Schools & FE · Report card

Preston Grange Primary School

Inspected 19 May 2026 · published 29 Jun 2026 · URN 119232

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Summary

No overall grade in this frameworkSafeguarding met

Mark Hazzard (lead), Alison Dickinson, Jacqui Wilson

What we read, and from where

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Achievement verified
Needs attention
Attendance and behaviour verified
Needs attention
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
19 May 2026
Inspectors verified
Alison Dickinson, Jacqui Wilson, Mark Hazzard
Postcode verified
PR2 6PS
Name on report verified
Preston Grange Primary School
Safeguarding verified
Met
URN verified
119232

Page 1 of 15

Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementNeeds attention
Attendance and behaviourNeeds attention
Curriculum and 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.

+39Positivemore positive than 16% of reports of this type

In line with other reports of this type.

Praisetrusting relationshipsconsistentlypositivefeel safesecure knowledgeproudenjoyambitious

Criticismgapsconcernsnot consistentlyseriouslyconcernmissedbelowsuspensions

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

Findings1313w+45
Leadership205w+30
Safeguarding51w−11
What needs to improve83w−33

Strengths

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Concerns

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Next steps

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What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Leadership & governance32
“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.” p.1
Curriculum11
“Pupils who attend consistently show secure knowledge across the curriculum.” p.4
Teaching & assessment11
“Leaders have improved the teaching of reading.” p.2
Progress & outcomes10
“For example, outcomes in reading and the phonics screening check have been below the national average.” p.4
SEND & inclusion9
“Typically, teachers adapt activities effectively for pupils with special educational needs and/or disabilities.” p.2
Behaviour7
“Staff apply clear routines consistently across all year groups.” p.4
Reading & phonics6
“Leaders have improved the teaching of reading.” p.2
Attendance6
“Attendance has fallen below national levels.” p.4

Anatomy of the report

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

Pages: 15
Words of findings: 1,646; about usual (typical 1698)
Reading level: Fairly hard; Flesch 52, typical 43
Average sentence: 12 words
Next steps: 3; typical 3
Hedged sentences: 9%; “some”, “not always”, “most”…

Where the words go

Findings 48%Leadership 7%Safeguarding 2%What needs to improve 3%About the inspection 40%

Full report text

Preston Grange Primary School

Address: Grange Avenue, Ribbleton, Preston, Lancashire, PR2 6PS Unique reference number (URN): 119232

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

Curriculum and teaching Expected standard

Leaders have designed a broad and ambitious curriculum. Since the previous inspection, leaders have planned carefully what pupils will learn and in what order. Leaders have improved the teaching of reading. This is beginning to help pupils currently at the school.

p.2

Curriculum and teaching Expected standard

Teachers have a secure knowledge of the subjects that they teach. They use a consistent approach to explain ideas across subjects. They give pupils regular opportunities to revisit what they have learned. Typically, teachers adapt activities effectively for pupils with special educational needs and/or disabilities. Most teachers choose activities that help pupils build detailed knowledge. This is particularly true in subjects such as mathematics and geography. Not all teachers do this consistently.

p.2

Curriculum and teaching Expected standard

Teachers ask questions to check what pupils know. However, they do not consistently use this information to identify and address gaps in some pupils' knowledge. This is especially true for pupils who join mid-year or have gaps due to missed schooling. As a result, teachers do not help these pupils to close knowledge gaps as quickly as they could.

p.2

Early years Expected standard

Children in the early years get off to a great start. Leaders have set out the knowledge and the order in which children will learn it. Adults make checks to find out what children know and can do. They use this information to plan activities that build on what children already know. Children quickly develop curiosity, enthusiasm and positive attitudes to learning.

p.2

Early years Expected standard

Reading is prioritised from the start. Children learn the sounds that they need to read words accurately. They practise using books matched to the sounds they are learning. Children who find reading difficult receive timely support so that they can catch up quickly.

p.2

Early years Expected standard

Staff use their interactions with children to demonstrate new words. They ask children thoughtful questions. This helps children to develop confidence and fluency in their language. Leaders work closely with parents and carers. This helps to develop trusting relationships with families. In turn, this helps children to settle quickly into the Reception class. Staff promptly identify the needs of children with special educational needs and/or disabilities. They make appropriate adaptations for each child. This helps these children to learn alongside their friends. By the end of Reception, children are well prepared for Year 1.

p.2

Inclusion Expected standard

Leaders identify pupils' needs early and accurately. They draw on specialist advice and information from parents and carers. Pupils with special educational needs and/or disabilities (SEND) receive well-matched support. A small number of pupils have significant additional needs. Leaders provide carefully adapted support for them. Staff focus on building pupils' independence. This helps pupils to become resilient. Leaders use additional funding to remove barriers to pupils' learning and wellbeing. Leaders provide pastoral support, help for families and specialist services. As a result, disadvantaged pupils fully participate in school life. Staff also support pupils who are known to, or previously known to, children's social care. When needed, leaders make appropriate use of alternative provision. They keep a close check on pupils' progress. This means these pupils continue to receive the help they need.

