Higham St John's Church of England Primary School

School

Address: Higham Hall Road, Higham, Burnley, Lancashire, BB12 9EU Unique reference number (URN): 119387

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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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This school requires special measures

His Majesty’s Chief Inspector is of the opinion that this school requires special measures because it is failing to provide an acceptable standard of education, and the persons responsible for leading, managing or governing the school are not demonstrating the capacity to secure the necessary improvement in the school.

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Personal development and wellbeing Expected standard

Leaders have implemented a well ‑ considered personal development programme. The programme enables all pupils, including disadvantaged pupils, to become well ‑ rounded citizens. Leaders have recently expanded the opportunities for pupils to learn beyond the curriculum. For example, pupils spoke enthusiastically about their upcoming residential visit and planned trips to different places of worship. Pupils value the opportunity to attend a range of clubs. They also enjoy the 'hopes and dreams' day, where they learn about different career paths they could follow.

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Personal development and wellbeing Expected standard

Leaders ensure that pupils learn how to keep themselves emotionally and physically healthy. Pupils confidently describe different strategies they can use to manage their emotions, such as practising calming breathing techniques, talking with friends, taking quiet reflective time or listening to music.

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Personal development and wellbeing Expected standard

Leaders monitor pupils’ participation in activities carefully. This ensures that the wider development offer is open to all and meets the needs of different groups of pupils. For example, leaders have increased the number of lunchtime activities to encourage more girls to be active and engage in playground and group games.

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Personal development and wellbeing Expected standard

Pupils demonstrate a secure understanding of road safety and the dangers of using the internet. They enjoy informative visits from professionals. These include the fire service, who talk to them about fire safety and the police, who explain the dangers of alcohol and illegal substance misuse. This work contributes to pupils feeling well cared for and safe.

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Personal development and wellbeing Expected standard

Leaders ensure that pupils learn about the importance of showing tolerance and respect for people from different cultures and backgrounds. The vast majority of pupils embody the school’s values in the way that they treat one another and play together harmoniously. Pupils also show a secure understanding of fundamental British values and can explain why these are important in modern society. Pupils are typically well prepared to be young citizens in a diverse world.

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Achievement Needs attention

Published data paints a picture of pupils' positive achievement by the end of key stage 2. However, this does not reflect the typical experience of many pupils, and especially pupils with special educational needs and/or disabilities, currently in the school. Leaders' focus on preparing pupils for national tests and assessments means that by the end of Year 6, their attainment in reading, writing and mathematics is close to average. This is also true for disadvantaged pupils.

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Achievement Needs attention

In contrast, younger pupils do not achieve as well as they should and many pupils do not build a secure body of knowledge in subjects beyond English and mathematics. Pupils develop gaps in their understanding. They find it difficult to recall what they have been taught and they struggle to connect new learning with what they already know. As a result, pupils are not as well prepared for the next stage of their education as they could be.

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Attendance and behaviour Needs attention

Children in the early years and pupils in key stage 1 are not supported well enough to become independent, inquisitive and curious learners. Across the school, many teachers do not encourage pupils to take pride in their work. Staff do not have high enough expectations for the quality and the quantity of pupils’ work. In some lessons, pupils become disengaged and there is low-level chatter. Staff do not respond consistently well when pupils lose their focus on learning. This hampers some pupils from learning all that they should.

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Attendance and behaviour Needs attention

During social times, pupils conduct themselves well and show respect towards staff and each other. Pupils generally walk around the school in a calm and orderly manner. Typically, pupils are kind and considerate. Staff support pupils' emotional needs well. Leaders ensure that they quickly and effectively address any rare incidents of bullying or discriminatory behaviour.

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Attendance and behaviour Needs attention

Leaders have suitable systems in place to ensure that pupils attend school regularly. Staff work in partnership with parents, carers and other agencies to support any pupils who have periods of absence from school. The attendance rates of pupils with special educational needs and/or disabilities (SEND) are especially positive. They are above the national average, when compared to other pupils with SEND.

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Inclusion Needs attention

The school's expectations for some pupils with special educational needs and/or disabilities (SEND) are not high enough. Pupils' needs are typically identified accurately. However, the systems and processes to support these pupils are not consistently effective. Although staff have received training on supporting pupils with SEND, some staff lack the skills necessary to adapt their teaching so that these pupils can access the same curriculum as their peers. Pupils with SEND do not get close enough support to help them to become confident, fluent and accurate writers. These issues present significant barriers to learning for these pupils and prevent them from achieving all that they should.

