Lindal and Marton Primary School

Lindal and Marton Primary School

Address: Pit Lane, Lindal, Ulverston, Cumbria, LA12 0NB Unique reference number (URN): 149655

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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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Early years Expected standard

Leaders have carefully designed an ambitious early years curriculum. Staff place communication and language at the heart of children's experience. They use new words and sentences throughout the day. This helps children to develop detailed vocabulary.

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Early years Expected standard

Staff prioritise learning to read from the start. Children learn the sounds they need to read words accurately and fluently. Children who require additional support receive timely guidance so that they can keep up with the phonics programme.

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Early years Expected standard

Staff identify children's needs without delay. They work alongside specialists, when needed, so that children receive the help they need. Staff make careful checks to find out what children know and can do. They use this information to organise groups and plan the right support for each child. Staff take the time to get to know each child so that children feel happy and safe in the early years.

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Early years Expected standard

Children settle quickly. The make smooth progress through the early years curriculum. This includes children with special educational needs and/or disabilities. As a result, they are ready for their next stage of learning.

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Early years Expected standard

Parents and carers appreciate the support they receive from staff to help with their children's learning at home. Children therefore benefit from a consistent approach between school and home.

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Inclusion Expected standard

Pupils with special educational needs and/or disabilities (SEND) access the same curriculum as their peers and take a full part in school life. Leaders identify their needs without delay. This begins when pupils join the school, including in the Nursery class. Staff receive targeted training so that they can support pupils with SEND effectively. This builds the expertise that teachers need to adapt their teaching to pupils' needs. Additionally, leaders commission external agencies promptly so that pupils receive the specialist support they require. Leaders check the impact of their support strategies and make timely adjustments so that pupils receive the support they need to thrive. This means that staff have the information and training they need to reduce barriers to pupils' learning.

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Inclusion Expected standard

Leaders use additional funding to support disadvantaged pupils in a considered way. They provide additional support with reading and support for pupils' wellbeing. Leaders review the impact of this funding carefully so that support continues to reduce barriers to pupils' learning.

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Inclusion Expected standard

Parents and carers typically describe the school's approach as responsive and caring. They value the support that they receive to help their children learn at home.

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Personal development and wellbeing Expected standard

Pupils learn to respect the views and beliefs of others, including those from different backgrounds and cultures. This helps them to appreciate the diversity of the world beyond their own community. They learn how to contribute to the life of their school. For example, pupils vote for school representatives and take on a range of leadership roles. Through these experiences, they develop their confidence and sense of responsibility.

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Personal development and wellbeing Expected standard

Leaders have designed a coherent personal, social, health and economic education programme. Teachers revisit important topics each year so that pupils build their knowledge of how to stay safe, manage their feelings and develop healthy habits as they get older. Pupils also benefit from relationships and health education that is appropriate to their age and stage, including how to stay safe online. This complies with statutory guidance. Pupils learn about the world of work through visits and lessons. This helps them to think about the choices and opportunities available to them in the future. Leaders make sure that pupils with special educational needs and/or disabilities and disadvantaged pupils receive the pastoral support they need. This helps them to settle into school, build friendships and engage fully in school life.

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Personal development and wellbeing Expected standard

Pupils enjoy a wide range of activities, including arts, sport, science and outdoor activities. Leaders ensure that all pupils are included. They make sure that the barriers that might stop some pupils from accessing trips and residential visits are reduced so that no one misses out. Leaders keep track of who is taking part in clubs and activities. They use this information to encourage pupils who have not joined in. By the end of their time at school, pupils are well prepared for life in modern Britain.

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Achievement Needs attention

Some pupils do not achieve as well as they could. Over time, their results in national tests at the end of Year 6 have been below the national average, particularly in mathematics. Additionally, pupils do not consistently connect what they are learning now to what they have learned before. This means that pupils do not develop detailed knowledge across subjects. Some vulnerable pupils have gaps in their knowledge of grammar and spelling that persist over time. As a result, some pupils are not as well prepared for their next stage of education as they should be.

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Achievement Needs attention

Since leaders introduced a new curriculum, some pupils can explain what they have learned recently. Pupils use the sounds they learn to read words accurately. This helps younger pupils to read sentences with increasing fluency. They achieve well in the published phonics screening check in Year 1.

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Attendance and behaviour Needs attention

Some pupils do not behave as well as they should. Staff do not consistently apply the behaviour policy equally. This means that pupils' behaviour is variable across lessons and when moving around school. This is particularly evident at breaktimes and lunchtimes. Sometimes, issues go unresolved because staff do not deal with them well enough. This then has an impact on pupils' learning when they return to their classrooms. In contrast, some pupils demonstrate positive attitudes to learning. They enjoy being in school and try to do their best. Typically, pupils are confident that staff deal with incidents of bullying effectively.

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Attendance and behaviour Needs attention

Most pupils attend school regularly. Leaders know the individual circumstances of each pupil who is absent. They use this information to work closely with families so that the barriers that stop pupils attending school regularly are reduced.

