Schools & FE · Report card

Carnforth Christ Church, Church of England, Voluntary Aided Primary School

Inspected 2 Jun 2026 · published 2 Jul 2026 · URN 119522

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Summary

No overall grade in this frameworkSafeguarding met

Cleone Cunningham (lead), Mark Sherwin

What we read, and from where

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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
Strong standard
Framework verified
Report card
Inspection datesingle source
2 Jun 2026
Inspectors verified
Cleone Cunningham, Mark Sherwin
Postcode verified
LA5 9LJ
Name on report verified
Carnforth Christ Church, Church of England,
Safeguarding verified
Met
URN verified
119522

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 wellbeingStrong

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+74Very positivemore positive than 51% of reports of this type

In line with other reports of this type.

Praiseeffectivelypositiveeffectivewell preparedenjoywell designedfeel safeproud

Criticismconcernsdisruptionpersistent absencegapserrorsbelowlower

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

Findings1615w+73
Leadership250w+80
Safeguarding51w−11
What needs to improve79w+64

Strengths

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Concerns

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No strong criticism found.

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: 1,992; about usual (typical 1698)
Reading level: Hard; Flesch 47, typical 43
Average sentence: 14 words
Next steps: 4; typical 3
Hedged sentences: 5%; “some”, “not always”, “most”…

Where the words go

Findings 55%Leadership 8%Safeguarding 2%What needs to improve 3%About the inspection 32%

Full report text

Voluntary Aided Primary School

Address: North Road, Carnforth, Lancashire, LA5 9LJ Unique reference number (URN): 119522

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

Personal development and wellbeing Strong standard

Pupils are proud of their school and help to make it a welcoming place. Pupils understand the importance of belonging to the school community, and they show this in the way they treat others. Younger children benefit from the kindness and support from older pupils, who show compassion and care towards them.

p.2

Personal development and wellbeing Strong standard

The school’s values drive the way pupils treat one another, for example with kindness and gentleness. Leaders have designed a carefully thought-through, broad and inclusive personal development programme. It builds knowledge from the early years to Year 6 and prepares pupils extremely well for the next stage of their education.

p.2

Personal development and wellbeing Strong standard

Leaders provide a very comprehensive relationships and health education programme. Pupils learn how to maintain healthy and positive friendships, and this is evident in their interactions with each other. Pupils are particularly well prepared for some of the changes that they will go through as they grow older.

p.2

Personal development and wellbeing Strong standard

Pupils develop a thorough understanding of how to stay safe online and in the community. For example, older pupils learn how to deal effectively with unwanted contacts attempting to link with them online. This helps to keep pupils safe. Pupils have a detailed understanding of the fundamental British values. This helps to prepare them for life in modern Britain.

p.2

Personal development and wellbeing Strong standard

Pupils talk respectfully about people from different faiths. They understand that everyone’s beliefs and values should be respected. Pupils enjoy learning about a wide range of cultural events. This helps to deepen pupils' understanding of the world.

p.2

Personal development and wellbeing Strong standard

The school offers many opportunities for pupils to explore their interests and develop their talents. There is a vast range of clubs, trips and regular inter-school sporting competitions. Leaders ensure that any barriers to participation are swiftly identified and overcome so that all pupils benefit. These opportunities help pupils become confident and resilient. They are exceedingly well prepared for life beyond school.

p.2

Achievement Expected standard

Pupils develop the knowledge and skills that are set out in the curriculum. From the early years onwards, they build a secure understanding of the foundations of learning, including phonics, writing and number facts.

p.2

Achievement Expected standard

Pupils who face disadvantage generally achieve in line with their peers nationally. Pupils with special educational needs and/or disabilities achieve well from their different starting points.

p.2

Achievement Expected standard

Across the wider curriculum, pupils can recall aspects of previous learning. This helps them build knowledge over time. Typically, pupils use vocabulary with precision to explain their learning, for example when explaining that certain materials that do not conduct electricity are insulators.

p.2

Achievement Expected standard

Published outcomes are broadly in line with national averages overall, although outcomes in the multiplication tables check have been below national averages for the past 2 years. Leaders recognise this and have taken effective action to improve the teaching of this aspect of mathematics. This is reflected in the work that current pupils produce.

p.3

Attendance and behaviour Expected standard

Pupils attend well. Rates of attendance are in line with national averages. Rates of persistent absence are slightly lower than national averages. Leaders monitor attendance closely and take prompt action where concerns arise. They work with families to address barriers to attendance and provide appropriate support where needed. Leaders pay careful attention to the attendance of disadvantaged pupils and those with special educational needs and/or disabilities. As a result, the attendance of these pupils is in line with or slightly above that of similar pupils nationally.

p.3

Attendance and behaviour Expected standard

Behaviour across the school is typically calm and orderly. At the start of the day and during transitions, pupils settle quickly into learning. Classrooms are purposeful environments where pupils focus on their work. Low-level disruption and incidents of bullying are rare. Leaders promote clear expectations through the school’s values. The approach to behaviour is focused on maintaining positive relationships. Staff model respectful relationships and apply the school’s expectations consistently. Incidents are recorded and monitored so that leaders can identify patterns and respond appropriately. Where pupils require additional support, leaders put in place targeted strategies so that these pupils learn to manage their behaviour. This helps them to continue to access learning.

