Knuzden St Oswald's Church of England Primary Academy

Academy

Address: Mount St James, Stanhill Road, Knuzden, Blackburn, Lancashire, BB1 2DR Unique reference number (URN): 149624

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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.

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How we evaluate safeguarding

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

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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.

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Attendance and behaviour Expected standard

Leaders have high expectations of pupils' attendance. It is an important aspect of pupils' school experience. Attendance is broadly in line with national figures. Leaders check attendance information regularly to identify patterns and understand any emerging concerns. When absence becomes a concern, staff work closely with families and external agencies to identify barriers and provide support. This means most pupils attend school regularly, including disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND).

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Attendance and behaviour Expected standard

In lessons and around the school, pupils' behaviour is typically calm and orderly. Pupils feel safe in school. They respond well to adults' guidance and understand what is expected of them. Clear routines create a calm and purposeful atmosphere. Relationships between staff and pupils are positive. Pupils say staff deal with incidents of bullying, discrimination or unkind behaviour promptly. The school adapts activities so that pupils with SEND can take part fully in learning and social times. During unstructured times, most pupils play well together and behave well. Some pupils find playtimes more challenging. Staff intervene quickly to support these pupils to manage their feelings. The school remains calm and purposeful overall.

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Inclusion Expected standard

Leaders know pupils well and identify barriers to learning promptly. This means the school can provide a range of support to meet pupils' needs, including adjustments for pupils with special educational needs and/or disabilities (SEND). Staff work closely with families and external professionals to ensure that this support is appropriate and effective. As a result, most pupils benefit from timely support that promotes their wellbeing. Parents and carers of pupils with SEND value the communication and support they receive.

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Inclusion Expected standard

Leaders provide staff with training related to SEND to identify, monitor and meet pupils' needs. As a result, staff understand pupils' needs and how to support them effectively. Teachers adapt tasks and provide additional help so that pupils can access learning. Some pupils use the sensory room to regulate their emotions before returning to lessons. This means most pupils with SEND can access the curriculum and learn alongside their friends.

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Inclusion Expected standard

The school uses pupil premium funding thoughtfully to support disadvantaged pupils. Leaders provide targeted support to help pupils to access clubs, trips and enrichment activities. As a result, disadvantaged pupils can take part in school life and learning more fully.

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Personal development and wellbeing Expected standard

The school has an appropriate personal development programme that builds pupils' knowledge over time. From the early years, children learn about people from a range of backgrounds and beliefs. Pupils develop their social and moral awareness. They understand the importance of treating others fairly. Pupils value and talk confidently about respecting

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Needs attention

differences such as culture, religion and family backgrounds. Pupils develop empathy and mutual respect. This helps pupils to prepare for life in modern Britain.

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Needs attention

Pupils learn about relationships, sex education and health education in an age-appropriate way. They have a secure understanding of healthy relationships and understand the importance of consent. Pupils know that some relationships can be unhealthy and understand how to seek help if they are worried. Pupils learn how to stay safe online. They understand the importance of mental and physical health. Pupils know who to talk to if they need help.

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Needs attention

Pupils, including those who are disadvantaged, benefit from a range of enrichment opportunities, including clubs such as forest den building, chess, drawing, film and construction. These experiences help pupils to build confidence and develop their wider interests. Pupils enjoy learning about issues in the world around them. They enjoy taking on leadership responsibilities and contributing their views.

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Needs attention

The school ensures that pupils' wellbeing is a priority. Pupils who need additional emotional support benefit from targeted provision. Nurture-based routines help pupils to manage their emotions and start the day positively. As a result, pupils are ready to learn.

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Achievement Needs attention

Pupils have not achieved well enough over time in reading, writing and mathematics. Disadvantaged pupils and those with special educational needs and/or disabilities (SEND), in particular, have underperformed compared with their peers. Many pupils do not secure essential knowledge in key areas such as accurate handwriting, secure spelling and number facts. As a result, these pupils struggle to write clearly or work confidently with numbers. These gaps make it harder for pupils to build secure knowledge as they move through the school.

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Achievement Needs attention

Although leaders have introduced some additional support for pupils who struggle, this has not led to sufficient improvement. Too many pupils, particularly those who are disadvantaged and those with SEND, still do not achieve as well as they should. Consequently, many pupils are not well prepared for the next stage of their education.

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Curriculum and teaching Needs attention

Teaching does not consistently enable pupils to learn the curriculum well. Teachers do not routinely check for gaps in what pupils already know or identify mistakes quickly enough. This means many pupils have gaps in essential knowledge, including accurate letter formation, spelling and number sense. As a result, these pupils struggle to build secure knowledge over time.

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Curriculum and teaching Needs attention

Leaders have introduced a new curriculum that sets out clearly what pupils should learn in each subject across the school. Teachers have secure subject knowledge. Some teachers use this knowledge effectively to help older pupils address gaps in their learning. In some subjects, teachers explain ideas clearly and help pupils revisit what they have learned previously. This is beginning to help these pupils build more solid knowledge. However, this is not consistent across all classes and subjects.

