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Information about the school

  • Moorbrook School is smaller than the average-sized secondary school for pupils with social, emotional and mental health difficulties. Currently, there are no girls attending. The school can provide for up to 46 pupils.
  • A number of pupils have additional special educational needs, including specific learning difficulties and attention deficit and hyperactivity disorder.
  • All pupils have a statement of special educational needs or an education, health and care plan.
  • The vast majority of pupils are of White British heritage.
  • Most pupils (above the national average) are eligible to support provided by the pupil premium (additional funding for pupils known to be eligible for free school meals and those looked after by the local authority).
  • A small number of pupils attend alternative provision on a full or part-time basis.
  • Currently, the alternative providers include The Futures (Clitheroe), the Preston Vocational Centre, and Cast North West (Wigan). The school has also made use of 4Techmoto (Preston).
  • The headteacher was appointed and a new senior leadership team was set up in the summer term of 2015.
  • There have been a number of challenges for leaders and the governing body to manage over the past year. These include reduced pupil numbers, a reduction in staffing and staff absences.
  • The school is currently receiving close support from the local authority advisory team as well as from the headteachers at two local special schools: Shaun Jukes at Sir Tom Finney Community High School and Jane Fallon at Brookfield Special School.



Summary of key findings for parents and pupils


Inspection dates 23–24 May 2018

Overall effectiveness Good
Effectiveness of leadership and management Good
Quality of teaching, learning and assessment Good
Personal development, behaviour and welfare Good
Outcomes for pupils Good
Overall effectiveness at previous inspection Requires improvement


  • This is a good school. School leaders and governors are highly ambitious. They have succeeded in changing the school’s culture so that the required improvements can take place.
  • Leaders have high expectations of staff and pupils. Their collective actions are improving the school rapidly. Leaders know the school well and have selected the right priorities for improvement.
  • Governors are highly effective. Their combined knowledge and expertise have had a positive impact on the school. They have supported leaders as well as holding them to account, leading to better provision and outcomes for pupils.
  • The overwhelming majority of staff, pupils, parents and carers say that they have confidence that school leaders will build on the improvements made.
  • Leaders have improved the quality of teaching, learning and assessment, but recognise that there is more to do to make this an outstanding school. For example, teaching assistants give some pupils too much support as they complete their work. As a result, these pupils do not reach their full potential as learners.
  • Pupils benefit from well-balanced and personalised education. Carefully selected alternative educational placements successfully complement pupils’ learning and progress in school-based subjects.
  • Good relationships between adults and pupils enable pupils to grow in self-esteem, confidence and their ability to interact with others.
  • Pupils achieve well in school. They make good progress from their starting points and, in most areas, they are well prepared for the next stage of their education, employment or training. However, some pupils do not receive the level of independent careers advice that they are entitled to.
  • Most pupils behave well and rates of fixed-term exclusions have fallen dramatically since the last inspection. Despite the school’s best efforts, pupils’ attendance rates have improved at a slower rate.​​​​​​​
  • The school provides a secure setting where pupils feel safe. Arrangements for safeguarding and pupils’ welfare are effective.