Schools & FE · Report card

Our Lady of Perpetual Succour Roman Catholic Primary School Blackburn

Inspected 12 May 2026 · published 9 Jul 2026 · URN 119512

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Summary

No overall grade in this frameworkSafeguarding met

Kathryn Pym (lead), Lisa Whittaker, Mike Tonge

What we read, and from where

Click a reading to see it highlighted in the report.

Achievement verified
Expected standard
Attendance and behaviour verified
Strong standard
Curriculum and teaching verified
Expected standard
Early years verified
Strong standard
Inclusion verified
Strong standard
Leadership and governance verified
Strong standard
Personal development and wellbeing verified
Strong standard
Framework verified
Report card
Inspection datesingle source
12 May 2026
Inspectors verified
Kathryn Pym, Lisa Whittaker, Mike Tonge
Postcode verified
BB2 3UG
Name on report verified
Our Lady of Perpetual Succour Roman Catholic
Safeguarding verified
Met
URN verified
119512

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.

AchievementExpected
Attendance and behaviourStrong
Curriculum and teachingExpected
Early yearsStrong
InclusionStrong
Leadership and governanceStrong
Personal development and wellbeingStrong

Tone of the report

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

+87Very positivemore positive than 83% of reports of this type

In line with other reports of this type.

Praisehighly effectivehigh expectationspositiveeffectivelyvery wellconfidentlyfeel saferespectful

Criticismconcernspersistently absentvariablegapsnot consistentlynot independent

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

Findings1333w+87
Leadership202w+87
Safeguarding51w−11
What needs to improve55w+71

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.

Leadership & governance33
“Leaders set high expectations and have expertly introduced systems that staff use consistently.” p.2
Progress & outcomes16
“Progress is carefully tracked by knowledgeable staff, who confidently adjust plans to ensure the greatest impact.” p.2
Curriculum12
“Leaders have carefully considered and implemented a highly effective curriculum that meets children's needs.” p.2
SEND & inclusion8
“Leaders have established a strong culture of inclusion.” p.2
Behaviour7
“Staff have high expectations for children and quickly establish positive relationships and routines to help them feel safe.” p.2
Communication & language7
“High-quality interactions with staff support children's communication.” p.2
Wellbeing & mental health5
“Support for pupils' wellbeing is highly effective in reducing any barriers that they may face.” p.3
Reading & phonics4
“Phonics is taught consistently well, which helps pupils to read fluently.” p.4

Anatomy of the report

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

Pages: 15
Words of findings: 1,641; about usual (typical 1698)
Reading level: Hard; Flesch 44, typical 43
Average sentence: 13 words
Next steps: 2; typical 3
Hedged sentences: 6%; “some”, “not always”, “most”…

Where the words go

Findings 47%Leadership 7%Safeguarding 2%What needs to improve 2%About the inspection 42%

Full report text

Primary School Blackburn

Address: Holmbrook Close, Blackburn, Lancashire, BB2 3UG Unique reference number (URN): 119512

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

Attendance and behaviour Strong standard

Leaders are tenacious in their approach to maintain pupils' high attendance. Leaders understand barriers to attendance and reduce them. For example, staff build excitement by speaking positively about the next day's lessons. This reduces worries and creates enthusiasm to attend. In response to pupils who feel too tired to attend, leaders provide practical advice to parents and carers on establishing bedtime routines. The impact of this has been an improvement in attendance among pupils, including those with special educational needs and/or disabilities and disadvantaged pupils. Leaders have reduced barriers for pupils who are persistently absent, resulting in notable improvements in attendance.

p.2

Attendance and behaviour Strong standard

Pupils are polite, kind and respectful. Leaders set high expectations and have expertly introduced systems that staff use consistently. Pupils understand what is expected of them. They follow the rules and relish the rewards for making positive choices, such as wearing a golden tie when they show positive attitudes towards their learning. Pupils settle quickly and engage well in lessons. They enjoy their playtimes. If they fall out, they trust adults to deal with issues fairly. On very rare occasions that bullying occurs, staff deal with it effectively. Leaders provide effective support to pupils who need to improve their behaviour. This helps them to follow the school's rules.

p.2

Early years Strong standard

Leaders have carefully considered and implemented a highly effective curriculum that meets children's needs. Priority is given to the knowledge and skills that children need most, including in communication and physical development. The learning environment has been adapted to help children to develop their large-muscle skills, balance and coordination. Knowledgeable and well-trained staff deliver the curriculum well, which helps children to make accelerated progress.

p.2

Early years Strong standard

Staff have high expectations for children and quickly establish positive relationships and routines to help them feel safe. High-quality interactions with staff support children's communication. This extends children's vocabulary across all areas of learning and deepens their understanding. Children explore creative activities independently and with gusto. There is a relentless focus on developing children's reading, writing and mathematics knowledge. This helps to prepare children very well for Year 1. Children with special educational needs and/or disabilities are supported to progress and learn with their friends. Personal, social and emotional development is given a high priority. Children learn how to keep themselves safe and healthy, for example by brushing their teeth after lunch.

p.2

Inclusion Strong standard

Leaders have established a strong culture of inclusion. This ensures that pupils with special educational needs and/or disabilities (SEND), disadvantaged pupils and those known to social care are supported well. Pupils with SEND benefit from carefully tailored education plans. As a result, they make secure progress towards their individual targets. Progress is carefully tracked by knowledgeable staff, who confidently adjust plans to ensure the greatest impact.

