Schools & FE · Report card

Queen Elizabeth's Primary School

Inspected 23 Jun 2026 · published 15 Jul 2026 · URN 148834

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Summary

No overall grade in this frameworkSafeguarding met

Claire Cropper (lead), Allison Kenyon, Katie Hague

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
Expected standard
Framework verified
Report card
Inspection datesingle source
23 Jun 2026
Inspectors verified
Allison Kenyon, Claire Cropper, Katie Hague
Postcode verified
BB2 6DF
Name on report verified
Queen Elizabeth's Primary School
Safeguarding verified
Met
URN verified
148834

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 behaviourExpected
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.

+42Positivemore positive than 17% of reports of this type

In line with other reports of this type.

Praiseeffectivepositiveeffectivelywell preparedenjoysecuresuccessfullyhigh expectations

Criticismnot consistentlyconcernsgapsmissedstruggleweaknessesinconsistencyseriously

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

Findings1559w+59
Leadership247w−8
Safeguarding51w−11
What needs to improve32w−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.

Anatomy of the report

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

Pages: 15
Words of findings: 1,886; about usual (typical 1698)
Reading level: Fairly hard; Flesch 51, typical 43
Average sentence: 13 words
Next steps: 2; typical 3
Hedged sentences: 18%; “some”, “not always”, “most”…

Where the words go

Findings 55%Leadership 9%Safeguarding 2%What needs to improve 1%About the inspection 33%

Full report text

Queen Elizabeth's Primary School

Address: West Park Road, QEGS West Park Rd, Blackburn, Lancashire, BB2 6DF Unique reference number (URN): 148834

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

Achievement Expected standard

Most pupils achieve well. This is also true of disadvantaged pupils. Most pupils can read fluently and accurately before they leave key stage 1. Pupils’ recall of number facts is swift and precise. These secure aspects of their learning typically support pupils to navigate the rest of the curriculum successfully.

p.2

Achievement Expected standard

Some of the school's published results have varied slightly since the school opened in 2023. Current Year 6 pupils are well prepared for the challenges that they are likely to face in Year 7 and beyond. Most have sufficiently well-developed reading, writing and mathematical knowledge to embrace this.

p.2

Achievement Expected standard

Pupils’ recall of learning beyond English and mathematics is a little variable. The standard of pupils’ written work across the wider curriculum varies for some pupils. Some pupils with special educational needs and/or disabilities do not make as much progress as they could.

p.2

Attendance and behaviour Expected standard

Rates of pupils’ attendance and punctuality are high. Pupils enjoy being with their friends and want to be in school. Most pupils respond well to leaders’ high expectations and attend, on time, every day that they can. Pupils appreciate the fact that a missed day at school results in missed important learning. The attendance of disadvantaged pupils and pupils with special educational needs and/or disabilities is above national averages. Leaders provide effective and sensitive support for pupils who do not attend as regularly as others.

p.2

Attendance and behaviour Expected standard

Most pupils behave well in class and as they move around the school. They demonstrate positive attitudes to their learning and each other. Pupils play together happily at breaktimes and look forward to these. Leaders effectively support the small numbers of pupils who find it more difficult to focus or struggle with social interaction. Pupils understand and value the school’s behaviour system. They are proud of the rewards or complimentary messages that their parents and carers receive. Pupils make effective use of reflection time. They learn how to make amends when their words or actions have upset others. Bullying is rare but dealt with thoroughly by leaders when necessary.

p.2

Curriculum and teaching Expected standard

The curriculum is broad and ambitious. Leaders have recently refined this in response to the schools’ varying published results for Year 6 pupils and new educational guidance. They have thought carefully about how to make sure that pupils develop a secure understanding of their learning as they progress from the Reception Year to Year 6. The revised curriculum provides greater clarity for teachers, especially in mathematics. However, some of the changes to the curriculum are very new and still being embedded. This is particularly true of how leaders expect teachers to develop pupils’ knowledge about writing.

p.2

Curriculum and teaching Expected standard

Leaders ensure that reading has a high priority within the curriculum. All staff have a secure understanding of how to support pupils to learn to read using phonics. Leaders make sure that any pupils who struggle with reading receive effective support. Pupils typically see reading as a pleasurable activity. Confidence and fluency in reading prepares most pupils well to experience success in other areas of the curriculum.

p.2

Curriculum and teaching Expected standard

Leaders do not make sure that all pupils learn the curriculum as effectively as they could. This is because there is inconsistency in how well teachers identify and address gaps in pupils’ knowledge before introducing new learning. This is particularly important for pupils with special educational needs and/or disabilities.

