Schools & FE · Report card

Treales Church of England Primary School

Inspected 10 Mar 2026 · published 8 May 2026 · URN 119701

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Summary

No overall grade in this frameworkSafeguarding met

Claire Cropper (lead), Elliot Costas-Walker

What we read, and from where

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Achievement verified
Needs attention
Attendance and behaviour verified
Needs attention
Curriculum and teaching verified
Needs attention
Early years verified
Needs attention
Inclusion verified
Expected standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
10 Mar 2026
Inspectors verified
Claire Cropper, Elliot Costas-Walker
Postcode verified
PR4 3SH
Name on report verified
Treales Church of England Primary School
Safeguarding verified
Met
URN verified
119701

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.

AchievementNeeds attention
Attendance and behaviourNeeds attention
Curriculum and teachingNeeds attention
Early yearsNeeds attention
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.

+51Positivemore positive than 21% of reports of this type

In line with other reports of this type.

Praiseeffectivepositivehigh-qualityeffectivelyhigh expectationsconsistentlysecurefeel safe

Criticismnot consistentlynot well preparedvariablestrugglegapsconcernslackunclear

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

Findings1492w+44
Leadership249w+85
Safeguarding51w−11
What needs to improve62w0

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 & governance40
“Leaders keep a close eye on how well disadvantaged pupils achieve and thrive at the school.” p.2
Teaching & assessment15
“Children willingly meet their teachers' high expectations for behaviour and independence.” p.4
Behaviour12
“Leaders have taken the lead in setting high expectations for pupils’ behaviour and achievement.” p.2
SEND & inclusion9
“Leaders have taken effective action to improve how well pupils learn, particularly in the phonics programme, and to maintain high standards of attendance and inclusion.” p.2
Reading & phonics9
“Some pupils lack the fluency that they need in reading and mathematics.” p.3
Curriculum9
“Leaders provide an ambitious and well-organised curriculum.” p.4
Progress & outcomes8
“Leaders keep a close eye on how well disadvantaged pupils achieve and thrive at the school.” p.2
Maths6
“Some pupils lack the fluency that they need in reading and mathematics.” p.3

Anatomy of the report

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

Pages: 15
Words of findings: 1,854; about usual (typical 1698)
Reading level: Fairly hard; Flesch 52, typical 43
Average sentence: 13 words
Next steps: 3; typical 3
Hedged sentences: 13%; “some”, “not always”, “most”…

Where the words go

Findings 52%Leadership 9%Safeguarding 2%What needs to improve 2%About the inspection 36%

Full report text

Treales Church of England Primary School

Address: Church Road, Treales, Near Kirkham, Preston, Lancashire, PR4 3SH Unique reference number (URN): 119701

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

Inclusion Expected standard

Leaders make sure that all pupils are valued members of the school community. Leaders embrace the differing needs of pupils at the school. They accurately identify the barriers that these pupils face. This helps leaders to ensure that suitable strategies and resources are in place. Leaders help disadvantaged pupils to overcome difficulties. They ensure that additional funding for pupils is carefully targeted. Leaders focus on the support that has the greatest impact on disadvantaged pupils and those with special educational needs and/or disabilities (SEND). They seek out and act on advice from other agencies. This includes consideration of the views of parents and carers. Leaders keep a close eye on how well disadvantaged pupils achieve and thrive at the school. They adapt the support that these pupils, and others who find learning difficult, receive when this is not the case. All pupils take a full part in school life as a result.

p.2

Inclusion Expected standard

Leaders ensure that teachers accurately identify the needs of pupils who may have SEND. They help teachers to find the most effective strategies to meet these needs. Teachers make carefully considered adaptations to support pupils with SEND, and those facing other disadvantages, in their class.

p.2

Leadership and governance Expected standard

Leaders have a secure understanding of the school’s context. They know what is working well at the school and what needs further development. Leaders have prioritised effectively. In recent years, unavoidable staffing changes have meant that leaders' focus has been on ensuring stability. This has been successful despite many additional challenges. Leaders have taken effective action to improve how well pupils learn, particularly in the phonics programme, and to maintain high standards of attendance and inclusion.

p.2

Leadership and governance Expected standard

There is a strong sense of community at the school that is rooted in pupils’ best interests. Leaders make sure that teachers have the skills and expertise that they need to meet pupils’ differing needs. They ensure that teachers access regular training and support. Teachers value the unwavering support that they receive from leaders. They help teachers to manage their workload. Leaders develop positive relationships with parents, carers and the local community.

p.2

Leadership and governance Expected standard

Governors provide effective strategic direction. They carry out their statutory duties with diligence. Members of the governing body ensure that the school’s values are upheld. They are well informed about the impact of leaders' work. This helps governors to provide effective support and challenge for leaders.

p.2

Leadership and governance Expected standard

Leaders have taken the lead in setting high expectations for pupils’ behaviour and achievement. They are role models of professional behaviour for teachers. However, leaders do not check rigorously enough that teachers adhere to agreed policies and procedures, such as how to manage pupils’ behaviour or check that pupils are learning what they most need.

