Schools & FE · Report card

St Mary's Catholic Primary School and Nursery, Chorley

Inspected 6 Jan 2026 · URN 119672

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Summary

No overall grade in this frameworkSafeguarding met

Stuart Perkins (lead), Clare Lightbown, Gaynor Rennie

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Expected standard
Early years verified
Expected standard
Inclusion verified
Expected standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
6 Jan 2026
Inspectors verified
Clare Lightbown, Gaynor Rennie, Stuart Perkins
Postcode verified
PR7 2RJ
Name on report verified
St Mary's Catholic Primary School and Nursery,
Safeguarding verified
Met
URN verified
119672

Page 1 of 15

Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourExpected
Curriculum and teachingExpected
Early yearsExpected
InclusionExpected
Leadership and governanceExpected
Personal development and wellbeingExpected

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+60Positivemore positive than 29% of reports of this type

In line with other reports of this type.

Praiseeffectivelysuccessfullypositiveeffectivepositivelyhigh-qualityclearfeel safe

Criticismconcernsgapsnot yetseriouslystrugglelimitednot consistentlyabsence

How the report reads, start to finish

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FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1510w+60
Leadership210w+61
Safeguarding51w−11
What needs to improve70w+43

Strengths

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Concerns

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Pupils are certain that if it did occur, staff would take their concerns seriously and resolve them. p.5

Next steps

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What the report dwells on

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Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 15
Words of findings: 1,839; about usual (typical 1698)
Reading level: Hard; Flesch 37, typical 43
Average sentence: 15 words
Next steps: 3; typical 3
Hedged sentences: 6%; “some”, “not always”, “most”…

Where the words go

Findings 54%Leadership 8%Safeguarding 2%What needs to improve 3%About the inspection 34%

Full report text

Chorley

Address: Hornchurch Drive, Chorley, Chorley, Lancashire, PR7 2RJ Unique reference number (URN): 119672

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Achievement Expected standard

Pupils achieve positive results in national assessments for reading, writing and mathematics, matching the national average. In reading and writing, pupils often achieve above the national average, disadvantaged pupils and those with special educational needs and/or disabilities perform well. Over time, the proportion of pupils who meet the expected standard in the Year 1 phonics screening check is higher than the national average.

p.2

Achievement Expected standard

Pupils generally achieve well across the wider curriculum. Their secure knowledge of the basics enables them to access new learning effectively. Many pupils confidently recall prior learning, which helps them connect ideas when they encounter new concepts in later years. However, some pupils struggle to recall previous learning, which limits their ability to link knowledge across subjects. Despite this, most pupils prepare well for the next stage of their education, carrying forward the knowledge and skills they need to succeed.

p.2

Attendance and behaviour Expected standard

The school ensures that all pupils, including disadvantaged pupils, attend regularly. Leaders monitor attendance very closely. They use well-established systems to identify patterns or trends in pupils’ absence. When they spot concerns, they take effective action to improve attendance and review these actions to assess their impact. As a result, pupils attend often, and very few miss lessons.

p.2

Attendance and behaviour Expected standard

The school sets clear expectations for pupils’ behaviour, and staff apply the policies and procedures consistently. Pupils typically respond positively to these high expectations. Their behaviour across the school creates a calm and orderly environment. During breaktimes, on the playground or in the dining room, pupils continue to demonstrate positive behaviour. Pupils and staff maintain secure relationships. Pupils generally follow instructions promptly. In lessons, pupils concentrate on their learning and most sustain focus effectively. Staff address the very few incidents of bullying, discrimination or harassment promptly and effectively, preventing them from becoming commonplace. They know pupils well and provide reasonable adjustments for those with special educational needs and/or disabilities, ensuring these pupils engage fully during social times.

p.2

Curriculum and teaching Expected standard

The school delivers a broad and balanced curriculum that leaders ensure is sequenced logically. This structure enables pupils to deepen their knowledge and make meaningful connections over time. Many pupils successfully build their learning across subjects and year groups, although some do not yet achieve this consistently. Staff implement the curriculum effectively because leaders provide clear guidance and ensure teachers have the required subject knowledge. When leaders identify gaps in subject expertise, they act promptly to provide targeted professional development, which improves teaching quality.