p.3

Early years Expected standard

Leaders ensure that children develop confidence and independence in the Reception Year. Leaders provide effective professional development for staff about how to support children’s learning. As a result, staff support most children’s academic and welfare needs well. Staff usually know how and when to intervene. Most children achieve well across the curriculum. Sometimes, staff do not identify or address gaps in children’s knowledge sufficiently well. This impacts on children’s progress and later learning.

p.3

Early years Expected standard

Staff model language clearly for children. This helps children who are at the early stages of learning to speak English. It also supports children who may have special educational needs and/or disabilities or whose language development is delayed. Children enjoy joining in with stories, songs or rhymes. Most develop secure phonics knowledge by the time they move into Year 1. Many children can use this knowledge effectively to read and write words. Staff liaise effectively with parents and carers to help them support their children's learning at home.

p.3

Early years Expected standard

Children develop other knowledge and skills through the curriculum that they need to be well prepared for Year 1 and beyond. For example, they recognise and count numbers to ten accurately. They take turns, share and work together on collaborative tasks.

p.3

Inclusion Expected standard

Leaders prioritise support for pupils who face additional challenges in their lives. They understand pupils’ differing needs well. Leaders strive to ensure that pupils receive all the support that they need. This is most effective for disadvantaged pupils. Leaders successfully reduce the barriers that these pupils face. They make sure that disadvantaged pupils access a wide range of experiences. This helps these pupils to build up self-confidence and resilience. For example, leaders make sure that disadvantaged pupils access clubs, trips and leadership roles whenever possible. Activities such as these support these pupils to embrace the curriculum with assurance.

p.3

Inclusion Expected standard

Leaders support teachers to understand and meet the needs of all pupils, including those who have special educational needs and or disabilities (SEND). For most pupils with SEND, their teachers skilfully provide additional support or helpful resources to ensure that they make the progress that they are capable of. At times, however, the support for these pupils is not as effective as it could be. This is because leaders do not ensure that all teachers are equally confident in identifying and meeting pupils with SEND's differing needs. This is usually because teachers do not focus consistently well on what these pupils most need to learn.

p.3

Leadership and governance Expected standard

Leaders have a clear understanding of the strengths of the school. They know where to focus their attention to improve how well pupils achieve. Leaders regularly check on the quality of the education that pupils receive. Those responsible for governance provide effective support and challenge to leaders in this work. They understand and uphold their statutory duties. Leaders provide staff with suitable professional development to address weaknesses that they find in the curriculum or its delivery. Despite this, they do not ensure that staff consistently adhere to agreed strategies. This includes identifying and addressing gaps in pupils’ knowledge.

p.4

Leadership and governance Expected standard

Leaders make decisions in pupils’ best interests. They support pupils who face additional challenges in their learning. Leaders make sure that disadvantaged pupils receive the help they need to overcome barriers to learning that they face. However, this is not consistently the case for pupils with special educational needs and/or disabilities. Some of these pupils do not achieve as well as they could as a result.

p.4

Leadership and governance Expected standard

The positive ethos of the school pervades leaders’ work. Everyone is expected to be the best that they can be. Staff typically feel well supported by leaders in this endeavour. Many access a range of opportunities to develop their classroom practice or to contribute to the leadership of the school. Leaders develop effective and professional relationships with most parents and carers. Many parents describe staff as approachable. They trust leaders to address any concerns that they have about their child’s education or welfare.

p.4

Personal development and wellbeing Expected standard

Leaders prioritise pupils’ personal development. They strive to prepare pupils to make a positive contribution to society when they are older. This aspect of pupils’ learning is central to the school’s aims and values. Leaders ensure that opportunities to develop resilience and character are woven through the curriculum. Pupils develop their ability to work as a team and recognise how everyone’s contribution is valuable. Pupils’ learning is enriched and supported by practical activities, fieldwork and outdoor learning. These help to bring pupils’ learning to life as well as supporting their understanding of the wider world.

p.4

Personal development and wellbeing Expected standard

Leaders have thought carefully about how to ensure that pupils are effectively prepared for living in a modern and diverse Britain. Pupils learn about the wide range of faiths and beliefs in British society. They describe their learning about these with clarity and respect. Pupils are encouraged to express their own views and opinions. Most are considerate of others’ feelings when they do so.

p.4

Personal development and wellbeing Expected standard

Pupils learn how to stay safe while they are out and about in their local community. They know what to do to protect themselves from harm when they are online. Pupils have a secure understanding of how to stay healthy and well. They develop healthy habits of regular exercise and eating a varied and nutritious diet. Pupils learn about different kinds of relationships that people have. They develop their understanding of healthy and unhealthy relationships. They describe trusted adults in school who they can go to for help if they are feeling worried or upset. Staff know pupils well. They provide additional support and reassurance when this is needed. The school’s relationships and sex education is effective. Pupils learn about the changes that occur to their own and others’ bodies during the human life cycle. They have an age- appropriate understanding of consent.

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