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Curriculum and teaching Needs attention

Reading is a high priority for leaders. The early reading curriculum helps younger pupils to learn to blend sounds to read words. Teachers adjust their teaching so that pupils with barriers to learning can access lessons. This means more pupils learn to read fluently over time. Despite this, some pupils do not receive the precise support that they need to catch up quickly.

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Early years Needs attention

Many children in the early years do not learn to read and write as well as they could. Leaders acknowledge this. They have introduced a new early years curriculum that sets out the knowledge and skills that children should learn. They have prioritised reading in the new curriculum. As a result of these changes, more children are beginning to learn the sounds that they need to know to read words. However, this is not the same in children's writing. Too many children do not form letters accurately. This means that many children are not ready for Year 1.

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Early years Needs attention

Expectations of what children can learn and do are too low. Teachers design opportunities to develop children's communication, language and vocabulary. Staff use high-quality texts to introduce new words. However, interactions between adults and children do not consistently help children to talk more or learn new words. This means that many children do not learn new words as well as they could. Staff do not correct children's mistakes. As a result, some children repeat the same errors. Their gaps in knowledge persist.

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Early years Needs attention

Staff take time to get to know children and work closely with parents and carers when children join the school. This helps children to settle quickly into routines. Children are calm and purposeful during activities.

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Leadership and governance Needs attention

At times, leaders are not clear enough about what needs to improve. Leaders do not check closely whether their actions make a difference to how well pupils learn and achieve. Changes have not secured sufficient improvement in curriculum, teaching or pupils' achievement, including in the early years. This is because leaders do not check consistently whether their actions are making a difference to pupils' outcomes. Leaders know the school and its pupils well. They understand the barriers that some families face. Leaders have acted more effectively to improve provision for pupils with special educational needs and/or disabilities. However, they have not ensured that the curriculum and teaching address gaps in pupils' knowledge.

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Leadership and governance Needs attention

Staff appreciate the support they receive to help their workload and wellbeing. For example, staff value the professional development and support they receive from leaders and the trust. Most parents and carers are positive about the care that the school provides. Those responsible for governance understand the school's context. They fulfil their statutory duties. Members of the local governing body are visible and involved in school life. Trustees provide support and oversight. Leaders and governors make decisions in the best interests of pupils, including those who are vulnerable. However, challenge from governors and trustees does not consistently help leaders to secure the improvements needed.

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What it's like to be a pupil at this school

Pupils feel known and cared for at Knuzden St Oswald's CE Primary School. Staff build warm and respectful relationships with pupils. From the early years, children settle quickly. They feel safe. Pupils trust adults to help them when they feel worried. Pupils feel a sense of belonging to the school community. If bullying happens, staff deal with it effectively.

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What it's like to be a pupil at this school

While pupils enjoy their learning, too many pupils do not achieve as well as they should. This is particularly evident in reading, writing and mathematics. Many pupils have gaps in essential knowledge and skills. In the early years, too many children do not learn to read and write as well as they should. This means that they are not ready for Year 1. These difficulties continue as pupils move through the school. Many are not well prepared for their next stage of education.

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What it's like to be a pupil at this school

Pupils explain confidently how the school's vision guides their thoughtful actions and behaviour. They show kindness and responsibility through daily interactions. Pupils learn about different cultures, beliefs and life in modern Britain. This helps pupils to develop tolerance. They understand life beyond their immediate community.

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What it's like to be a pupil at this school

Pupils behave calmly in lessons and as they move around the school. This creates an orderly start to the day. Most pupils attend school regularly. Pupils with special educational needs and/or disabilities benefit from helpful support that reduces barriers to their learning.

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What it's like to be a pupil at this school

Pupils take part in a range of wider opportunities. They contribute through the school council. They have helped leaders to refresh the school's outdoor space. Pupils participate in awareness days, such as 'In Your Shoes' day. These experiences build pupils' confidence.

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Next steps

• Leaders and governors should focus closely on the impact of their actions to bring about the changes needed to improve teaching and pupils' achievement. • Leaders should help teachers to routinely identify and address gaps and misconceptions in pupils' knowledge. • Leaders should ensure that pupils receive the support that they need when they fall behind, so that gaps in their knowledge are addressed quickly. • Leaders should ensure that staff in the early years consistently help children to develop their knowledge and vocabulary across the early years curriculum.

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Lead inspector:

Dianne Holcroft, His Majesty's Inspector

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Team inspectors:

Rachael Alarcon, Ofsted Inspector Sue Bowman, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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About this inspection

This school is part of Cidari 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, Peter Ashworth, and overseen by a board of trustees, chaired by Reverend Paul Robinson.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher, deputy headteacher and other members of the senior leadership team. The lead inspector met with the chief executive officer of the trust, trustees and the chair of the local governing board. Inspectors spoke to pupils in lessons and at social times. Inspectors met with groups of staff and spoke to parents and carers at the start of the school day.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school is a Church of England Academy in the Diocese of Blackburn. It received its last section 48 inspection in June 2024.

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About this inspection

The school currently uses no alternative provision.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2023/24 (final) 68% 72% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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average

2023/24 (final) 50% 46% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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national average

2023/24 (final) 67% 62% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2023/24 (final) 50% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 50% 59% Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2024/25 (2 term) 5.5% 5.2% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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