Ingleton Primary School

Inspection of Ingleton Primary School Low Demesne, Ingleton, Carnforth, Lancashire LA6 3DY

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The quality of education Good Behaviour and attitudes Good Personal development Good 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 20 and 21 May 2025

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What is it like to attend this school?

The school motto at Ingleton Primary School is ‘tall oaks from little acorns grow’. The high-quality pastoral care, the school’s deep commitment to pupils’ personal development and the high expectations for achievement mean that pupils do become the ‘tall oaks’ the school intends them to be. Pupils are happy, confident and safe. They achieve well, including in national tests. The school prepares pupils well for their next stages in learning.

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What is it like to attend this school?

There are warm, caring relationships between pupils and staff. Pupils are respectful. They are well mannered and welcoming to visitors. Pupils follow the school’s routines consistently, including in the early years. In lessons, they work hard. Playtime is joyful. Older pupils organise activities for younger pupils such as cricket matches and yoga sessions. There is a strong sense of community at this school.

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What is it like to attend this school?

The school nurtures pupils’ interests and talents effectively. For example, there are clubs in sports, dance, sign language and gardening. The school is proactive in ensuring all pupils benefit from a range of opportunities that support their development. Inter-house quizzes and competitions promote pupils’ well-being and sense of belonging. Pupils relish the responsibilities they have in school, for example as house captains, school ambassadors and members of the school council.

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

The school’s curriculum is broad and ambitious. It meets the demands of the national curriculum. In most cases, the school has identified the knowledge and skills it wants pupils to learn. There is a logical sequence to the curriculum. For example, in the early years, children learn about special people, places and events. This prepares them well for when they learn about religious festivals such as Christmas and Easter in Year 1.

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

The key stage 2 reading curriculum is not designed in sufficient detail. It is not clear how the curriculum supports pupils to make progress in their reading knowledge and skills over time. Although outcomes in reading at the end of key stage 2 are broadly secure, some pupils do not achieve as well as they could.

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

Teachers demonstrate secure subject knowledge. They explain learning clearly and use effective strategies to help pupils know what they are aiming to achieve. There is a sharp focus on supporting pupils to develop their vocabulary. Teachers promote high-quality talk and discussion in lessons. As pupils progress through the school, they become confident and competent communicators.

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

Some aspects of the wider curriculum beyond English and mathematics assess pupils’ learning precisely. For example, in science, there is close monitoring of the key gaps in pupils’ knowledge. This helps teachers to adapt the curriculum in a timely way to support pupils. In some other areas of the curriculum, checks on what pupils know and remember and the way the school uses this information are inconsistent and less effective. 20 and 21 May 2025

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Learning to read is a priority. The way the school teaches phonics is consistent and successful. Pupils read books that are closely matched to their phonics knowledge. The school identifies pupils who need additional support accurately. It provides effective support to help these pupils catch up quickly. The school promotes reading for pleasure as soon as pupils start the school. In the early years, the school arranges for ‘mystery readers’ to visit the school and read to children. Story time engrosses younger pupils. Teachers read stories with a high degree of expression and animation.

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The school identifies pupils with special educational needs and/or disability (SEND) and their needs accurately. It provides teachers with appropriate development to support pupils with SEND effectively. Teachers use strategies to ensure that pupils access the curriculum and achieve well.

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The school’s behaviour policy focuses on positive relationships and meaningful praise. Teachers use encouraging and affirming language in the classroom. They recognise pupils’ hard work and efforts regularly. This motivates pupils.

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Pupils are proud to attend this inclusive school. They have secure, age-appropriate knowledge of healthy relationships and how to keep themselves safe online. Pupils develop their sense of awe and wonder in the natural world through carefully considered outdoor activities such as climbing, ghyll scrambling and caving. They are confident and resilient citizens. In the early years, outdoor learning supports children’s wider development. For example, they climb ropes and learn to balance to develop their gross motor skills. The school encourages children to become curious and inquisitive through sensory learning, for example when they learn about bats and bees.

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The school is led and managed well. Staff appreciate that the school prioritises their workload and well-being. Governors are highly skilled and knowledgeable. They know their statutory duties and fulfil them well.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 The key stage 2 reading curriculum is not planned in sufficient detail. The school has not considered precisely enough what pupils need to know and secure over time. As a result, some older pupils do not achieve as well as they could in reading. The school should ensure that the content of the key stage 2 reading curriculum is well thought out and progressive so all pupils reach their full potential.  At times, the school’s assessment systems in the wider curriculum are not used as effectively as they could in checking accurately how securely pupils are learning and remembering the curriculum. This hinders the school from ensuring that any key gaps 20 and 21 May 2025

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in pupils’ knowledge are addressed swiftly and interventions put in place. The school should strengthen its assessment systems, drawing on the effective practice that exists in the school to ensure that staff accurately check how well pupils are learning and use this information to inform their teaching and timely support.

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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). 20 and 21 May 2025

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School details

Appropriate authority The governing body

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School details

Chair of governing body Jenny Thistlethwaite

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School details

Dates of previous inspection 29 and 30 January 2020, under section 8 of the Education Act 2005.

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Information about this school

 The current headteacher has been in post since April 2025.  The school runs its own breakfast club.  The school does not 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.

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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. Inspectors discussed the impact of the pandemic with the school and have 20 and 21 May 2025

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taken that into account in their evaluation of the school.  Inspectors met with the headteacher and other senior leaders. The lead inspector met with members of governing body and a representative from the local authority.  Inspectors carried out deep dives in these subjects: reading, mathematics and computing. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors also discussed the curriculum in some other subjects.  To evaluate the effectiveness of safeguarding, 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.

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Inspection team

Dan McKeating, lead inspector His Majesty’s Inspector

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Inspection team

Dimitris Spiliotis Ofsted Inspector 20 and 21 May 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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