West Lancashire Community High School
Catchment Area, Reviews and Key Information

Secondary
Post 16
Special school
PUPILS
126
AGES
11 - 19
GENDER
Mixed
TYPE
Community special school

Can I Get My Child Into This School?

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This pupil heat map shows where pupils currently attending the school live.
The concentration of pupils shows likelihood of admission based on distance criteria

Source: All attending pupils National School Census Data, ONS
0300 123 6707

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The criteria in which schools use to allocate places in the event that they are oversubscribed can and do vary between schools and over time. These criteria can include distance from the school and sometimes specific catchment areas but can also include, amongst others, priority for siblings, children of a particular faith or specific feeder schools. Living in an area where children have previously attended a school does not guarantee admission to the school in future years. Always check with the school’s own admission authority for the current admission arrangements.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

How Does The School Perform?

Good
NATIONAL AVG. 2.09
Ofsted Inspection
(04/12/2018)
Full Report - All Reports

Special schools provide a unique and distinctive educational environment to meet the needs of the pupils in their community. Undertaking standard tests may not be appropriate and we do not show performance data for special schools.

View exam results via the link below and contact the school to ask about measuring pupil progress.

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88%
NATIONAL AVG. 87%
Happiness Rating

Ofsted Parent View

8.1:1
NATIONAL AVG. 16.3:1
Pupil/Teacher ratio
27.4%
NATIONAL AVG. 27.7%
Persistent Absence
4%
NATIONAL AVG. 18.1%
Pupils first language
not English
37.9%
NATIONAL AVG. 27.1%
Free school meals
School Lane
Chapel House
Skelmersdale
WN8 8EH
01695721487

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You have appointed leaders and staff who share your high aspirations for pupils’ achievement. Leaders keep the school’s focus on making decisions in the best interests of pupils. Staff have a detailed understanding of each pupil’s needs. They work closely with parents and carers and support pupils well in developing their independence. Pupils and their families benefit from the dedication and commitment of leaders and staff at the school. Staff enjoy working at the school. They gain much from the wide range of professional training that they access. Staff now assist the school more to improve. Members of staff explained how they had approached senior leaders with suggestions for new initiatives. They were then encouraged to take responsibility for developing these ideas. Pupils are proud of their school. They spoke about the quality of the relationships they have with staff. Pupils know that staff will listen to them and are confident that staff will always consider their best interests carefully. They were very clear about the importance of treating everyone with respect; they value the friendships they develop at school. This reflects the words on the school badge: ‘respect, achieve, success, friendship’. At the time of the previous inspection, leaders were asked to clarify staff roles and responsibilities. This has been achieved through giving teachers more responsibility for their subject areas. Leaders have also provided training for learning support staff. This has enabled them to have a clearer understanding of their role in the classroom. Consequently, the quality of support offered to pupils in class has improved. Leaders were also asked to increase the involvement of staff in writing and evaluating the school’s improvement plans. This has been achieved through staff training and increased opportunities for staff to contribute to leaders’ work. Staff work with leaders to review the impact of changes in the school. This has enabled staff to have a clearer understanding of how the school can improve even further. Inspectors previously recommended that governors improve the quality of their work. Almost half of the governing body are new to the school in the last year. In the last month, four new members have joined the governing body. New governors have a wide range of expertise. Governors have developed a greater insight into the school’s systems and processes relating to teaching and learning. They are keen to ask school leaders questions about the effectiveness of the school’s work, but these questions have not been challenging enough. Safeguarding is effective. Leaders have ensured that safeguarding procedures are robust and fit for purpose. Leaders maintain high-quality, detailed records of checks on the suitability of staff and governors to work with vulnerable pupils. Staff training is above the minimum required. This results in a culture that places safeguarding at the heart of the school’s work. The leadership team’s approach to promoting e-safety is thorough and far-reaching. Leaders monitor pupils’ internet usage at school closely. Pupils know how to stay safe online. In addition, there is support for parents to keep their children safe online when away from school. Parents value the training and resources provided for them. A comment typifies their views: ‘I wouldn’t know where to start, the school’s support has been fantastic.’ Leaders are vigilant; they identify new risks to pupils and address them immediately. Inspection findings I wanted to know about school procedures for managing behaviour, because some pupils in your school show challenging behaviour. You have introduced improved induction procedures. Staff use individual induction plans to support new pupils to be less anxious when they join the school. You have also introduced an electronic recording system to record incidents of poor behaviour. This enables leaders to analyse incidents, identify trends and assess the success of staff support for pupils. Leaders and staff now address those aspects of pupils’ behaviour that become serious if ignored. Staff use a wide range of actions to help pupils to control their own behaviour. A parent described the effectiveness of this approach. They explained how they had used the same approach at home with positive results.

