Schools & FE · Report card

Briercliffe Primary School

Inspected 27 Jan 2026 · URN 119168

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Summary

No overall grade in this frameworkSafeguarding met

Andy Cunningham (lead), Cole Andrew, Rachael Alarcon

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
27 Jan 2026
Inspectors verified
Andy Cunningham, Cole Andrew, Rachael Alarcon
Postcode verified
BB10 2JU
Name on report verified
Briercliffe Primary School
Safeguarding verified
Met
URN verified
119168

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.

+82Very positivemore positive than 71% of reports of this type

In line with other reports of this type.

Praiseeffectivelyhigh expectationsambitiousconsistentlyeagerconfidenthigh-qualitywell prepared

Criticismconcernserrorsconcerndisruption

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1597w+83
Leadership230w+80
Safeguarding51w−11
What needs to improve75w+58

Strengths

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Concerns

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No strong criticism found.

Next steps

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What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Leadership & governance29
“Leaders have high expectations for pupils' attendance.” p.2
Curriculum17
“Leaders have set out an ambitious, broad and balanced curriculum.” p.2
Progress & outcomes14
“They speak confidently about their learning, and many are proud of their work and eager to share their achievements.” p.5
Teaching & assessment12
“However, teachers do not spot and rectify errors and misconceptions in pupils' work consistently well, particularly in writing.” p.3
SEND & inclusion8
“This reflects the school's inclusive ethos where every child is valued and supported to thrive.” p.5
Behaviour8
“They live up to staff's high expectations for their behaviour.” p.2
Attendance7
“Leaders have high expectations for pupils' attendance.” p.2
Maths6
“Most pupils read fluently and develop secure knowledge in mathematics.” p.2

Anatomy of the report

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

Pages: 15
Words of findings: 1,950; about usual (typical 1698)
Reading level: Hard; Flesch 42, typical 43
Average sentence: 14 words
Next steps: 3; typical 3
Hedged sentences: 7%; “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

Briercliffe Primary School

Address: Delamere Road, Briercliffe, Burnley, Lancashire, BB10 2JU Unique reference number (URN): 119168

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

Typically, most pupils achieve well across the curriculum. Published outcomes show that pupils' attainment is broadly in line with national averages. This includes in reading, writing and mathematics tests at the end of key stage 2. Overall, pupils are ready for the next stage of their education.

p.2

Achievement Expected standard

Children in early years develop the essential knowledge and skills that they need to access later learning. They learn to read words accurately and develop their understanding of number. Disadvantaged pupils and those with special educational needs and/or disabilities generally make suitable progress. They develop appropriate knowledge and skills from their starting points to progress to the next stage.

p.2

Achievement Expected standard

Most pupils read fluently and develop secure knowledge in mathematics. However, some pupils make persistent errors in their writing, particularly related to letter formation and grammar. Additionally, some pupils do not develop the depth of knowledge across subjects that leaders intend.

p.2

Attendance and behaviour Expected standard

Leaders have high expectations for pupils' attendance. Overall attendance is in line with the national average and the number of pupils who are frequently absent is reducing. Leaders track pupils' attendance carefully. This enables them to spot pupils whose attendance is a concern and provide timely support. Where intervention is required, the school works with families and, where necessary, the local authority's attendance support team. Improving the attendance of disadvantaged pupils remains a priority.

p.2

Attendance and behaviour Expected standard

The school is a calm and orderly place to learn. Pupils behave consistently well in lessons and around the school. They live up to staff's high expectations for their behaviour. School values are reinforced through weekly celebration assemblies, expectations are commonly understood and applied consistently by staff. Low-level disruption is not tolerated. Pupils arrive at school ready to learn. They settle quickly into their work and are eager to share what they know.

p.2

Attendance and behaviour Expected standard

Relationships between staff and pupils are warm and respectful. Staff provide careful support where needed to help pupils regulate their emotions. This has a positive impact on behaviour. Incidents of bullying or discriminatory behaviour are rare. When they occur, staff deal with them swiftly. Pupils feel confident to speak to a trusted adult if they have worries.

p.2

Curriculum and teaching Expected standard

Leaders have set out an ambitious, broad and balanced curriculum. They have thought carefully about the order in which learning is taught, so that pupils build knowledge over time. The curriculum sets out clearly what pupils need to know in each subject and year group. Leaders have an accurate understanding of the quality of teaching and have taken sensible steps to improve consistency in how staff deliver the curriculum. Teachers have secure subject knowledge and use this to help pupils learn effectively. Leaders provide training that develops teachers' expertise. Teachers explain new learning clearly and use questioning to check pupils' understanding. They adapt their teaching to support pupils with special educational needs and/or disabilities. Reading is a priority. Staff teach phonics effectively to help pupils who are at the early stages of learning to read. This helps most pupils to become fluent readers by the end of Year 1.

p.2

Curriculum and teaching Expected standard

Overall, teaching is effective. However, teachers do not spot and rectify errors and misconceptions in pupils' work consistently well, particularly in writing. In addition, occasionally, the activities which teachers design do not help pupils to deepen their knowledge. As a result, some pupils' errors persist, and some do not develop sufficient depth of knowledge across the curriculum.

