Little Lever School

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About Little Lever School

Name Little Lever School
Ofsted Inspections
Headteacher Mr Dominic Mckeon
Address Church Street, Little Lever, Bolton, BL3 1BT
Phone Number 01204333300
Phase Academy
Type Academy converter
Age Range 11-16
Religious Character Does not apply
Gender Mixed
Number of Pupils 1049
Local Authority Bolton
Highlights from Latest Inspection

What is it like to attend this school?

Leaders are highly ambitious for all pupils.

Their vision is that 'all pupils achieve things they never thought they could'. Pupils are rising to this challenge. By the time they leave school, pupils achieve well in a range of academic and vocational subjects.

They are well prepared for the next stage of their education, employment or training.

Pupils feel safe and happy in school. They behave well in lessons and around school.

Relationships between pupils and staff are strong. Pupils said that they can approach staff about any worries. They trust staff to sort issues out.

Pupils reported that if bullying does occur, staff deal with it and effectively.

Leaders are developing an increasing number of activities for pupils to develop their skills, aptitudes and interests. Pupils enjoy the range of school clubs on offer, including numerous sports and performance opportunities.

They particularly enjoy representing the school in local debating team competitions. Pupils spoke positively about the National Citizen Service and Youth Parliament.

Parents and carers are very supportive of the school.

A typical comment was, 'Staff go above and beyond to help my child.'

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

Leaders, together with trustees and staff, have worked together to improve the school since the previous inspection. Staff are keen to develop and embrace new ideas.

Their morale is high. Staff appreciate leaders' strategies to consider their well-being and reduce their workload.

Leaders have designed an ambitious curriculum.

They have adjusted this curriculum appropriately to address gaps in pupils' learning as a result of the COVID-19 pandemic. Leaders are working creatively to increase the proportion of pupils who study the English Baccalaureate suite of subjects, including a modern foreign language.

In most subjects, leaders know what they want pupils to learn as they move through the school.

Pupils are able to build their knowledge and understanding over time. This ensures that they achieve well. However, in a small number of subjects, particularly in key stage 3, leaders have not identified the knowledge that pupils must learn clearly enough.

This means that teachers are unclear about the essential knowledge pupils need to know. This hinders pupils' progress. Pupils do not achieve as well as they should in these subjects.

Teachers' subject knowledge is strong. They receive high-quality training and time to work collaboratively with others to hone their delivery of the subject curriculums.

Teachers use a range of assessment methods effectively to check pupils' understanding.

They use assessment information well to tackle misconceptions, so that pupils are ready for the new learning.

Leaders provide pupils who struggle to read with extra support. This helps them to catch up with their reading knowledge.

Leaders have invested heavily in a whole-school reading strategy. This is underpinned by a new library that sits at the heart of the school. However, leaders' plans to foster pupils' love of reading are not bearing enough total fruition across the school.

Pupils with special educational needs and/or disabilities (SEND) can access all curriculum subjects. Pupils with SEND have their needs identified quickly and accurately. They are supported effectively by well-informed teachers and teaching assistants.

Leaders have developed clear expectations and policies around behaviour. These are understood and followed by teachers and pupils. Those pupils who need specific help to manage their behaviour receive effective support from a dedicated pastoral team.

Pupils follow a well-planned personal development curriculum. They learn about the rule of law, democracy and respect for views that are different from their own. Pupils benefit from a high-quality careers programme.

Speakers visit the school to highlight career paths. This helps to broaden pupils' ambitions and encourages them to aim high. Pupils are well equipped to make informed choices about their next steps.

Trustees provide highly effective support and challenge to leaders. Trustees are clear about the school's priorities and carry out all of their statutory duties well.


The arrangements for safeguarding are effective.

There is a strong culture of safeguarding. Leaders, including trustees, provide staff with a full and timely range of safeguarding training. Staff are well trained in the use of the school's safeguarding systems.

They know how to pass on concerns to leaders. Leaders deal with any concerns quickly. Leaders work effectively with external agencies to keep vulnerable pupils safe.

Leaders have provided pupils with clear information about the impact of sexual harassment. This helps pupils to gain a better understanding of this important issue.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, subject leaders have not clearly identified the knowledge that they want pupils to learn.

This means that teachers do not have the information that they need about what should be taught. This hinders pupils' learning. Leaders should ensure that remaining subject areas are well designed and sequenced so that pupils can learn effectively.

• Leaders' plans to promote a love of reading among pupils are not fully in place across all subject departments. This means that, in some subjects, pupils are not given sufficient opportunities to extend their reading knowledge and experience the benefits of reading for pleasure. Leaders should ensure that their plans are adopted consistently across the school so that reading becomes a shared priority for everyone.

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