Southlands High SchoolOfsted report card, 22 Sept 2026

Southlands High School

Address: Clover Road, Chorley, Lancashire, PR7 2NJ Unique reference number (URN): 143794

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

Achievement Expected standard

Published data does not fully reflect the gains that current pupils are making in their learning. In 2025, pupils’ attainment at the end of Year 11 was below the national average. The attainment of disadvantaged pupils was also below the national average when compared to other disadvantaged pupils. Leaders' improvements are making a difference, especially to pupils in key stage 3. This work is also beginning to close the gaps that some older pupils have acquired in the past.

p.2

Achievement Expected standard

Current pupils, including disadvantaged pupils and those with special educational needs and/or disabilities, typically make secure gains in important English and mathematics knowledge. This supports their learning across the curriculum. Most pupils can confidently articulate their understanding of what they have learned. Typically, pupils apply their secure knowledge in different subjects proficiently.

p.2

Achievement Expected standard

As a result, pupils are suitably prepared for their next steps. This is reflected in the considerable increase in the proportion of pupils who remain in education and training or gain employment at the end of Year 11.

p.2

Attendance and behaviour Expected standard

Leaders have prioritised improving pupils’ attendance over recent years. They have increased the capacity of the teams who manage pupils’ attendance. Staff track pupils’ attendance daily. They spot patterns and concerns promptly. They work closely with pupils and their families to support better attendance.

p.2

Attendance and behaviour Expected standard

Pupils’ overall attendance has continued to rise over the last 3 years. The proportion of pupils who are persistently absent has also reduced. This includes disadvantaged pupils and pupils with special educational needs and/or disabilities. The gap between the attendance of pupils at the school and the national average has reduced considerably. Even so, a minority of pupils do not attend as regularly as they should.

p.2

Attendance and behaviour Expected standard

In recent years, leaders and staff have promoted pupils' positive behaviour and challenged the poor behaviour of the past. Leaders and staff ensure that pupils who find it difficult to manage their behaviour are well supported. Consequently, the previously high rates of suspensions and exclusions are reducing markedly.

p.2

Attendance and behaviour Expected standard

Leaders have successfully embedded a culture of high expectations for pupils’ behaviour. Staff show pupils how to behave respectfully. Any incidents of bullying are taken seriously and dealt with swiftly. Pupils usually behave appropriately in lessons and around the school site. They typically learn without the interruptions caused by poor behaviour.

p.2

Curriculum and teaching Expected standard

Pupils, including disadvantaged pupils and those with special educational needs and/or disabilities, benefit from a broad and balanced curriculum. Subject staff ensure that pupils' learning is carefully ordered and ambitious.

p.2

Curriculum and teaching Expected standard

Over recent years, leaders have made effective use of checks to carefully identify strengths and weaknesses in the quality of teaching. Staff have benefited from helpful opportunities to develop their teaching practice.

p.3

Curriculum and teaching Expected standard

Teachers have secure subject knowledge. They usually explain subject-specific concepts and methods well.

p.3

Curriculum and teaching Expected standard

Most of the time, teachers provide meaningful opportunities for pupils to practise applying the knowledge that they have learned. However, at times, pupils do not get sufficient opportunities in lessons to use and apply new knowledge. Generally, teachers check pupils’ learning and provide them with guidance to help them overcome misunderstandings. That said, staff sometimes do not take account of what pupils know and can do when making decisions about what pupils will learn next.

p.3

Curriculum and teaching Expected standard

Teachers, and other staff, understand pupils’ additional needs. They usually provide pupils with the support that they need in lessons to overcome their barriers to learning.

p.3

Curriculum and teaching Expected standard

Leaders have established appropriate systems to identify gaps in pupils' English and mathematics knowledge. Pupils from different starting points benefit from a well-matched blend of support from their class teachers, and other specialists when needed, to help them catch up.

p.3

Inclusion Expected standard

Leaders and staff work collaboratively to sustain a positive culture where pupils feel included. They carefully consider the circumstances of disadvantaged pupils and those with special educational needs and/or disabilities (SEND). Consequently, leaders and staff accurately identify pupils’ additional needs and provide suitable support to reduce the barriers to success that some pupils encounter.

