Chorley, the Parish of St Laurence Church of England Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Chorley, the Parish of St Laurence Church of England Primary School Highfield Road South, Chorley, Lancashire PR7 1RB

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Outcome

Chorley, the Parish of St Laurence Church of England Primary School has taken effective action to maintain the standards identified at the previous inspection.

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What is it like to attend this school?

Strong relationships and a deep sense of trust are at the heart of this school. This helps pupils to feel safe and happy.

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What is it like to attend this school?

The school has high aspirations for all pupils. Pupils typically achieve well. They benefit from the support of skilled and caring staff. This is particularly true for pupils with special educational needs and/or disabilities (SEND) because effective support strategies are used by all the adults working with them.

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What is it like to attend this school?

The school has high expectations of behaviour. Pupils follow the agreed routines and conduct themselves well. At times, a few pupils struggle to manage their emotions. On these occasions, staff provide helpful support. This ensures that any disruption to learning is minimised.

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What is it like to attend this school?

Pupils in Year 6 and children in the Reception Year are partnered up as ‘seeds and gardeners’. Older pupils explained that they are called this because they help the children to grow. They sit together at lunchtimes, encouraging good table manners. They also enjoy reading together and playing games.

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What is it like to attend this school?

Pupils love to get out and about in the community. For example, children in the Reception class handed out daffodils recently to passers-by in the park. Another class collected supplies for a hedgehog rescue charity. These acts of kindness contribute well to pupils’ personal development. 18 and 19 March 2025

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

The school has developed an ambitious curriculum. Starting from the early years through to Year 6, it has set out the key knowledge that pupils should learn in each subject. This knowledge is revisited to help pupils to fix it in their long-term memory. However, because the curriculum has been revised, some older pupils did not benefit from this approach when they were in the younger year groups. These pupils can recall facts from their prior learning, but they are not as confident in linking what they know to new learning. This makes it difficult for them to understand some of the essential concepts that they need to know and remember.

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

The school identifies accurately the additional needs of any pupils with SEND at the earliest opportunity. Staff make careful adaptations to the delivery of the curriculum when necessary. This allows pupils with SEND to participate and achieve well. Staff ensure that pupils with SEND know that their voice is heard. For example, they take an active part in meetings to review their progress against their individual targets.

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

From the start of the Reception Year, children learn the sounds and letters that they need to begin to read. This continues as pupils move through Years 1 and 2. Pupils who struggle to keep up with the school’s phonics programme are given the additional help they need. Pupils across the school are enthralled by stories read to them by adults. They love to visit the library and take books home to share.

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

Pupils’ behaviour across the school is very positive. Children in the early years follow routines and learn cooperatively alongside one another. They know how to share and to take turns. This continues as pupils move up the school. Teachers provide many opportunities for pupils to share their views in lessons. Pupils listen to the opinions of others with respect. They then agree, build on or challenge the argument, which helps to take learning forward.

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

The school has considered its outside provision carefully. Playtimes are a joy. Pupils appreciate the designated area for football, a trim trail and a quiet reflection space. The inviting outdoor space in the early years complements the learning that takes place in the vibrant classroom. Children find the reading, digging, construction and climbing areas irresistible. They love the challenge of having a go at a range of set tasks. Children access these independently, delighting in getting an adult to ‘sign them off’ when completed.

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

The curriculum to support pupils’ personal development develops their understanding of fundamental British values, including equality and diversity. Pupils know, for example, that discrimination is not just unkind, it is against the law. Pupils have an excellent knowledge of how to keep themselves healthy and safe. They understand the risks of online activity and know how to keep themselves safe online. They know that mental well-being is as important as physical health and understand the benefits of a good diet, fresh air, exercise and sleep.

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

Pupils gain confidence by taking on roles of responsibility, such as being librarians, worship warriors or members of the ‘eco team’. They develop new skills and talents 18 and 19 March 2025

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through a wide range of clubs, including choir, debating, chess, dodgeball and orienteering.

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Governors are skilled and work closely with the school. There is a clear strategic vision underpinned by the school’s values. Effective support and challenge are provided to ensure that the school continues to improve. Staff enjoy working at the school. They value the consideration that is given to their well-being and workload.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Some older pupils have not benefited from the improved curriculums over time. This means that they have gaps in their learning and sometimes cannot make the connections with what they know to gain an understanding of essential knowledge. The school should support teachers to identify and address these gaps in pupils’ knowledge to ensure that they are fully prepared for the next stage in their education.

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Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024, graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

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Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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Background

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in January 2020. 18 and 19 March 2025

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How can I feed back my views?

find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 18 and 19 March 2025

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 21 and 22 January 2020, under section 5 of the Education Act 2005

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Information about this school

 The school runs an on-site breakfast and after-school club.  The school does not use any alternative provision for pupils.  This school is a Church of England (Aided) primary school in the Diocese of Blackburn. The last section 48 inspection of schools with a religious character took place in March 2022. The next section 48 inspection is expected during the 2025/26 academic year.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the school and has taken that into account in her evaluation of the school.  The inspector held meetings with the headteacher. She also spoke with other leaders, staff and pupils. 18 and 19 March 2025

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 The inspector spoke with members of the governing body, including the vice-chair of governors. She also spoke with representatives from the local authority and the diocese.  The inspector observed some pupils from Years 1 to 3 reading to a familiar adult.  The inspector visited lessons and looked at samples of pupils’ work. She spoke to some pupils about their learning and other aspects of school life. There were no responses to Ofsted’s online survey for pupils.  To evaluate the effectiveness of safeguarding, the inspector: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  The inspector met with leaders who are responsible for attendance, behaviour, SEND and pupils’ personal development. She observed pupils’ behaviour during lessons and

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throughout the school day.  The inspector looked at a range of policies and documents relating to pupils’ welfare and education, including SEND.  The inspector spoke with staff about their workload and well-being. She took account of the responses to Ofsted’s online survey for staff.  The inspector spoke with some parents and carers during the inspection. She also considered the responses to Ofsted Parent View, including parents’ free-text comments.

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Inspection team

Sharon Cowey, lead inspector Ofsted Inspector 18 and 19 March 2025

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achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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