Melling St Wilfrid Church of England Primary School

School

Address: Lodge Lane, Melling, Carnforth, Lancashire, LA6 2RE Unique reference number (URN): 119536

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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

Leaders prioritise attendance. Leaders understand why some pupils don't attend regularly. They work closely with families and access support from external agencies. These positive relationships improve attendance for individual pupils. Attendance is below the national average. However, leaders have significantly reduced persistent absence. This reflects the positive impact of their focused work. Pupils typically arrive at school on time and are ready to learn.

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Attendance and behaviour Expected standard

Pupils behave well. Leaders have created a calm and respectful culture throughout the school. Routines are well established. Pupils are safe and settled. Pupils understand what is expected of them. They settle quickly into their learning. Staff and pupils have caring and trusting relationships. Staff greet pupils warmly at the start of each day. Bullying or discriminatory behaviour are rare and not tolerated. When incidents do occur, staff deal with them quickly. Some pupils with special educational needs and/or disabilities benefit from sensitive and targeted support. They take part fully in life at the school.

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Early years Expected standard

Children in the early years make a positive start to their education. Leaders have designed a broad and ambitious curriculum. Staff design activities that are purposeful and well matched to children's development. Reading is prioritised from the start. Children in the Reception Year learn phonics through a structured early reading curriculum. They learn the sounds that they need to read words accurately. Children use these sounds to read words and sentences in simple books. Throughout the day, staff introduce new words. This develops children's vocabulary and helps them to express themselves confidently.

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Early years Expected standard

Interactions between staff and children are warm and purposeful. Staff listen attentively to children and extend their learning. They regularly check what children know and can do. This helps them to plan children's next steps accurately. As a result, children leave the early years curious, independent and ready for Year 1.

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Early years Expected standard

Staff build trusting relationships with parents and carers from the start. Staff share with parents what children are learning and how they can help at home. Staff and families work together to support children well. Children develop the confidence and curiosity they need to thrive.

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Inclusion Expected standard

Leaders identify pupils' needs accurately and promptly, including those with special educational needs and/or disabilities (SEND). They access support from well-qualified external specialists to make sure staff have the right expertise. Staff receive regular training on how to identify pupils' needs and check the support that they receive. This helps them to assess each pupil’s needs precisely. Leaders review the support that pupils receive regularly with staff and external professionals.

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Needs attention

Staff make purposeful and well-targeted adaptations to activities and resources. Pupils with SEND make appropriate progress from their starting points. This is visible in their books. Leaders respond with care and practical support to address the needs of disadvantaged pupils. Additional funding is used to target support for disadvantaged pupils. However, the support that some pupils receive does not consistently address their barriers to learning.

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Needs attention

Leaders monitor the progress of pupils with SEND closely. They adjust plans as pupils’ needs develop. Where pupils face external challenges, leaders take focused action to secure the right support. Leaders make sure that pupils on part-time timetables access the breadth of school activities. Pupils with SEND receive skilled and caring support from staff who know them well.

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Personal development and wellbeing Expected standard

Pupils develop a clear sense of right and wrong. They learn to respect the views and beliefs of others, including those from different backgrounds and faiths. Pupils take on a range of leadership roles within the school. This ensures that pupils develop a sense of responsibility and confidence. Pupils reflect on their beliefs and experiences through the school’s vision and daily assemblies. In religious education, pupils explore a range of faiths and traditions. Pupils understand fundamental British values, such as democracy and the rule of law.

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Personal development and wellbeing Expected standard

Pupils benefit from relationships and health education that is appropriate to their age and stage. Through a structured personal development programme, pupils recognise and manage their feelings. They develop healthy relationships with others. Leaders work with external agencies to support pupils’ wellbeing. They put additional support in place quickly when it is needed. Pupils learn to keep themselves safe, both online and offline. They know who to talk to if they have worries.

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Personal development and wellbeing Expected standard

Leaders provide a range of clubs and visits. Pupils appreciate the opportunity to take part in weekly swimming, forest school, sports clubs and music. They explore places of worship, museums and a national horticultural project. Older pupils look forward to their residential visit to the Isle of Man. This broadens their social and cultural experiences beyond their own local community. Leaders make sure that disadvantaged pupils and those with special educational needs and/or disabilities access the full personal development programme. These opportunities build pupils' confidence for life in modern Britain.