p.2

Curriculum and teaching Expected standard

Leaders prioritise securing pupils’ knowledge of the basics to prepare them for future success. Most pupils achieve this well, but some, including pupils with special educational needs and/or disabilities and disadvantaged pupils, still need additional support. Leaders have introduced specific actions to address these gaps, and early evidence shows these measures are improving outcomes.

p.2

Curriculum and teaching Expected standard

Leaders evaluate the curriculum and teaching rigorously and implement improvements that are beginning to embed. These changes benefit most pupils, but a minority have not yet fully caught up, particularly in grammar and punctuation. Staff generally adapt teaching effectively to meet pupils’ needs. When this does not happen, it reflects gaps in professional development. Leaders know this is an area to work further on. They demonstrate a clear understanding of priorities and act decisively to secure improving provision for all pupils.

p.3

Early years Expected standard

Children in Nursery and Reception benefit positively from a successful start to their education. The classroom environment supports curriculum delivery and creates purposeful learning opportunities efffectively. The curriculum successfully develops children’s communication and language skills. Staff engage in high-quality interactions that extend vocabulary and deepen understanding, enabling children to acquire new words confidently. While the provision offers many opportunities to build knowledge in reading and mathematics, the curriculum and its delivery does not give children sufficient opportunities to learn and practise writing skills across the different areas of learning.

p.3

Early years Expected standard

The school prioritises reading from the moment children join. Staff immerse children in songs, rhymes and stories to strengthen language understanding. Children secure phonics knowledge early and typically children apply it when they have the opportunity to write. This helps to build confidence as readers and writers. By the end of Reception, children are well prepared for Year 1.

p.3

Early years Expected standard

The school communicates effectively with parents and carers, and fosters strong partnerships. It provides targeted support for parents, such as guidance on phonics and number recognition, which enhances children’s learning at home.

p.3

Inclusion Expected standard

This is an inclusive school, where leaders are committed to meeting the needs of every pupil. The school is responding well to the increasing demands for support for pupils with special educational needs and/or disabilities (SEND). Leaders have effective systems in place to help them to identify and respond to pupils’ changing needs. This includes helpful liaison with families and external professionals as needed. Such collaboration ensures that pupils receive the correct support or adjustment to reduce barriers to their learning. However, leaders do not use their insights from their checks into how well disadvantaged pupils and those with SEND learn to inform staff training. On occasion, this hinders staff’s ability to respond effectively to some pupils’ changing needs to ensure they access the curriculum well. This is particularly the case for pupils with social, emotional and mental health needs.

p.3

Inclusion Expected standard

Leaders maintain a clear overview of pupil premium funding and use it strategically. This approach reduces barriers to learning for disadvantaged pupils. In many subjects, these pupils often achieve outcomes comparable to others nationally in end of key stage assessments.

p.3

Leadership and governance Expected standard

Leaders demonstrate secure knowledge of the school. They know where strengths lie and what they need to develop next. Leaders exercise their role with precision. Their insightful evaluation has ensured that they take appropriate action at the right time. Staff feel very involved with the strategic direction of the school. The school places staff wellbeing and workload at the forefront of its culture. Staff voice is overwhelmingly positive, reflecting a workforce that feels valued and supported.

p.4

Leadership and governance Expected standard

Governors actively support leaders while holding them rigorously to account. Statutory duties are met with diligence, and governors have a clear grasp of the school’s priorities. This insight drives decisions that consistently focus on pupils’ best interests, including for those who are disadvantaged or with special educational needs and/ or disabilities (SEND). These decisions have delivered measurable improvements in achievement. For example, the school has strengthened phonics provision, which has led to notable gains in pupils’ achievement.

p.4

Leadership and governance Expected standard

Governors and leaders are uncompromising in their commitment to high-quality professional development. This has successfully enhanced teaching expertise, ensuring pupils achieve increasingly well. However, provision for SEND-specific training has not kept pace with the evolving range of pupils’ needs. This gap has, at times, limited staff capacity to provide optimal support for a small number of pupils.

p.4