p.3

Curriculum and teaching Expected standard

Leaders ensure that subject curriculums build logically from the early years to Year 6. They clearly identify the important knowledge and vocabulary that pupils need to learn. Opportunities to include the local area in studies are woven through the curriculum. For example, in history, older pupils learn how the people of Carnforth supported the war effort on the home front during World War II.

p.3

Curriculum and teaching Expected standard

Leaders expect pupils to secure strong foundations for learning across the curriculum, with a clear emphasis on language, vocabulary development and mathematical knowledge. Broadly, pupils do secure this knowledge.

p.3

Curriculum and teaching Expected standard

Leaders provide staff with the training and guidance needed to teach phonics effectively. Pupils in Year 2 and key stage 2 who need to catch up receive targeted support to become fluent readers. Staff typically address gaps in pupils’ reading and mathematical knowledge well. However, sometimes, teaching does not help pupils to tackle errors and misconceptions in their work, including in their writing. This hinders some pupils’ achievement.

p.3

Curriculum and teaching Expected standard

Overall, staff deliver the curriculum as leaders intend. Leaders support staff effectively to do this. They focus on important foundations for learning in spelling, handwriting and punctuation. However, some activities staff design are not as helpful as they could be in helping pupils to learn the curriculum well.

p.3

Early years Expected standard

The early years curriculum is well designed to build on what children already know. This helps children to build knowledge securely over time. By the end of the Reception Year, children are typically ready for the next stage of learning. Staff generally design activities that develop important knowledge and skills. There is a focus on communication, and staff are skilled in using key words and helping children to understand and use them during play. As a result, children build a wide vocabulary. This strengthens their understanding of the world around them.

p.4

Early years Expected standard

In the main, staff ensure that learning activities are well suited to what children already know. However, occasionally, children need more practice to develop a key skill, such as forming letters correctly. Staff do not provide this support as quickly as they could. This hinders how smoothly some children progress through the curriculum.

p.4

Early years Expected standard

Reading has a high priority. Staff regularly share engaging books with children and teach them rhymes, poems and songs. Staff ensure that children practise using their phonics knowledge to read and sound out words. This helps children to read accurately and confidently.

p.4

Early years Expected standard

Parents are very positive about the care and education that their children receive. They work in partnership with the school to ensure children are well prepared for the next stage of their educational journey.

p.4

Inclusion Expected standard

This is an inclusive school where all pupils are viewed as individuals. Staff know the pupils well and ensure their wellbeing needs are met. Staff provide effective support, which ensures pupils can access learning. Pupils with special educational needs and/or disabilities (SEND) receive the support that they need. The school's systems for identification and assessment mean that pupils’ individual needs are recognised and addressed quickly. Staff generally act effectively on leaders’ advice and adapt their teaching for pupils with SEND well.

p.4

Inclusion Expected standard

Leaders set outcome ‑ led, measurable targets for pupils with SEND. They review these targets often to check if the support provided has been effective. When it has not, leaders adapt the targets and provision. This enables pupils to access the full curriculum alongside their peers and to make progress. Some pupils benefit from tailored pastoral support. This support helps them to engage well in school life and ensures they are ready to learn.

p.4

Inclusion Expected standard

Effective partnerships with families and external agencies ensure that pupils receive coordinated expert care and appropriate support when needed. The thoughtful use of additional funding for disadvantaged pupils to subsidise activities and to enhance learning opportunities enables all pupils to feel included in the school.

p.4

Leadership and governance Expected standard

Leaders and governors have an accurate view of the school. They understand what the school does well, and they prioritise areas that need improvement.

p.5

Leadership and governance Expected standard

Leaders work constructively with external agencies, including the local authority and the diocese. Together, they review the school’s performance and identify areas for development. Pupils’ interests are at the centre of the decisions they make. For example, developments in the teaching of phonics have led to improved outcomes, ensuring that pupils are increasingly well prepared for future learning.

p.5

Leadership and governance Expected standard

Leaders provide governors with detailed information about the impact of their work on pupils’ outcomes and wellbeing. Governors validate this information through focused visits to the school to ensure their knowledge is up to date. They use this knowledge and their expertise to support and challenge leaders effectively.

p.5

Leadership and governance Expected standard

Governors fulfil their statutory duties effectively. They help to guide and support leaders by making sure that resources are used carefully to support all pupils. Leaders and governors make sure that pupils facing disadvantage are taught well and experience success. They make effective use of the expertise that exists in school. Staff, including teachers at an early stage of their career, receive professional learning that helps them to develop their expertise. They appreciate the support that leaders provide for their wellbeing. Staff are proud to work at this school.

p.5

Leadership and governance Expected standard

Parents and carers are positive about many aspects of the school's work, including the quality of care provided and the progress that their children make during their time at the school.

p.5