Gisburn Primary School

Inspection of Gisburn Primary School Burnley Road, Gisburn, Clitheroe, Lancashire BB7 4ET

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

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Until November 2020, the school was exempt from routine inspection because it was judged as outstanding for overall effectiveness at its previous inspection under section 5 of the Education Act 2005. The school has not been inspected under section 5 of the Act since January 2019. The school received an ungraded inspection under section 8 of the Act on 17 April 2024. Since September 2024, schools have not been awarded an overall effectiveness grade. 8 and 9 July 2025

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What is it like to attend this school?

Pupils at this village school flourish in its nurturing and inclusive environment. There is a welcoming atmosphere throughout the school. The warm relationships that pupils have with adults and each other help them feel happy and settled.

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What is it like to attend this school?

The school has high expectations for pupils’ achievement, both academically and in their wider lives. Pupils rise to these expectations and achieve well. From the start of the early years, children’s curiosity for learning is unleashed. It remains so throughout their time at the school as they continue to make the most of everything that the school offers.

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What is it like to attend this school?

Pupils’ behaviour is exemplary throughout the school. Children make an excellent start in the Reception Year under the guidance of remarkably skilled staff. Pupils are considerate and extremely respectful towards others. This helps to ensure that classrooms are calm and purposeful places where learning is very rarely disrupted.

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What is it like to attend this school?

Pupils are proud to take on roles of responsibility in school such as being school councillors and sports leaders. Older pupils lead activities such as drama and well-being clubs for younger pupils. The school offers a range of activities to enrich pupils’ learning. Pupils talk excitedly about the residential visits which they have been on, for example, trips to London and to an outdoor activity centre. They particularly like representing their school at sports tournaments. These experiences contribute well to pupils becoming confident, well-rounded individuals.

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

Pupils study an ambitious curriculum. The school has carefully set out the important knowledge that pupils need to learn. The school provides relevant training for staff. This enables staff to design suitable learning activities. This ensures that the curriculum is delivered as the school intends.

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

Staff build in frequent opportunities for pupils to recall their prior learning so that it becomes embedded in their memories. On the whole, staff also check that pupils have understood new learning. However, in some subjects in key stages 1 and 2, the school’s checks on how well pupils learn new concepts are not as effective as they could be. As a result, some pupils develop gaps in their knowledge that are not addressed well enough.

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

The school successfully promotes a love of reading. From the start of Reception Year, staff enthusiastically share stories and rhymes with children to develop their language skills. Staff are skilled at delivering phonics lessons. If pupils need extra help, the school provides the right support to help them to catch up quickly. The majority of pupils become confident and fluent readers by the end of Year 2. Older pupils read widely for pleasure. They speak articulately about their favourite authors and stories.

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

The school is ambitious for pupils with special educational needs and/or disabilities (SEND). It promptly identifies pupils’ additional needs. Pupils with SEND study the full 8 and 9 July 2025

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breadth of the curriculum. Staff provide tailored support to help them achieve well, both academically and in wider school life.

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Across the school, pupils behave exceptionally well. From the beginning of early years, children are taught to follow instructions and to be kind to each other. They are encouraged to immerse themselves in learning. Older pupils debate their ideas eloquently. They understand and appreciate each other’s differences and support each other in their learning. The school prioritises maintaining pupils’ high rates of attendance. It takes rigorous actions to address any dips in attendance.

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The school’s work to promote pupils’ personal development is carefully designed to introduce pupils to walks of life that are unfamiliar to them. For example, they benefit from visiting a mosque, a synagogue and other places of worship. These experiences help to promote pupils’ understanding of different religions and cultures. Pupils are clear that everyone should be treated equally, and that discrimination is not tolerated in their school. The school holds regular ‘aspirations days’ to open pupils’ eyes to future career possibilities.

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Pupils learn how to stay physically healthy and safe. For example, they learn how to navigate potential risks in the community and on the farms in the local area. In addition, the school helps to promote pupils’ positive mental health. This is shown in how confidently pupils speak about using their emotion charts and worry jars, and the positive work of the well-being ambassadors.

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Governors know the school well. They use their skills and experience to challenge and support leaders effectively. Staff are proud to work at the school. They appreciate the high regard that leaders show for their workload and well-being.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In a few subjects in key stages 1 and 2, the school does not identify misconceptions in pupils’ new knowledge in a timely manner. This can lead to gaps in pupils’ knowledge and hinders how well pupils build on their previous learning. The school should refine its methods for checking what pupils remember over time, to ensure that any gaps in learning are identified and addressed. 8 and 9 July 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). 8 and 9 July 2025

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 17 April 2024, under section 8 of the Education Act 2005

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Information about this school

 The school does not currently make use of any alternative provision.  The school manages an on-site breakfast and after-school club.

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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 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.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school. 8 and 9 July 2025

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 Inspectors met with the headteacher and with other school staff.  The lead inspector met with governors, including the chair of governors, and spoke with a representative from the local authority.  Inspectors carried out deep dives in these subjects: English, mathematics and art and design. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke with teachers, spoke with some pupils about their learning and looked at samples of pupils’ work. The lead inspector also observed some pupils from Years 1 to 3 read to a familiar adult.  Inspectors discussed the curriculum in some other subjects. They spoke with leaders and looked at samples of pupils’ work.  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

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safeguarding that puts pupils’ interests first.  Inspectors observed pupils’ behaviour during lessons and at breaktimes.  Inspectors spoke with groups of pupils about their experiences at school.  Inspectors reviewed a range of documents, including leaders’ evaluation of the school’s strengths and areas for improvement and documents relating to pupils’ behaviour and attendance.  Inspectors considered the responses to Ofsted Parent View, including parents’ free-text comments. The inspectors also considered the responses to Ofsted’s survey for staff.

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Inspection team

Ruth Moran, lead inspector His Majesty's Inspector

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Inspection team

Cleo Cunningham Ofsted Inspector 8 and 9 July 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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