Longridge High School, located in Longridge, Preston, underwent an inspection on September 21 and 22, 2021. The overall effectiveness of the school was rated as requiring improvement, a continuation from its previous inspection. The quality of education was also deemed to require improvement, while behavior and attitudes, as well as personal development, were rated as good. Leadership and management were found to require improvement as well.
Pupils expressed enjoyment in attending Longridge High School, describing it as a happy and safe environment for learning. They appreciate the positive relationships they have with peers and staff, noting that leaders genuinely care about their well-being and success. The school promotes values of tolerance and respect, with pupils feeling confident in reporting any incidents of unkindness or bullying, which is reported to be rare and effectively addressed by staff.
During social times, pupils demonstrate good behavior and show concentration in lessons, displaying a keen interest in learning. The school offers a variety of extracurricular activities, including The Duke of Edinburgh’s Award, which supports personal development. Leaders and teachers maintain high expectations for all pupils, aiming for their success both academically and in future endeavors. However, there are concerns regarding the consistency of achievement across subjects, particularly for pupils with special educational needs and disabilities (SEND). This inconsistency is attributed to a lack of a well-planned curriculum.
Leaders are committed to providing a high-quality education for all pupils, including those with SEND. However, the curriculum at key stage three has not been sufficiently ambitious across all subjects, and the uptake of the English Baccalaureate at key stage four is low. Leaders are currently working on redefining the curriculum to ensure that essential knowledge is taught and retained, but this process is ongoing and has yet to significantly impact pupil achievement.
In subjects where the curriculum has been successfully reviewed, there is evidence of improving pupil achievement, as they are beginning to retain essential knowledge. Subject leaders have clear intentions for what pupils should learn, and effective assessment practices are in place to address misconceptions. Conversely, in several other subjects, curriculum planning lacks depth, leading to challenges in teaching essential knowledge effectively. This has resulted in some pupils, particularly those with SEND and disadvantaged backgrounds, not retaining the knowledge they should.
Leaders have been proactive in supporting pupils who struggle with reading, implementing a catch-up reading curriculum that has helped most pupils become confident readers. The school effectively identifies the needs of pupils with SEND, and both parents and pupils value the support provided.
Pupils engage well with teachers, who maintain high behavioral expectations. Attendance is good, and pupils are punctual. The personal development curriculum is strong, with age-appropriate topics being taught, and a range of extracurricular clubs and activities is available to engage pupils.
Governors support leaders in improving educational quality but have not sufficiently challenged them regarding the ambition of the key stage three curriculum. Staff appreciate the measures taken to protect them from excessive workload. The safeguarding arrangements are effective, with leaders prioritizing the safety of pupils and ensuring staff are trained to recognize risks. Overall, while there are strengths in the school, significant improvements are needed in curriculum planning and implementation to enhance pupil achievement across all subjects.
