Millom School

Strengths

• Inclusive culture where every pupil is known, included and valued.
• Early identification of SEND and disadvantaged pupils' needs, with effective support plans.
• Highly effective use of pupil premium and specialist advice to remove barriers to learning.
• Strong communication with parents and staff about pupils' changing needs.
• Vulnerable pupils access a wide enrichment offer and participate fully in school life.
• Pupils achieve well across most of the curriculum and are well prepared for next steps.
• Calm, purposeful lessons with little low-level disruption and positive pupil relationships.
• Leaders have improved attendance and reduced suspensions over time.
• Broad, balanced and logically ordered curriculum reflects pupils' needs and local community.
• Effective personal development, careers education and pastoral support.
• Governance provides appropriate challenge and support with clear focus on achievement.
• Staff feel well supported and value professional development and workload management.
• Pupils feel safe and confident that staff respond promptly to bullying or concerns.
• Post-16 students contribute positively and most progress to suitable destinations.

Areas for Improvement

• Post-16 attainment is below national averages.
• A-level value added is negative and below national.
• Teaching in post-16 does not consistently use learning activities that deepen students' knowledge.
• Teachers do not always check learning closely enough, allowing gaps and misconceptions to persist.
• Some pupils develop gaps in learning that hinder later progress.
• Attendance remains low for some vulnerable groups, especially disadvantaged pupils who are persistently absent.
• Disadvantaged pupils' outcomes show a large gap compared with non-disadvantaged pupils nationally in English and maths.
• Leaders' actions to improve post-16 achievement are at an early stage with impact not yet seen.

• Primary Schools
• Secondary Schools