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Curriculum and teaching Needs attention

Teachers do not consistently design activities that build pupils' knowledge securely. Their explanations do not routinely help pupils connect new knowledge to their prior learning. This means that teachers sometimes move pupils on to new learning before they are ready. In mathematics, important number knowledge is not secured before teachers move pupils to reasoning and problem-solving activities. As a result, gaps in pupils' number knowledge are not addressed in time to support their later learning. Errors in pupils' work are not routinely identified. This is particularly true for pupils with barriers to their learning. This means that these errors persist.

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Curriculum and teaching Needs attention

Leaders are aware of the weaknesses in teaching. They have provided training for teachers to address these shortcomings. However, these actions are at an early stage. As such, they have not brought about the positive changes that some pupils need.

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Curriculum and teaching Needs attention

Leaders have designed an ambitious curriculum that sets out the essential knowledge that all pupils, regardless of their barriers to success, should learn. They have carefully considered how this will be taught in mixed-age classes. The reading curriculum is carefully organised. Teachers provide targeted support for pupils at the early stages of reading so that they develop accuracy and fluency.

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Leadership and governance Needs attention

Leaders, including trust leaders, do not have a wholly accurate understanding of what the school most needs to improve. This means that leaders' actions have not, at times, brought about the improvements needed for pupils. For example, leaders are providing training to help staff teach the school's new curriculum. However, this is still in its early stages of development and, as such, the impact of this work is not realised.

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Leadership and governance Needs attention

Leaders do not routinely check whether their actions to bring about improvement are making enough of a difference to pupils' learning and broader experience of school. As a result, pupils in some classes are not receiving the quality of education that they should. Those responsible for governance understand and fulfil their statutory duties. Many members, particularly those in the local governing body, are new to their roles. They are developing their expertise. Consequently, they do not have a sharp view of how well the school is performing. This includes checking whether pupils are achieving as well as they should. Those responsible for governance do not keep a secure enough check on whether leaders' actions are having the intended impact.

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Leadership and governance Needs attention

Leaders know the school's context well. They are attuned to the circumstances that might act as a barrier to pupils' learning and wellbeing. Leaders are committed to making decisions in the best interests of pupils. Staff are proud to work at the school. They appreciate the fact that leaders consider their workload and wellbeing.

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

Pupils, including children in the early years, arrive at school happy and eager to learn. Pupils are greeted warmly at the start of each day. Relationships between staff and pupils are warm and respectful. This means pupils feel comfortable approaching staff with any worries. As a result, pupils feel safe and settled at school. Many pupils say that they enjoy coming to school to spend time with their friends.

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

Pupils with special educational needs and/or disabilities and disadvantaged pupils have their needs identified quickly. This helps them to feel included in school life. However, they do not consistently receive the support that they need in the classroom to help them to catch up with their learning. This means that some pupils do not achieve as well as they could. By the end of their time at school, some pupils are not as well prepared as they should be for their next steps.

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

Many pupils behave well and try their best. However, some pupils do not meet the school's behaviour expectations. Their behaviour is variable in lessons and when moving around school. Bullying is rare. Any incidents are dealt with effectively.

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

Pupils attend school regularly. They visit places of worship, such as a local Buddhist temple. This helps them to deepen their understanding of different beliefs and cultures. Pupils welcome new members of their community and help them to feel included. They take on leadership roles and contribute to the life of their school. Pupils rarely miss an opportunity to develop their talents and interests through a wide range of clubs and activities.

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Next steps

Leaders should ensure that the recent changes to the curriculum are embedded and that teachers have the expertise to teach the curriculum consistently well. Leaders should ensure that teachers consistently help pupils to connect new knowledge to what they have learned before so that pupils develop detailed knowledge and achieve well.

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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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Facts and figures used on inspection

This data is from 14 April 2026 Leaders should make sure that staff apply the behaviour policy consistently well so that incidents of weaker behaviour, especially during social times, reduce and do not impact on pupils' learning. Leaders and those responsible for governance should make sure that they routinely check the impact of their actions to bring about improvement so that weaknesses in the school's provision are resolved.

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About this inspection

This school is part of Furness Education Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Simon Laheney, and overseen by a board of trustees, chaired by Jackie Arnold.

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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

Following our renewed inspection framework, all inspections are now led by (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher and other leaders during the inspection. They also spoke to representatives from the trust's leadership team, including the CEO. The lead inspector spoke to a representative of the the trustees and the chair and vice-chair of the local governing body. Inspectors engaged with pupils throughout the inspection. They also spoke to some parents and carers.

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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 does not make of any 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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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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Disadvantaged pupils reaching the expected standard in reading

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

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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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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

2022/23 (final) S 59% S ‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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

2023/24 (3 term) 5.8% 5.5% 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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national average

2024/25 (2 term) 15.4% 13.3% Close to average

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national average

2023/24 (3 term) 16.7% 14.6% Close to average

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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.

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Urgent improvement

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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