Gillibrand Primary School

Inspection of Gillibrand Primary School Grosvenor Road, Chorley, Lancashire PR7 2PJ

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The quality of education Good Behaviour and attitudes Good Personal development Outstanding Leadership and management Good Early years provision Good

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Previous inspection grade Not previously inspected under section 5 of the Education Act 2005

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The headteacher of this school is Hannah Clark. This school is part of the Aspirational Futures Multi-Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Steve Mitchell, and overseen by a board of trustees, chaired by Keith Fielding.

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Ofsted has not previously inspected Gillibrand Primary School under section 5 of the Education Act 2005. However, Ofsted previously judged Gillibrand Primary School to be outstanding for overall effectiveness, before it opened as an academy. Since September 2024, schools have not been awarded an overall effectiveness grade. 25 and 26 March 2025

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What is it like to attend this school?

Gillibrand is a happy, welcoming school where pupils thrive in a nurturing environment. The school has high expectations of pupils’ achievement and behaviour. Staff encourage pupils to explore their interests and ‘follow their dreams’. Experiences such as martial arts and outdoor and adventurous activities help pupils to develop their confidence, independence and self-discipline. This prepares pupils well for the next stage of their education.

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What is it like to attend this school?

Preparing pupils to become active and respectful citizens is a high priority at this school. Routines are set from the start of the Reception Year, where children learn to work cooperatively together and to consider each other’s feelings. Pupils are respectful of one another and of adults, and they behave well in the school’s calm, purposeful and orderly environment. Any pupils who struggle to manage their emotions receive the help they need from caring staff who know them well. Pupils are happy and safe. They trust that adults will deal with any issues quickly.

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What is it like to attend this school?

The school has constructed an ambitious curriculum. Staff use their strong subject knowledge to design interesting learning activities which help pupils to build knowledge over time. As a result, pupils, including those with special educational needs and/or disabilities (SEND), achieve well.

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

The school has ensured that the curriculums in all subjects are carefully ordered and progressive. This helps ensure that teachers have clear guidance about what they should teach and when this should happen as pupils move up the school. Children in the early years also benefit from a well-organised curriculum. Learning activities support children to develop their knowledge, communication and language skills effectively. Consequently, children in the early years concentrate well and show resilience and determination. Staff care for the children well and help them to become independent. Children learn to share and consider the feelings of others.

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

The school provides high-quality opportunities for staff so that they have the knowledge and expertise to deliver the curriculum successfully. Staff design appropriate and engaging activities to ensure that pupils learn key knowledge securely. Staff use their strong subject knowledge to check carefully what pupils know and remember. They use this information skilfully to address gaps in pupils’ knowledge. As a result, pupils remember much of what they have learned across the curriculum, including the important knowledge and vocabulary across a range of subjects. This means that pupils build detailed knowledge securely. They achieve well and are well prepared for each stage of their education.

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

Reading is a priority. This starts in the early years with a solid grounding in phonics. Staff teach phonics well and pupils build the knowledge that they need to become fluent and confident readers. Those who fall behind with the phonics programme receive the help that they need to catch up quickly. Pupils benefit from reading a wide range of texts 25 and 26 March 2025

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which reflect a diverse world. Older pupils talk enthusiastically about their favourite books and authors.

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In contrast, pupils’ gains in writing are not as strong as their achievement in reading. This is because the teaching of early writing is variable. Typically, staff model how to form letters. However, the resources that children in the early years and pupils in key stage 1 use to practise writing are not well matched to their needs. This hinders their early formation of letters and the writing of words and sentences. Some pupils have misconceptions about letter formation which continue as they grow older because staff do not address them effectively enough.

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The school ensures that the additional needs of pupils with SEND are identified accurately. These pupils receive the help and support that they need to access the curriculum with confidence. The school achieves this through providing appropriate training for staff. This helps them to provide high-quality support for these pupils, who achieve well.

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The school’s approach to pupils’ personal development is highly effective. Pupils make an exceptionally positive contribution to the school community. They happily take on responsibilities, such as being ambassadors for particular subjects or looking after their younger peers. Older pupils are extremely knowledgeable about different cultures and religions. They talk maturely and with great consideration about the importance of mutual respect.

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The school’s behaviour policy is effective. The school is taking effective action to increase the rate of attendance for many pupils. Current attendance is in line with national levels.

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The school, the trust and the local governing body strive to ensure that all pupils benefit from a strong quality of education. Staff appreciate the consideration that the school has for their well-being. For example, they receive the time and resources that they need to carry out their duties successfully.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 The school’s expectations for pupils’ early writing are not sufficiently ambitious. This means that pupils and children in early years do not fully develop the appropriate foundations they need for written communication. The school should ensure that there is an increased emphasis on teaching pupils key writing skills and knowledge securely so that pupils are well prepared to tackle the requirements of each stage of their education. 25 and 26 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). 25 and 26 March 2025

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School details

Date of previous inspection Not previously inspected

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Information about this school

 This school is part of the Aspirational Futures Multi Academy Trust.  Gillibrand Primary School converted to become an academy school in March 2024. When its predecessor school, Gillibrand Primary School, was last inspected by Ofsted it was judged to be outstanding for overall effectiveness.  The school does not currently use any alternative provision.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade. 25 and 26 March 2025

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 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. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors carried out deep dives in the following subjects: early reading, mathematics and geography. They discussed the curriculum with subject leaders, looked at curriculum plans, visited some lessons, reviewed pupils’ work and spoke with staff and pupils.  The inspectors met with the headteacher and other senior leaders.  The lead inspector held a meeting with members of the trust board, including the chair of trustees. She also spoke to the CEO of the trust, members of the local governing body and the school improvement partner.  The inspectors met with leaders to discuss SEND, reading, pupils’ behaviour and

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attitudes, and the provision for pupils’ personal development.  The lead inspector observed some pupils read to a familiar adult.  Inspectors looked at pupils’ work in some other subjects.  The inspectors considered responses to Ofsted Parent View, including the free-text comments. They took account of the responses from staff to Ofsted’s online survey and gathered the views of staff and pupils throughout the inspection.  To evaluate the effectiveness of safeguarding, the inspectors: 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 inspectors observed pupils’ behaviour during lessons and at breaktimes and lunchtimes. They considered the responses to Ofsted’s online survey for pupils.

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Inspection team

Cleo Cunningham, lead inspector Ofsted Inspector

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Inspection team

David Deane OBE Ofsted Inspector 25 and 26 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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