p.2

Personal development and wellbeing Expected standard

Leaders provide a thoughtfully crafted personal development programme for pupils. They make sure that pupils broaden their experiences while at the school. For example, pupils learn about cultures that are different to their own. They listen respectfully to others sharing their experiences of different faiths. Activities such as these prepare pupils well for living in a diverse and modern British society when they are older.

p.3

Personal development and wellbeing Expected standard

Leaders prioritise pupils’ wellbeing. Pupils have a secure understanding of how to maintain their own personal safety. They know how to protect themselves when online. Disadvantaged pupils particularly benefit from the carefully tailored pastoral support that leaders provide. This makes sure that most pupils experience a calm and settled start to the day. They are ready to focus on their learning as a result.

p.3

Personal development and wellbeing Expected standard

Pupils value the wide range of high-quality activities that leaders provide. These help to develop character, social skills and perseverance. Pupils learn many new skills and talents during their time at school. They enjoy utilising the school’s outdoor areas. Pupils take part in energetic games at breaktimes. They also access adventurous activities, such as bushcraft or camping. Leaders ensure that disadvantaged pupils access the clubs and other activities on offer. Pupils learn the value of working together cooperatively. They also recognise the benefits of physical and mental wellbeing.

p.3

Personal development and wellbeing Expected standard

Pupils have a secure understanding of their relationships and sex education learning. They are well prepared for puberty. Pupils know how to recognise and develop healthy relationships with others. Pupils appreciate the importance of the fundamental British values. They recognise how their own school’s rules and values reflect these. Pupils have a secure understanding of the ways in which people might be different to themselves. They speak up when they recognise that people’s right to equality is undermined.

p.3

Achievement Needs attention

Pupils’ achievement across the curriculum is variable. This is reflected in the school’s published results for national tests in Year 6 and the multiplication check in Year 4. By the end of key stage 2, pupils are not as well prepared as they should be for secondary school. Some pupils lack the fluency that they need in reading and mathematics. Others struggle to express their learning or ideas clearly in their writing.

p.3

Achievement Needs attention

Pupils in the early years and Year 1 have a more secure knowledge of how to use phonics to read words than the most recent results of the Year 1 phonics screening check suggest. They read with increasing accuracy and fluency. On the whole, disadvantaged pupils and those with special educational needs and/or disabilities achieve well from their starting points.

p.3

Attendance and behaviour Needs attention

Pupils’ behaviour at different times of the school day varies. At breaktimes, some pupils engage in boisterous behaviour. Leaders do not make sure that this is challenged consistently well by staff. Most pupils behave well as they move around the school. However, leaders’ expectations of behaviour during lesson time are not consistently upheld. Some teachers do not insist on the highest standards of conduct or effort. Some pupils lose focus. Low-level misbehaviour disturbs learning at times. This impacts on pupils’ achievement. This is sometimes heightened because teachers do not consistently design learning that matches what pupils know and can do. However, well-trained staff provide effective support for pupils who have special educational needs and/or disabilities (SEND) and need additional support to manage their emotions. This impacts positively on their wellbeing.

p.4

Attendance and behaviour Needs attention

Pupils’ attendance at the school is similar to that of other pupils nationally. This is also true for disadvantaged pupils. Pupils with SEND typically attend at least as often as other pupils. Leaders work closely with parents and carers to help pupils develop positive attendance routines. Most attend school regularly and on time.

p.4

Curriculum and teaching Needs attention

Leaders provide an ambitious and well-organised curriculum. Despite this, they do not make sure that it is delivered consistently well. Teachers have gaps in their knowledge about some aspects of the English and mathematics curriculum. For example, they are unclear about how to improve pupils' rapid recall of number facts. They are also unsure how to help pupils to produce clear and fluent written work. At times, teachers do not check carefully enough if pupils have gaps in their knowledge. This is particularly true for pupils with special educational needs and/or disabilities. Teachers move on, at times, to new learning before pupils have fully secured the prior knowledge that they need. Some pupils struggle to make sense of the curriculum as a result. They are not prepared well enough for the next stage of their education.

p.4

Curriculum and teaching Needs attention

Leaders have recently introduced a new phonics programme. This supports many pupils effectively at the early stages of learning to read. However, leaders do not make sure that some older pupils who find reading more difficult practise often enough with suitable texts. These pupils do not develop the fluency that they need as a result. This makes it more difficult for them to access the curriculum.

p.4

Early years Needs attention

The curriculum in the early years supports children in building up their knowledge and skills across most areas of learning. However, leaders do not make sure that children develop their knowledge as well as they could. For example, children do not typically master accurate letter formation by the end of the Reception Year. This means that they are not as well prepared as they need to be for the Year 1 curriculum and beyond.

p.4

Early years Needs attention

Leaders make sure that staff understand and cater for the differing needs of children in the early years. Staff liaise with parents and carers about any support that children might need. Staff provide high-quality models of language for children to follow. This helps to develop and extend children’s language and understanding of vocabulary. Children willingly meet their teachers' high expectations for behaviour and independence.

p.4

Early years Needs attention

Children embrace the school’s phonics programme. They develop secure phonics knowledge, which they use effectively to begin to read and write words. They join in with gusto to the songs, stories and rhymes that staff share with them. They develop the same positive attitudes to other aspects of their learning. This helps them to make a smooth transition into Year 1.

p.5