Ormskirk Lathom Park Church of England Primary School

Primary School

Address: Hall Lane, Lathom, Ormskirk, Lancashire, L40 5UG Unique reference number (URN): 119371

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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

Attendance is broadly in line with expectations. Although published data suggests that it is below the national average, this reflects the small number of pupils on roll, where the absence of a few pupils has a disproportionate impact on overall figures. Leaders understand this context well. They build close relationships with parents and carers and work closely with them to identify and address barriers to attendance. This has led to improvements for some pupils, including most of those who have been absent most often.

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Attendance and behaviour Expected standard

Leaders have high expectations of pupils’ behaviour. The school's ‘3Rs’, ready, respectful and responsible, are clearly understood and consistently promoted by staff. Pupils behave well in lessons and around the school. They say that bullying does not happen. Any incidents of unkind behaviour or discrimination are dealt with quickly and effectively. Pupils value the rewards system, including golden tickets and ‘star of the week’, which reinforces pupils' positive conduct. Older pupils act as positive role models for younger ones. Pupils show positive attitudes to learning. Leaders and staff take a caring, inclusive approach, providing additional support for pupils with additional needs when needed.

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Inclusion Expected standard

Inclusion is at the heart of leaders’ work. This is a welcoming school where staff know pupils well and identify any barriers to learning or wellbeing early. Leaders ensure that pupils with special educational needs and/or disabilities (SEND) can access learning successfully. Disadvantaged pupils, those with SEND and looked after children or previously looked after children, benefit from additional support. Leaders foster an environment where pupils feel secure and external agencies support this work where appropriate.

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Inclusion Expected standard

Leaders use additional funding, such as pupil premium funding, to positively impact pupils’ wellbeing and progress. Well-trained staff offer play therapy, one-to-one support and small group nurture time. This enables pupils with additional needs to make secure progress from their starting points. Targeted interventions and caring pastoral support enhance pupils’ engagement and attendance. Staff maintain a focus on reducing barriers, ensuring that support is responsive and adapted as pupils' needs change.

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Inclusion Expected standard

The school is equally effective in supporting other groups of pupils who may face challenges in their learning or personal circumstances. The use of alternative provision is carefully managed and evaluated to ensure it effectively meets pupils’ needs. Leaders’ commitment to inclusion ensures that pupils feel supported and thrive within the school community.

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Personal development and wellbeing Expected standard

Leaders have established a personal development programme that brings together the personal, social and health education (PSHE) curriculum and a range of experiences to help prepare pupils for life in modern Britain. The relationships education curriculum supports pupils to understand how to keep themselves safe, including online and water safety. The PSHE curriculum is well established and builds pupils’ knowledge over time, from learning

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Needs attention

how to play cooperatively in the early years to understanding respectful relationships and active citizenship in older year groups. Through assemblies and class learning, pupils develop a secure understanding of fundamental British values and remember key concepts. Pupils experience democracy in action when they vote for the highly coveted roles of head boy and head girl. The school’s values, such as love, resilience and forgiveness, are well embedded and underpin the school's work.

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Needs attention

The personal development offer is inclusive. Leaders think carefully about pupils with additional needs and adapt support so that everyone can take part in the same opportunities.

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Needs attention

A wide range of experiences enrich learning. Pupils visit places such as the beach, a flower farm and a recycling centre. These visits help to bring learning to life. Pupils take part in community projects, including litter picking and rewilding the school grounds. They also start to learn about different cultures and faiths through visits and celebrations. Attending clubs gives pupils the chance to try new activities, including sport, nature and wellbeing. Pupils also learn important life skills, such as budgeting, for example, when planning and buying a healthy meal.

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Needs attention

These opportunities help pupils to develop confidence, responsibility and independence. They broaden pupils’ experiences, deepen their understanding of the world and equip them with the skills needed for their future lives.

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Achievement Needs attention

Attainment is below the national average in reading, writing and mathematics, including for disadvantaged pupils when compared to their peers nationally. In class, some pupils do not consistently develop the basic skills they need to learn phonics, handwriting, numbers, and shapes. As a result, gaps in learning persist as pupils move through the school. Consequently, not all pupils are as well prepared as they should be for the next stage of their education.

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Achievement Needs attention

Leaders’ actions since the last inspection have improved a small number of outcomes, bringing them in line with or above national levels. For example, the proportion of pupils reaching the expected standard in the Year 1 phonics check has risen, as has the proportion achieving greater depth in writing at the end of Year 6. Across the school, pupils with special educational needs and/or disabilities make steady progress from their starting points and some achieve the expected standard or better.

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Curriculum and teaching Needs attention

While leaders identify suitable priorities in curriculum and teaching, improvement actions are not implemented swiftly enough to secure consistently high outcomes. Teaching is inconsistent and does not always establish secure knowledge, including in early reading, writing, and mathematics. The phonics programme is not taught with sufficient precision. In addition, assessment is not used consistently well to identify and address gaps stemming from prior learning. As a result, some pupils are not well supported to build securely on what they already know and can do.

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Curriculum and teaching Needs attention

Since the last inspection, leaders have taken positive steps to strengthen the curriculum. As a result of this work, each subject is ambitious and logically ordered, enabling staff to begin helping pupils build new knowledge. Recent improvements to the early years, reading and writing curriculums are helping to bring greater clarity and structure to teaching. Staff know pupils well and use this knowledge to provide appropriate support in lessons. Pupils with additional needs are well supported to access the same learning as their peers. Staff use the outdoor environment well, for example to create a living sculpture in a Year 5 and 6 art lesson.

