Schools & FE · Report card

Holy Family RC Primary School

Inspected 17 Mar 2026 · published 19 May 2026 · URN 149454

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Summary

No overall grade in this frameworkSafeguarding met

David Spruce (lead), David Thompson, Linda Griffiths

What we read, and from where

Click a reading to see it highlighted in the report.

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
17 Mar 2026
Inspectors verified
David Spruce, David Thompson, Linda Griffiths
Postcode verified
OL8 3NG
Name on report verified
Holy Family RC Primary School
Safeguarding verified
Met
URN verified
149454

Page 1 of 16

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.

+75Very positivemore positive than 54% of reports of this type

In line with other reports of this type.

Praisepositiveeffectivelyrespectfulenjoyconsistentlyfeel safestrengthsthrive

Criticismnot effectiveconcernsnot consistentlyoverlookedgapserrorsabsencenot secure

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

Findings1576w+76
Leadership210w+66
Safeguarding51w−11
What needs to improve79w+69

Strengths

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Concerns

Quoted from the report. Tap to see it on the page.

However, there are occasions when staff do not consistently carry out effective checks on pupils’ understanding. p.2

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.

Anatomy of the report

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

Pages: 16
Words of findings: 1,916; about usual (typical 1698)
Reading level: Hard; Flesch 41, typical 43
Average sentence: 16 words
Next steps: 3; typical 3
Hedged sentences: 8%; “some”, “not always”, “most”…

Where the words go

Findings 52%Leadership 7%Safeguarding 2%What needs to improve 3%About the inspection 37%

Full report text

Holy Family RC Primary School

Address: Lime Green Road, Limehurst Village, Oldham, Lancashire, OL8 3NG Unique reference number (URN): 149454

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

Overall, pupils achieve well. This includes disadvantaged pupils. They generally acquire the fundamental skills that they need for later success in English and mathematics. They show confidence when it comes to number facts. However, some pupils’ handwriting and spelling skills are not as secure. This hinders these pupils from expressing their thinking accurately when writing.

p.2

Achievement Expected standard

In several areas, pupils’ attainment in national assessments is close to national averages. This includes the proportion of Year 1 pupils who meet the standard of the phonics screening check. Pupils’ attainment in key stage 2 mathematics assessments has been a relative success story, having continually increased over time. Although there was a dip in key stage 2 reading outcomes last year, there are contextual factors behind this.

p.2

Achievement Expected standard

Pupils progress well through the school’s wider curriculum. They develop an appropriate body of knowledge across different subjects, which sets them up well for the next steps in their education.

p.2

Attendance and behaviour Expected standard

Leaders have made positive inroads into improving attendance following a slight dip last year. They have introduced more rigorous systems to track pupil absence and have partnered with the local authority to better challenge and support families to improve attendance. Leaders have also introduced several new initiatives to remove barriers to attendance, such as arranging a minibus to support families who face significant transportation challenges. Their actions are making a demonstrable impact. For example, some pupil groups are attending more frequently than at this time last year, and there has been a reduction in the number of pupils who are persistently or severely absent.

p.2

Attendance and behaviour Expected standard

Pupils behave well when they move around the school and when they play together at social times. They are attentive and sensible in their lessons, which reflects their positive attitude to learning. Staff use the school’s behaviour management approaches effectively, and in a caring way, to ensure that these high standards remain the norm. They know pupils well and tailor their approach skilfully for those who may have social or emotional needs.

p.2

Attendance and behaviour Expected standard

Leaders and staff have fostered an environment in which pupils are respectful to one another and where bullying is not tolerated. This allows pupils to enjoy their schooling free of harassment or discrimination.

p.2

Curriculum and teaching Expected standard

Leaders have constructed a broad and balanced curriculum. They have outlined clear, ambitious end points for pupils to reach in each subject. Leaders have also clarified the important knowledge that pupils need to build across the year groups. Staff generally deliver this curriculum well, adapting their approaches where needed to cater for disadvantaged pupils’ needs. However, there are occasions when staff do not consistently carry out effective checks on pupils’ understanding. This sometimes means pupils are overlooked when they need help or have a misconception.

p.2

Curriculum and teaching Expected standard

Subject leaders are appropriately trained to oversee the quality of curriculum delivery. This enables leaders to accurately identify strengths and areas for improvement. On occasion, subject leaders use their findings to provide subject-specific professional development to ensure staff gain the necessary subject knowledge. Leaders also use their findings to make sensible decisions on what improvements to prioritise. Most recently, this is shown in leaders’ decisive actions to improve how pupils are taught to write and spell, which is an area for development.

p.3

Curriculum and teaching Expected standard

Overall, leaders ensure that the curriculum develops pupils’ crucial knowledge and skills needed to read, communicate and gain confidence in number facts. Pupils who need to catch up in these areas receive focused support, which helps them to close their gaps quickly.

