively about the support they receive from leaders. They value professional development opportunities and appreciate leaders' efforts to manage workload appropriately. Staff report that leaders support them effectively in maintaining high standards of behaviour.

p.4

Leadership and governance Expected standard

Parents and carers are positive about the school. Many value the support provided for pupils with SEND and recognise leaders' commitment to ensuring that all pupils can access the wider opportunities available.

p.4

Personal development and wellbeing Expected standard

Leaders have established a coherent programme to support pupils' personal development. This prepares pupils well for life beyond school. The personal, social, health and economic curriculum and the citizenship programme are carefully designed and taught in an age- appropriate manner. Pupils learn about healthy relationships, online safety, diversity and equality. Leaders adapt the curriculums in response to local issues and emerging concerns. For example, pupils learn about water safety and the risks associated with vaping. Consequently, pupils develop a secure understanding of how to keep themselves safe and healthy.

p.4

Personal development and wellbeing Expected standard

Pupils benefit from a wide range of enrichment opportunities. These include mountain biking, gardening, residential visits to Wales and skiing experiences in Austria. Leaders have adapted aspects of the enrichment offer so that pupils can take part during the school day. This helps overcome barriers that may otherwise prevent pupils from making the most of this rich offer. Leaders track participation rates carefully and encourage pupils who are less likely to engage. Leaders pay particular attention to ensuring that disadvantaged pupils and pupils with special educational needs and/or disabilities access opportunities that reflect their interests and needs. As a result, pupils benefit from experiences that broaden their horizons and develop their talents.

p.4

Personal development and wellbeing Expected standard

Careers education is effective. Leaders have established positive relationships with employers and education providers. Pupils receive impartial guidance and support to help them make informed decisions about their futures. Leaders identify pupils who may be at risk of not progressing to suitable destinations and provide additional support. Consequently, almost all pupils move on to appropriate education, employment or training.

p.4

Personal development and wellbeing Expected standard

Staff know pupils well and provide effective pastoral support. Leaders work closely with external professionals when required and implement thoughtful strategies to meet pupils'

p.4

Needs attention

needs. Pupils develop resilience, confidence and positive relationships with others.

p.5

Post-16 provision Needs attention

Students in the post-16 provision do not achieve as well as they should. Their attainment in national examinations is below national averages. Teachers' inconsistent use of appropriate learning activities to deepen students' knowledge contributes to their underachievement. Leaders have identified achievement in the sixth form as a priority, and they are bringing about positive change. However, these actions are at an early stage, and it is too soon to see the impact of this work in pupils' outcomes.

p.5

Post-16 provision Needs attention

Leaders demonstrate an unwavering commitment to maintaining post-16 provision for the local community. They provide programmes of study that reflect students' individual aspirations and circumstances. Students benefit from teaching that supports them to engage positively with learning.

p.5

Post-16 provision Needs attention

Students experience a range of opportunities that prepare them for their next steps. These include visits to universities, engagement with apprenticeship providers and opportunities to explore future career pathways. Leaders ensure that disadvantaged students and students with special educational needs and/or disabilities receive appropriate support to access all that is on offer. Most students progress to appropriate destinations in education, employment or training.

p.5

Post-16 provision Needs attention

Students contribute positively to school life. They support younger pupils with reading, assist with physical education activities and participate in leadership opportunities. These experiences help students develop confidence, responsibility and independence.

p.5