p.2

Inclusion Expected standard

Leaders check the progress pupils make. They use this information to make appropriate adjustments to the support that vulnerable pupils receive. Most pupils with SEND make suitable progress from their starting points.

p.3

Leadership and governance Expected standard

Leaders have an accurate and shared view of the school's strengths and areas for development. Leaders have made changes to the senior leadership team since the previous inspection. This means the school is better placed to improve. Leaders know their school and the community it serves well. Since the previous inspection, the school's context has changed. For example, more pupils join the school at different points in their schooling. As a result, leaders have prioritised improvements to the curriculum and to teaching.

p.3

Leadership and governance Expected standard

Pupils, including disadvantaged pupils, are beginning to benefit. Leaders have also refined their approach to attendance. However, some of these actions are in their early stages.

p.3

Leadership and governance Expected standard

Leaders introduce new initiatives with care. They consider the wellbeing and workload of staff when planning changes. This means that staff are not overwhelmed when new approaches are introduced. Leaders provide training that is well aligned with school improvement priorities. Staff are proud to work at the school.

p.3

Leadership and governance Expected standard

Governors take their statutory responsibilities seriously. They bring relevant expertise to their roles. They have a clear understanding of the school's context and priorities. Governors make careful checks on pupils' attendance, safeguarding and the achievement of disadvantaged pupils. This helps governors to provide appropriate support and challenge to leaders.

p.3

Personal development and wellbeing Expected standard

Pupils show genuine respect for others and real curiosity about the world beyond their experience. They learn about a wide range of faiths, cultures and perspectives through the curriculum and assemblies. Pupils take on a range of leadership roles. Pupils elect classmates to represent them on the school council. This helps them to understand fundamental British values, such as democracy. Year 6 pupils lead assemblies about fundamental British values. Pupils visit the Houses of Parliament and the Scottish Parliament. These visits help pupils to understand how democracy works in practice. Pupils have regular opportunities to reflect on their own beliefs and experiences.

p.3

Personal development and wellbeing Expected standard

Leaders have designed a personal, social, health and economic programme that reflects the needs of pupils and their community. Pupils learn about online safety through the curriculum and through assemblies with local police officers. Pupils benefit from relationships and health education that is appropriate to their age and stage of development. They gain the

p.3

Needs attention

knowledge they need to manage their feelings and stay emotionally healthy. Pupils who need additional support for their wellbeing receive it promptly.

p.4

Needs attention

Pupils enjoy a wide range of clubs and activities, including singing, football, cookery and gymnastics. Older pupils particularly appreciate their visits to France. They deepen their cultural understanding and practise their language skills. Laying wreaths at the graves of fallen soldiers helps pupils to understand their place in the world. Younger pupils take part in outdoor pursuits residentials. This helps them to develop independence and resilience. Leaders ensure that disadvantaged pupils can participate in the full enrichment offer. These experiences broaden pupils’ horizons and help them grow into confident, engaged members of their community.

p.4

Achievement Needs attention

Over time, some pupils have not attained as well as they could in national tests and checks. For example, outcomes in reading and the phonics screening check have been below the national average. Leaders recognise this. They have made changes to the curriculum and teaching. This is beginning to help pupils currently at the school. Pupils who attend consistently show secure knowledge across the curriculum. However, some pupils have not secured the knowledge they need in reading, grammar and vocabulary. This is particularly true for pupils who arrive with gaps in their prior learning. Their knowledge gaps do not close as quickly as they could. In the multiplication tables check, pupils' results are well above the national average. Writing outcomes are improving and are now close to the national average. Most pupils with special educational needs and/or disabilities make suitable progress from their starting points. This includes pupils who receive carefully adapted

p.4

Attendance and behaviour Needs attention

Over time, some pupils have not attended school as regularly as they could. Attendance has fallen below national levels. For example, pupils with special educational needs and/or disabilities are absent more often than their peers. Rightly, leaders have strengthened their attendance procedures. Leaders work closely with families to understand the challenges that some pupils face. As a result, some pupils who previously found it difficult to attend are now attending more regularly.

p.4

Attendance and behaviour Needs attention

The school is a calm, orderly and respectful environment. Staff apply clear routines consistently across all year groups. Pupils are proud to be members of their school. Positive and trusting relationships are at the heart of school life. Pupils who need extra support with their behaviour receive it quickly. Suspensions have reduced. Leaders have made appropriate adaptations to help pupils understand the school's expectations for behaviour. There have been no permanent exclusions. Bullying or any discriminatory behaviour is rare. When concerns arise, staff address them promptly.

p.4