p.3

Early years Expected standard

The early years curriculum is coherently planned and sequenced. It builds on what children know and can do, towards achieving sufficient knowledge and skills for their future learning. There is a sharp focus on ensuring that children acquire a wide vocabulary, communicate effectively and secure their knowledge of phonics. This gives children the foundations they need, especially in preparation for them to become confident and fluent readers.

p.3

Early years Expected standard

Staff engage children in high-quality interactions to develop their language and vocabulary. They present information clearly, check understanding, identify misconceptions and provide clear explanations to improve children's learning. One-to-one support is effective at developing the clarity and accuracy of children's speech. Staff use stories, songs and rhymes purposefully to help children develop their language effectively, including those at the very early stages of their development. Children learn the building blocks of knowledge in mathematics and English.

p.3

Early years Expected standard

Children are highly motivated and eager to join in with activities. They take turns and play happily. Provision both indoors and outside enables children to learn through carefully planned activities. Staff work in partnership with parents and carers to support children's progress through the curriculum. Children are typically well prepared for their transition to Year 1.

p.3

Inclusion Expected standard

Leaders have established an inclusive culture. They identify pupils' needs quickly and accurately, including those who are disadvantaged, have special educational needs and/or disabilities (SEND), are known or previously known to children's social care, or face other barriers to their learning and wellbeing. Pupils' needs are identified early through transition activities such as stay-and-play sessions, and teachers' ongoing checks on learning.

p.3

Inclusion Expected standard

Leaders have high expectations for all pupils. They take a structured approach to identifying needs, setting up provision and reviewing its impact. This means pupils' needs are generally met. Staff receive ongoing training on SEND, trauma and safeguarding, which helps them reduce pupils' barriers to learning. Vulnerable pupils typically achieve and learn alongside their peers, accessing the same ambitious curriculum. Adaptations support pupils to learn effectively. For example, pupils with fine motor skill difficulties use adapted equipment to record their learning independently.

p.3

Inclusion Expected standard

Additional funding is used effectively to support disadvantaged pupils. Leaders have a secure understanding of the barriers these pupils face and use evidence-informed approaches to select provision for them. They monitor the progress that pupils make and adjust support when needed. Strong relationships with parents and carers, along with external agencies, help pupils to succeed. Leaders secure specialist support when required.

p.4

Leadership and governance Expected standard

Leaders understand the school's context, strengths and areas for development. The expansion of the senior leadership team has strengthened ongoing work on these areas. Leaders and staff work together around a shared vision for what the school should achieve for its pupils. Leaders routinely consider the workload and wellbeing of staff when they make decisions about how to further improve the school.

p.4

Leadership and governance Expected standard

Leaders have established a high-quality professional learning programme that builds staff expertise. For example, staff have developed their knowledge and skills in removing barriers to learning for individual pupils. Leaders at all levels have benefited from targeted support to develop the curriculum, which is now ambitious across all subjects.

p.4

Leadership and governance Expected standard

Governors demonstrate a secure understanding of their statutory responsibilities and provide appropriate support and challenge to school leaders. They play an active role in monitoring the school's performance and holding leaders to account. A notable strength is that all leaders' strategic decisions are made with a clear focus on the potential impact on pupil outcomes.

p.4

Leadership and governance Expected standard

Leaders' and governors' actions are always in the best interests of pupils, particularly those who are disadvantaged, have special educational needs and/or disabilities, or face other barriers to their learning. There is a genuine commitment to working in partnership with parents and carers, and the local community. Leaders' work with external agencies helps to provide the support that pupils need to succeed and flourish.

p.4

Personal development and wellbeing Expected standard

Leaders have established a rich and responsive programme of personal development that is tuned into the school's context. The personal, social and health education curriculum runs from Reception to Year 6, and is adjusted to meet the emerging needs of pupils and the community. Pupils' conduct around the school reflects the focus that leaders have on developing character. Pupils understand right and wrong. A strong sense of equality and fairness is evident across the school.

p.4

Personal development and wellbeing Expected standard

Pupils' spiritual, moral, social and cultural development is promoted effectively through the curriculum and wider school life. Pupils learn about different cultures, faiths and the lives of people who are different from themselves. They enjoy these opportunities and show respect for others. Pupils understand diversity and know that discrimination should not be tolerated. Engagement with organisations such as the local church and faith centre helps to deepen pupils' understanding of these issues. Pupils develop an age-appropriate knowledge of healthy relationships through the school's relationships and sex education and health education programme. They learn about online and community safety, consent, and how to recognise risks to their wellbeing. Visits from the police, school nurse, mental health team and fire service reinforce messages that help pupils to keep themselves safe.

p.4

Personal development and wellbeing Expected standard

The school promotes pupils' knowledge of how to eat healthily, maintain an active lifestyle and keep physically and mentally healthy. A wide range of after-school sports clubs enable pupils to participate in sports competitions. Partnerships with a local youth theatre and music service provide enrichment activities, allowing pupils to develop their talents and interests. Additional funding supports disadvantaged pupils to benefit fully from this offer.

p.5

Personal development and wellbeing Expected standard

Pupils value opportunities to take on responsibilities, such as being librarians, sports leaders, school council members or prefects. Pupils understand fundamental British values, including democracy and the rule of law. They are typically well prepared for life in modern Britain.

p.5