p.3

Inclusion Expected standard

Staff in the ‘Thrive Hub’ provide a range of well-matched support for pupils with SEND to address their specific academic and pastoral needs. This generally ensures that most pupils with SEND are suitably equipped with the strategies that they need to cope with the realities of learning in class. When needed, additional support usually helps pupils with SEND or other vulnerabilities to address the gaps in their knowledge that are impeding their learning.

p.3

Inclusion Expected standard

Teachers and other staff are well informed about the barriers that disadvantaged pupils face. They provide effective support in lessons. Staff successfully help these pupils to improve their attendance, develop positive behaviour traits and, increasingly, achieve well.

p.3

Inclusion Expected standard

Staff work closely with alternative providers and other external agencies to provide additional specialist support for a small number of pupils. Staff carefully match pupils’ experiences to their needs to support their wellbeing, learning and wider development.

p.3

Leadership and governance Expected standard

In recent years, leaders' drive to do more for pupils at Southlands High School has instilled a renewed sense of ambition and pride across the school. This has led to a well-embedded culture of positive behaviour and effective teaching and learning so that pupils can achieve well.

p.4

Leadership and governance Expected standard

Generally, leaders make effective use of suitable information to understand the school’s strengths and weaknesses. Consequently, leaders’ strategies for improvement are usually well informed and have a positive impact. Even so, leaders' checks on the effectiveness of its inclusive practices and pupils' personal development do not provide enough information to target improvement strategies.

p.4

Leadership and governance Expected standard

The trust has contributed well to strengthened leadership practices. It has supported leaders to identify relevant opportunities for staff to learn from other schools in the trust.

p.4

Leadership and governance Expected standard

The trust has also supported the local governing body (LGB) to ensure that it has the expertise and structures to operate effectively. The LGB is suitably organised. Its members undertake their duties effectively. They benefit from suitable insights into the impact of leaders’ priorities and work. Members of the LGB provide a blend of appropriate support and challenge that has helped leaders to secure improvement in recent years.

p.4

Leadership and governance Expected standard

Leaders ensure that staff feel recognised and valued at this school. Staff, including those at the start of their teaching careers, get the time and guidance that they need to support their professional learning and expertise. Staff are well supported to develop. Leaders are intentionally conscious of staff’s workload and wellbeing when making decisions.

p.4

Personal development and wellbeing Expected standard

Leaders ensure that all pupils benefit from a comprehensive and relevant personal, social, health and economic (PSHE) education programme. Skilled staff are typically well equipped to deliver age-appropriate content.

p.4

Personal development and wellbeing Expected standard

Pupils learn about safety, developing relationships, understanding the country in which they live and the differences between people in society. They learn about similarities and differences across communities and they gain insights into different cultures and beliefs. Pupils build their knowledge of fundamental British values, for example by exploring how the law protects everyone. They are supported to think about how they can make a positive contribution to their school and the world beyond its gates. Generally, pupils can remember important learning from these experiences. Sometimes, pupils gain a more detailed understanding.

p.4

Personal development and wellbeing Expected standard

Pupils think about their future choices and careers through the school’s PSHE programme, ‘morning meetings’ and other experiences. They typically feel well guided about choosing which subjects they will study linked to the qualifications they wish to take. They value the additional opportunities to develop their understanding of their next steps in education, employment or training. Pupils, including disadvantaged pupils and pupils with special educational needs and/or disabilities, are supported with timely individual careers advice. Pupils in Years 7 to 9 benefit from protected time to enjoy the school’s enrichment programme. They learn important skills such as debating and team building. Pupils across the school take on leadership roles. They gain valuable insights into culture and they learn how to make a positive difference through charity work. In addition, some pupils appreciate the experiences they get through opportunities to develop their performance skills through

p.4

Personal development and wellbeing Expected standard

school shows, bands, choir, dance troupes or sports teams.

p.5

Personal development and wellbeing Expected standard

The school’s ‘Learner Experience Team’ carefully identifies where pupils may benefit from additional pastoral support. This team works closely with pupils and their parents and carers to support pupils’ wellbeing. Pupils are confident that they have someone to support them if needed. Furthermore, pupils value the support they get for their physical and mental health.