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Urgent improvement

In contrast, the pupil premium strategy is well considered. Leaders check that the support in place for disadvantaged pupils helps most of them achieve as well as other pupils nationally in end of key stage tests and assessments.

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Urgent improvement

Leaders generally review the progress of vulnerable groups. They also work closely with external agencies to support some pupils, for example those with physical disabilities. As a result, the school swiftly removes any physical barriers for these pupils. The school works in successful partnership with the virtual school to ensure that pupils known to, or previously known to, social care get suitable help.

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Curriculum and teaching Urgent improvement

Leaders' and staff's expectations of what pupils can learn and achieve across the primary curriculum are too low. This is especially true for pupils with special educational needs and/or disabilities (SEND). Too much emphasis is placed on preparing pupils for national tests and assessments at the expense of helping them to build a rich and deep understanding across the full range of subjects that are taught.

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Curriculum and teaching Urgent improvement

Leaders have not identified the important knowledge and concepts that they want pupils to learn. In subjects beyond English and mathematics, the curriculum is not organised well enough so that teachers can deliver it well to mixed-age classes.

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Curriculum and teaching Urgent improvement

Overall, staff implement the mathematics curriculum effectively. However, staff lack the expertise to help pupils secure the necessary foundations in early reading, handwriting, spelling and punctuation. Opportunities for pupils to extend their language and vocabulary are limited. Teachers’ choice of resources and the adaptations that they make to their teaching in many other subjects do not help pupils, including those with SEND, to learn well across the wider curriculum. Pupils develop misconceptions and gaps in their knowledge that are left unchallenged, because teachers do not check how well pupils are learning or take action to overcome any difficulties that they face.

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Early years Urgent improvement

The school’s curriculum for children in the early years does not meet the full requirements of the early years foundation stage. Leaders do not consider children’s unique starting points carefully enough. Their expectations for what children should know and can do are too low.

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Early years Urgent improvement

The indoor and outdoor learning environments are of a poor quality. These areas do not engage children well enough or ignite their interest in learning. Children are not encouraged to become engrossed in their learning or to develop their independence.

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Early years Urgent improvement

Staff lack the knowledge necessary to support children’s learning effectively. Children do not develop their early reading or writing skills rapidly. Opportunities for high-quality interactions to promote children’s language skills and vocabulary are either poorly designed or missed altogether. Staff do not use assessment information well enough to identify gaps in children’s basic skills and adapt future learning. As a result, children, including those with special educational needs and/or disabilities and those who are disadvantaged, do not learn all that they could. Children are not prepared well enough when they transition to Year 1.

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Early years Urgent improvement

Staff work closely with parents and carers to support children at home. Typically, children's emotional needs are met. Staff pay careful attention to ensuring that the physical environment is safe and secure.

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Leadership and governance Urgent improvement

Leaders and governors hold an overly generous view of the school. Their attention is not focused sharply enough on the areas that require improvement. They underestimate the detrimental impact that some of the considerable shortcoming in the early years and in the curriculum have on the quality of pupils’ education. Leaders lack the knowledge and skills that they need to make the necessary change. Leaders and governors do not demonstrate the capacity to secure the rapid improvements needed in this school.

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Leadership and governance Urgent improvement

Leaders have not designed a curriculum that is suitably ambitious and meets pupils’ needs effectively, including in the early years and in mixed-age classes. Staff's professional development does not ensure that they have the confidence and the expertise to deliver the wider curriculum effectively. Leaders do not have sufficient oversight to know how well pupils learn across the curriculum. They have not addressed fundamental weaknesses in the teaching of basic skills quickly enough. They have not created a culture where pupils are keen to learn and want to produce their best work. These limitations hinder pupils’ achievement, especially for pupils with special educational needs and/or disabilities.

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Leadership and governance Urgent improvement

Governors lack the knowledge and skills that they need to hold leaders closely to account. They are not informed well enough about what needs to improve. While governors support staff well emotionally, taking time to consider their workload and wellbeing, they have not done the same with school leaders. This has limited leaders' ability to focus on the most pressing priorities.

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

Leaders do not ensure that pupils receive a high-quality education. Pupils, including children in the early years, do not experience a curriculum that is well designed. It does not help them to build their knowledge and skills securely across all subjects over time.