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Early years Needs attention

Leadership of the early years is new and senior leaders do not yet oversee it closely enough, which slows improvement. While the curriculum is well designed, teaching does not consistently bring this to life in practice. As a result, some children do not acquire the essential knowledge they need in phonics, early writing, and mathematics. At times, errors are not spotted or corrected. This means that some children do not build securely on what they already know.

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Early years Needs attention

Children, including those in the 2-year-old provision, are happy and settled. Staff create a warm and caring environment where children feel safe and valued. Positive relationships help children to grow in confidence and take part in activities with enthusiasm. Staff know the children well and provide thoughtful support to those with special educational needs and/or disabilities, enabling them to learn alongside their friends. Children develop an understanding of routines and learn to access the classroom and outdoor provision. Children take pride in what they do and enjoy celebrating their successes. For example, both Nursery and Reception children were delighted to receive a letter from the King recently and to see their work published in a local magazine. Experiences like these help to inspire children and foster a love of learning.

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Leadership and governance Needs attention

Leaders understand the school’s strengths and have identified appropriate priorities for improvement. However, actions have not always been implemented quickly enough to bring about consistent improvement. At times, leaders’ systems do not provide sharp oversight, which limits how precisely they can evaluate the impact of their work and target next steps. Professional development has not yet secured consistently effective teaching. Leaders are continuing to develop their approach to making the best use of external partnerships and training, so that support is closely matched to the school’s needs.

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Leadership and governance Needs attention

Leaders are working to improve achievement and strengthen teaching. They know that this will secure better outcomes in basic skills, including phonics, writing and mathematics, so they remain key priorities. This is alongside their continued work in improving pupils’ attendance. Governors are committed. They fulfil their statutory duties, visit the school regularly and have an understanding of its work. Since the last inspection, governors have provided appropriate challenge to leaders. Staff feel valued and enjoy coming to work. They speak very positively about the care leaders take to manage staff's workload and support wellbeing. Parents and carers are highly appreciative of the school. They value the school’s family feel and support for pupils with special educational needs and/or disabilities. Leaders build links with families and the wider community. Together, this provides a caring foundation

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

Pupils are safe and happy at this Church of England primary school, where the Christian ethos shapes daily life. Every pupil is welcome here and inclusivity is an important part of the life of the school. Staff know pupils and their families very well. Pupils are encouraged to find their special talents and skills so that these can be celebrated and built upon during their time at the school.

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

Pupils behave well. They are confident and friendly to staff and one another. Pupils say that bullying does not happen, but they know to tell a trusted adult if they have any worries. Pupils say that adults at school deal with any problems swiftly and offer support and help when needed.

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

Pupils enjoy learning, especially outdoors on the school’s grounds and in the forest. However, achievement is not consistent. Outcomes are below the national average in reading, writing and mathematics, including for disadvantaged pupils. Barriers to learning are reduced, but not always enough to enable pupils to achieve highly. Pupils with special educational needs and/or disabilities (SEND) make secure progress, but gaps between disadvantaged and other pupils remain. As a result, some pupils are not as well prepared for the next stage of education.

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

Most pupils attend school regularly. Leaders take action to improve attendance among pupils who do not attend school as often as they should. However, this has not had the intended impact and some pupils miss out on essential learning as a result.

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

Pupils benefit from many wider opportunities beyond academic study. They take on leadership roles, such as ambassadors or school councillors, and help during special events. Sport is valued, with all pupils given the chance to succeed, including those with SEND. Pupils take swimming lessons each year from Year 1 onwards and are especially proud of their recent gala success. They enjoy caring for the school’s rabbits, guinea pigs and dogs. This helps pupils to develop empathy and a sense of calm.

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Next steps

Leaders should ensure that the phonics programme and teaching are effective so that pupils at the earlier stages of reading achieve consistently 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. Leaders should ensure that assessment information is used effectively to identify and address gaps from prior learning, so that pupils achieve well in all subjects. Leaders should improve attainment at the end of key stage 2 in reading, writing and mathematics, so that all pupils, including those with special educational needs and/or disabilities and those who are disadvantaged, are well prepared for secondary school. Leaders should ensure that staff receive the training that they need so that teaching is consistently effective across the school, including in the early teaching of writing and mathematics for younger pupils. Leaders should continue to take action to secure improvements in pupils’ attendance so that they attend in line with national benchmarks.

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About this inspection

The chair of the board of governors in this school is Sarah McCoy.

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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 (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMI.

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About this inspection

Inspectors spoke with the headteacher and other leaders during the inspection. They also spoke to members of the governing body, including the chair.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

This school is registered as having a Church of England religious character. The school is part of the Diocese of Liverpool and had its last section 48 inspection, for schools with a religious character, in December 2023. The next section 48 inspection is due in 2026/7.

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About this inspection

The school currently makes use of one registered alternative provision.

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About this inspection

Headteacher: Carol Wood This data is from 12 May 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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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2022/23 (final) 71% 73% 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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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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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 (3 term) 4.4% 5.2% Close to average

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national average

2022/23 (3 term) 6.6% 5.9% 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

2023/24 (3 term) 16.3% 14.6% Close to average

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national average

2022/23 (3 term) 17.5% 16.2% 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

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