p.3

Early years Expected standard

Leaders have outlined appropriate intentions for what children should learn during their time in the early years. These curriculum intentions are underpinned by suitable content that accounts for the age and stage of those in the Nursery and Reception classes. Leaders have rightly prioritised the development of language and vocabulary throughout this content. Teachers generally deliver this curriculum well. They often design vibrant learning activities that pique children’s interest. Many children progress well through the early years curriculum, which means they are generally well prepared for the demands of Year 1.

p.3

Early years Expected standard

Staff usually engage in high-quality interactions with children to build their language skills and wider knowledge. This helps children to also feel safe and form positive relationships with trusted adults in school. However, in some instances, staff’s interactions with children are not as effective as they could be. This sometimes limits the extent to which children can build and deepen their understanding across different areas of learning.

p.3

Early years Expected standard

Teachers in the early years deliver the school's chosen phonics programme effectively. They support children to apply their phonics knowledge with increasing accuracy when starting to read and write. Leaders and staff form positive partnerships between home and school, which has a positive impact on children’s initial success in the likes of early reading.

p.3

Inclusion Expected standard

Leaders have made positive improvements to the school’s systems for identifying pupils’ individual needs. They have introduced a range of diagnostic tools that help them to identify pupils with special educational needs and/or disabilities (SEND) more effectively. In particular, leaders have made real strides in how quickly they spot children in the early years who require additional support to communicate well.

p.3

Inclusion Expected standard

Leaders take an appropriate approach to supporting disadvantaged pupils, including those with SEND. Staff have the expertise needed to adapt the delivery of the curriculum in classes to help pupils access their learning. Where more specialist or intensive support is required, leaders work well with external professionals to put this in place. This includes pupils with disabilities. As a result, pupils have their barriers to achievement reduced. These pupils are also supported well in social environments, which helps them to feel fully integrated into school life.

p.3

Inclusion Expected standard

Overall, leaders take suitable approaches to evaluating the impact of individualised support strategies and targeted interventions. They make sensible decisions to set and adapt the school’s pupil premium strategy. Pupils, including children in the early years, generally benefit well from the initiatives funded by the pupil premium.

p.4

Leadership and governance Expected standard

Leaders know their school well. They make decisions that are rooted in the best interests of pupils, including those who are disadvantaged. Leaders understand the school’s strengths and its main areas for improvement. They use this knowledge to identify appropriate strategic priorities and allocate resources sensibly, both over time and in response to current circumstances. For instance, temporary leadership arrangements are currently in place. Trust-level leaders, including those responsible for governance, have acted decisively to provide additional leadership capacity to support the school during this time. Their swift actions have meant that the school continues to operate effectively.

p.4

Leadership and governance Expected standard

Those responsible for governance meet their statutory duties. They provide appropriate challenge and support to leaders where it is necessary but are also considerate of their wellbeing and workload. School leaders equally play their part in ensuring that staff are happy and have a manageable workload. For instance, they make sure that staff have dedicated time to carry out wider responsibilities, such as subject leadership roles. Leaders also ensure that staff have access to suitable professional development opportunities that help build their expertise in their various roles. For example, staff have benefited from specific training on subject leadership, which has helped staff to better evaluate the quality of their respective curriculum areas.

p.4

Personal development and wellbeing Expected standard

Pupils, including those in the early years, benefit from a well-designed personal development programme. This programme prepares pupils well for life in modern Britain. It equips pupils with the knowledge and skills needed to look after themselves and grow positive relationships with others. For example, pupils have dedicated lessons on how to manage their emotions and general mental wellbeing. They also learn about the importance of healthy eating and exercise. Pupils understand how to recognise risks to their safety, including when online.

p.4

Personal development and wellbeing Expected standard

Pupils have appropriate opportunities to expand their appreciation of different cultures and heritage. For example, older pupils can recall learning about apartheid and others experience African music through the African drumming club. Pupils also learn how the beliefs of others may differ from their own. They consistently demonstrate a respectful attitude towards these differences when discussing their own views.

p.4

Personal development and wellbeing Expected standard

Pupils develop their understanding of fundamental British values. They are most secure in their understanding of democracy, thanks in part to their many pupil parliament groups. The pupil parliament ensures that pupils have extensive opportunities to contribute to the life of the school, developing their confidence and leadership skills in the process. Leaders also help pupils to develop their understanding of the rule of law through partnership working with the local police and through the school’s own ‘mini-police’ team.

p.4

Personal development and wellbeing Expected standard

Leaders ensure that pupils benefit from the school’s opportunities to develop wider talents and interests, regardless of pupils’ needs or barriers. They provide high levels of care and tailored support to pupils who are disadvantaged or might be struggling with their social and emotional wellbeing. This ensures that these pupils can remain focused on their learning, creating the right conditions for them to thrive.

p.5