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

Many pupils, including those who are vulnerable and children in the early years, do not secure basic skills in handwriting, punctuation or grammar quickly enough. This slows their progress to becoming confident writers and hinders their learning.

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

Aspirations for what pupils can achieve are too low. Although pupils' attainment by the end of Year 6 in reading, writing and mathematics is close to the national average, pupils' progress through the curriculum in other subjects is too variable. Children in the early years and older pupils are not supported well enough to focus for a sustained period of time or to become independent learners. Staff do not make sure that pupils engage fully with their learning. Some pupils do not contribute during lessons nor do they listen carefully to their teachers. Many pupils do not produce their best work. This means that, over time, pupils, including those with special educational needs and/or disabilities, do not learn all that they should in readiness for their next stage of learning.

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

Pupils describe their school as a family. They enjoy coming to school and attend regularly. They value the school's caring atmosphere and they show kindness to each other. Pupils appreciate how staff take the time to get to know them and their families well. Typically, staff deal with any incidents of bullying effectively. This helps pupils to feel safe. The programme to promote pupils' personal development ensures that pupils are ready for life in modern Britain.

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

Pupils' conduct around school is courteous and most behave sensibly in lessons. They appreciate the increasing opportunities they have to go on trips and visits. They enjoy being physically active, particularly at lunchtime. Pupils also look forward to taking part in exciting activities, such as fencing and judo.

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Next steps

Governors must gain the skills, knowledge and expertise that they need to hold leaders to account effectively. They should ensure they have an accurate view of the school's strengths and weaknesses so they can check that leaders focus on appropriate improvement priorities. Governors must support leaders with their workload and wellbeing so that leaders can prioritise school improvement work. Leaders must ensure that the curriculum across all subjects is ambitious, well sequenced and meets the needs of all pupils, especially those in mixed-age classes and those with special educational needs and/or disabilities. Leaders must ensure that teachers have the knowledge and expertise to deliver the curriculum well so that it enables pupils to achieve well. Leaders must make sure that staff know how to adapt their teaching to meet the needs of different groups of pupils. Leaders must ensure that the school’s assessment systems help staff identify

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Next steps

misconceptions and resolve learning gaps, so that pupils develop detailed knowledge across the curriculum. Leaders must ensure that the early years curriculum meets the requirements of the early years foundation stage. Leaders must check that staff have the knowledge necessary to design purposeful and engaging learning that prepares children well for key stage 1. Leaders and governors must ensure that gaps in pupils' early reading and writing skills, including pupils with special educational needs and/or disabilities, are addressed swiftly so that all pupils can access the full curriculum. Leaders and governors must promote a culture of high expectations, where pupils work hard, engage well and produce high-quality work.

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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

The chair of the board of governors in this school is John Halshaw.

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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 His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

In accordance with section 44(1) of the Education Act 2005, His Majesty’s Chief Inspector is of the opinion that this school requires special measures because it is failing to give its pupils an acceptable standard of education and the persons responsible for leading, managing or governing the school are not demonstrating the capacity to secure the necessary improvement in the school.

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About this inspection

The school may not appoint early career teachers before the next monitoring inspection. The position regarding the appointment of early career teachers will be considered again during any monitoring inspection we carry out.

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About this inspection

Inspectors spoke with the headteacher and other leaders and staff. The lead inspector met with members of the governing body, a representative of the local authority and a representative of the Diocese of Blackburn.

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About this inspection

Inspectors confirmed the following information about the school:

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About this inspection

This school is a Church of England school, which is part of the Diocese of Blackburn. Its last section 48 inspection, for schools of a religious character, took place in February 2024.

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About this inspection

The school runs a before-school breakfast club.

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About this inspection

Leaders do not use alternative provision.

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About this inspection

Headteacher: Helen Shaw This data is from 27 January 2026

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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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average

2023/24 (final) 59% 61% Close to average

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average

2022/23 (final) 60% 60% Close to average

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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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average

2024/25 (revised) 76% 75% Close to average

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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) 76% 72% Close to average

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average

2022/23 (final) 75% 71% 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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average

2022/23 (final) 80% 73% Close to average

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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

‘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

2024/25 (2 term) 4.7% 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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national average

2024/25 (2 term) 12.2% 13.3% Close to average

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national average

2023/24 (3 term) 11.5% 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. 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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