p.2

Inclusion Strong standard

Additional funding is used carefully to maximise impact on pupils’ learning and development. Disadvantaged pupils benefit from support for their learning and wellbeing. They have opportunities that enrich their experiences. Leaders and governors rigorously check that this funding is making a positive difference to the pupils who need it most. When needed, leaders use external specialists and other agencies to ensure they provide appropriate support for each pupil. They currently use one alternative provision. Leaders regularly check that support is effective and appropriate.

p.3

Inclusion Strong standard

Pupils who join the school partway through their primary education quickly settle into the nurturing environment. They are quickly given the support that they need to make progress from their starting points. Pupils in the early stages of learning English are supported well. Support for pupils' wellbeing is highly effective in reducing any barriers that they may face. This ensures that all pupils, particularly those who are disadvantaged, have someone to turn to when they are worried.

p.3

Leadership and governance Strong standard

Leaders and governors have a deep understanding of the community that the school serves. They are ambitious for pupils and have developed a culture of high expectations. Leaders have an accurate understanding of what the school does well and what it needs to improve. They use current educational thinking and research to inform decisions and carefully consider how new initiatives will impact the whole school before introducing change.

p.3

Leadership and governance Strong standard

Governors carry out their roles effectively. They articulate a clear vision that is reflected in the life of the school. Governors carry out their statutory duties with due diligence and offer appropriate support and well-informed challenge to leaders. They understand the impact of school improvement initiatives and manage resources effectively, including additional funding.

p.3

Leadership and governance Strong standard

Governors and leaders are mindful of staff's workload and wellbeing. Staff value this and are proud to be part of the school team. Professional development is prioritised to enable staff to carry out their work confidently. Subject leaders benefit from a highly effective coaching programme.

p.3

Leadership and governance Strong standard

Parents and carers are positive about the school and value the care and support that their children receive from staff. Leaders work in partnership with the diocese, local schools and local authority, which is mutually beneficial.

p.3

Personal development and wellbeing Strong standard

Leaders provide a comprehensive and well-considered personal development programme that takes into account the school's context. The wellbeing of pupils is given the highest priority. Personal, social, health and economic education provides pupils with the knowledge to keep themselves healthy and safe in an age-appropriate way. When required, leaders enrich this learning to address local issues, including online safety. Pupils understand the importance of healthy and respectful relationships.

p.3

Expected standard

Pupils have a mature knowledge of fundamental British values and understand how these help communities to live well together. They are tolerant and respectful of diversity. Leaders have an unwavering determination that pupils will leave school with a ‘toolkit’ of achievement, positive values and ambition to make a meaningful contribution to life in modern Britain. Pupils understand this and rise to the challenge.

p.4

Expected standard

The pastoral support in school is highly effective. Staff offer a range of strategies to reduce barriers that pupils may face and to support positive wellbeing. Pupils are taught ways to manage their own emotions and to seek help from staff. Nurture groups help with friendship issues and reduce anxieties. When needed, leaders seek specialist support and guidance for pupils.

p.4

Expected standard

Leaders carefully design an extensive enrichment programme. They check to make sure that all pupils, including those who are disadvantaged, are involved. Visits, such as to a farm and the seaside, support pupils' learning. Older pupils relish residential visits, which help them to develop independence through a range of activities. Extra-curricular opportunities are wide ranging. Pupils choose clubs, including for colouring and board games. Some experiences, such as drumming lessons, are specifically planned for individuals or groups to equip them with certain skills or to nurture talents. Older pupils are proud of their leadership responsibilities, for example as reading ambassadors and prefects.

p.4

Achievement Expected standard

Children in the early years and pupils in key stage 1 develop a secure understanding of communication, reading, writing and mathematics. This helps them to achieve well across the curriculum. Pupils with special educational needs and/or disabilities and those who join the school later, make secure progress from their starting points. Many pupils confidently remember what they have been taught.

p.4

Achievement Expected standard

Across the curriculum, pupils make progress and build subject-specific knowledge and skills over time. Pupils in Year 6 typically achieve well. This is shown in their work and outcomes in national tests. However, sometimes the quality of older pupils’ written work is variable. Disadvantaged pupils typically achieve well. Many pupils leave the school well prepared for the next stage of their education.

p.4

Curriculum and teaching Expected standard

Leaders have developed an ambitious and well-structured curriculum. Subjects are organised so that pupils build key knowledge and vocabulary. Leaders accurately understand how the curriculum affects pupils’ progress and use this to refine it. Leaders ensure that pupils secure basic skills in reading, writing and mathematics. This gives pupils a solid foundation to build on. Phonics is taught consistently well, which helps pupils to read fluently. In the main, leaders make sure that staff have the skills and knowledge to teach each subject effectively. However, sometimes practice varies across classes meaning that a few pupils do not deepen their learning as well as leaders intend. Many staff benefit from coaching. This helps them to reflect on the impact of their teaching. Staff receive knowledgeable guidance from leaders that enables them to support pupils with special educational needs and/or disabilities well.

p.4

Curriculum and teaching Expected standard

Staff carefully recap previous learning. This helps them to check who may need extra support to catch up and to reduce gaps in pupils' learning. Generally, teachers adapt activities so that pupils can achieve well. However, sometimes opportunities for pupils to practise and apply their writing skills across the curriculum are not developed consistently. Consequently, some pupils do not become as independent in their writing as they could.

p.5