West Lancashire Community High School Parent Reviews



78% Parents Recommend This School
Strongly Agree 44% Agree 44% Disagree 11% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>44, "agree"=>44, "disagree"=>11, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 18 responses up to 05-12-2018
Strongly Agree 33% Agree 56% Disagree 11% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>33, "agree"=>56, "disagree"=>11, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 18 responses up to 05-12-2018
Strongly Agree 44% Agree 39% Disagree 11% Strongly Disagree 6% Don't Know 0% {"strongly_agree"=>44, "agree"=>39, "disagree"=>11, "strongly_disagree"=>6, "dont_know"=>0} Figures based on 18 responses up to 05-12-2018
Strongly Agree 50% Agree 39% Disagree 6% Strongly Disagree 0% Don't Know 6% {"strongly_agree"=>50, "agree"=>39, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>6} Figures based on 18 responses up to 05-12-2018
Strongly Agree 50% Agree 28% Disagree 11% Strongly Disagree 6% Don't Know 6% {"strongly_agree"=>50, "agree"=>28, "disagree"=>11, "strongly_disagree"=>6, "dont_know"=>6} Figures based on 18 responses up to 05-12-2018
Strongly Agree 22% Agree 33% Disagree 22% Strongly Disagree 17% Don't Know 6% {"strongly_agree"=>22, "agree"=>33, "disagree"=>22, "strongly_disagree"=>17, "dont_know"=>6} Figures based on 18 responses up to 05-12-2018
Strongly Agree 33% Agree 39% Disagree 22% Strongly Disagree 0% Don't Know 6% {"strongly_agree"=>33, "agree"=>39, "disagree"=>22, "strongly_disagree"=>0, "dont_know"=>6} Figures based on 18 responses up to 05-12-2018
Strongly Agree 33% Agree 28% Disagree 11% Strongly Disagree 6% Don't Know 22% {"strongly_agree"=>33, "agree"=>28, "disagree"=>11, "strongly_disagree"=>6, "dont_know"=>22} Figures based on 18 responses up to 05-12-2018
Strongly Agree 50% Agree 22% Disagree 11% Strongly Disagree 6% Don't Know 11% {"strongly_agree"=>50, "agree"=>22, "disagree"=>11, "strongly_disagree"=>6, "dont_know"=>11} Figures based on 18 responses up to 05-12-2018
Strongly Agree 50% Agree 17% Disagree 28% Strongly Disagree 6% Don't Know 0% {"strongly_agree"=>50, "agree"=>17, "disagree"=>28, "strongly_disagree"=>6, "dont_know"=>0} Figures based on 18 responses up to 05-12-2018
Strongly Agree 50% Agree 22% Disagree 17% Strongly Disagree 6% Don't Know 6% {"strongly_agree"=>50, "agree"=>22, "disagree"=>17, "strongly_disagree"=>6, "dont_know"=>6} Figures based on 18 responses up to 05-12-2018
Yes 78% No 22% {"yes"=>78, "no"=>22} Figures based on 18 responses up to 05-12-2018

Responses taken from Ofsted Parent View

Your rating:
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