p.5

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

Staff have high expectations for pupils at Southlands High School. Pupils are taught ambitious subject content. Staff usually ensure that pupils benefit from positive experiences in lessons. This helps most pupils to establish and develop an enduring work ethic.

p.5

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

Staff expect all pupils to be fully involved in lessons. Generally, they ensure that pupils, including disadvantaged pupils and those with special educational needs and/or disabilities (SEND), get the support that they need to participate fully. Most pupils are keen to learn. They engage well in lesson activities. Pupils progress well from their starting points. They are suitably prepared for their next steps in education, employment and training.

p.5

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

Staff support pupils to develop positive behaviour traits. Pupils benefit from well-established daily routines that support them to be ready to learn and develop. Staff and pupils have warm relationships. Pupils are kindly guided and supported by staff to get the most out of their school day.

p.5

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

Pupils usually behave well. Many pupils show consideration and kindness to one another. This helps pupils to feel safe in school. Occasionally, pupils’ positive experiences are interrupted by the poor behaviour of a minority of pupils. Staff are quick to address misbehaviour, including bullying.

p.5

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

Pupils get the support that they need to attend school regularly. Staff help pupils settle at school each day through ‘morning meetings’. This helps pupils adjust to be ready for the demands of the school day.

p.5

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

All pupils, including pupils with SEND, are supported to get involved in the full life of the school. Younger pupils benefit from dedicated weekly enrichment time. For example, pupils work together to develop their cultural, civic and creative awareness. Elsewhere, other pupils relish the opportunities to make a positive contribution to the rich sporting life of the school.

p.5

Next steps

Leaders should ensure that teachers use assessment information consistently well when making decisions about what pupils learn next. Leaders should ensure that teachers provide sufficient opportunities for pupils to use and apply the knowledge that they are learning in lessons. Leaders should refine their approaches to support pupils to continue to strengthen their attendance, including the attendance of disadvantaged pupils and pupils with special educational needs and/or disabilities. Leaders should ensure they have a more detailed and insightful understanding of the impact of the school’s work to promote inclusion and pupils’ personal development to further enhance pupils’ experiences.

p.6

About this inspection

This school is part of Mosaic Learning Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Neil Moore, and overseen by a board of trustees, chaired by Adrian Hardy.

p.6

About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

p.6

About this inspection

The inspection took place on 22 and 23 September 2026.

p.6

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.

p.6

About this inspection

Inspectors spoke with the headteacher, other senior leaders and staff during the inspection. Inspectors also met with trust leaders, representatives from the board of trustees, members of the local governing body and a representative from Lancashire local authority.

p.6

About this inspection

The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

The school makes use of 2 registered alternative provisions.

p.6

Lead inspector:

Michael Pennington, His Majesty's Inspector

p.7

Team inspectors:

Michael Wright, Ofsted Inspector Stephen Brice, Ofsted Inspector Claire Hallwood, Ofsted Inspector

p.7

Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

p.7

Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 22 September 2026

p.7

What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

p.7

What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

p.7

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

p.8

What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

p.8

What does this mean?

The proportion of pupils with reported special educational needs support at the school.

p.8

What does this mean?

Based on the English indices of deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

p.8

What does this mean?

Whether school has Resourced provision or SEND unit (if applicable).

p.9

English and maths GCSE

Percentage of pupils who achieved grade 5 or above in English and maths GCSE.

p.9

Attainment 8

A measure of pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

p.9

national average

2024/25 (final) 42.1 46.1 Close to average

p.9

Progress 8

How much progress pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

p.9

Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

p.10

Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils achieving grade 5 or above in English and maths GCSE.

p.10

national average

2022/23 (final) 18.6% 25.2% Close to average

p.10

Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

p.10

national average

2024/25 (final) 32.7 34.9 Close to average

p.10

national average

2022/23 (final) 32.3 35.0 Close to average

p.10

Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

p.10

Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

p.11

Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils who achieved grade 5 or above in English and maths GCSE.

p.11

Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

p.11

Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

p.12

Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

p.12

Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

p.12

Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

p.13

Exceptional

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

p.13

Strong standard

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

p.13

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.

p.13

Needs attention

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

p.13

Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.13

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.14

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.14

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.14

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.14