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Achievement Needs attention

Over time, some pupils have not reached the expected standard in national curriculum tests, such as in reading. This is also the case for grammar, punctuation and spelling. For some older pupils, errors in spelling, handwriting and grammar are not identified and addressed. This impacts on their ability to write fluently across different subjects in the curriculum. Some pupils are not as well prepared for the next stage of their education as they could be. Pupils do not consistently develop secure and detailed knowledge over time. Across subjects, pupils identify topics that they have been taught. However, they struggle to explain the important knowledge that they have learned. As a result, some pupils do not achieve as well as they could.

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Achievement Needs attention

Over time, pupils’ outcomes in writing and mathematics have improved. Pupils with special educational needs and/or disabilities make suitable progress from their starting points.

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Curriculum and teaching Needs attention

Teachers do not consistently choose activities that help pupils to build their knowledge over time. For example, in some lessons, teachers provide too much help for some tasks. This means that some pupils complete their work without drawing on their own knowledge. As a result, some pupils move on before they are ready.

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Curriculum and teaching Needs attention

Teachers make checks on what pupils know and remember. However, they do not consistently use this information to make necessary changes. Additionally, teachers do not routinely identify errors in older pupils’ spelling, handwriting and grammar across different subjects. Staff do not correct these errors when they appear in pupils’ books. As a result, some pupils’ written work does not improve as well as it could.

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Curriculum and teaching Needs attention

Leaders have designed an ambitious curriculum. Since the previous inspection, they have refined the order in which knowledge is taught across subjects. This gives teachers greater clarity on what to teach and when to teach it. Teachers have secure knowledge of the subjects that they teach. Pupils with special educational needs and/or disabilities typically receive helpful support. This helps them to learn alongside their peers. Some pupils who find reading difficult receive timely and well-targeted support to catch up.

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Leadership and governance Needs attention

Leaders do not have an accurate picture of the school’s performance. For example, leaders have not identified that the teaching of grammar, punctuation and spelling is a priority for improvement. As a result, the actions that leaders take do not address these areas for improvement directly. Governors do not hold leaders to account with sufficient rigour in these areas. They do not check how these weaknesses affect pupils’ outcomes.

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Leadership and governance Needs attention

Since the previous inspection, leaders have addressed priorities over time. For example, they have refined their approach to teaching the curriculum. This is particularly evident in phonics and mathematics. These improvements are beginning to have an impact on pupils’ outcomes. Leaders collaborate effectively with other professionals, who provide challenge and support and share positive experiences.

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Leadership and governance Needs attention

Leaders provide a professional learning programme that ensures staff understand and adapt the curriculum successfully. Staff are deeply committed to the school and its community. Leaders think carefully about the workload and wellbeing of staff as they lead the school’s improvement work. As a result, staff feel valued and are proud to be part of this school community. Governors fulfil their statutory duties. They make decisions in the best interests of pupils. Leaders engage positively with parents and carers. This helps pupils to feel welcome and well supported.

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

Pupils enjoy coming to Melling St Wilfrid Church of England Primary School. They appreciate the care and support of the staff around them. This ensures pupils are safe and well looked after. Pupils feel connected to each other and to the school community. They are proud of their school and value being part of it.

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

Most pupils enjoy learning and engage well in lessons. However, some pupils don't achieve as well as they could. This is particularly the case in reading, grammar, punctuation and spelling. Some pupils struggle to recall and apply what they have learned across subjects. Pupils' errors in spelling, handwriting and grammar are not addressed in their written work. This limits their ability to express their ideas clearly. Pupils who need it are given the support that they need to access the curriculum.

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

Pupils behave well in lessons and around school. They understand the school's expectations and follow routines. Bullying is rare. When incidents do occur, staff deal with them quickly. Pupils understand that discrimination is not tolerated. Attendance is improving and most pupils come to school regularly.

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

Pupils appreciate the range of clubs and visits on offer. They enjoy a variety of sports, outdoor learning activities and music. They also appreciate visits that broaden their understanding of the world around them. Older pupils look forward to their residential visits. These opportunities help pupils to develop the confidence they need for life in modern Britain.

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Next steps

Leaders should make sure that teachers choose appropriate activities that help pupils to remember and apply their knowledge across the curriculum. Leaders should make sure that teachers identify and address gaps and errors in pupils' handwriting, spelling and grammar knowledge. Governors should make sure that they hold leaders to account with greater rigour so that leaders identify and address the school's most significant weaknesses.

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About this inspection

The chair of the board of governors in this school is Mary Jackson.

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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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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 6 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?

National average: 272 Following our renewed inspection framework, all inspections are now led by (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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What does this mean?

Inspectors spoke with the headteacher and the deputy headteacher during the inspection. The lead inspector spoke to representatives of the governing body, including the chair. Inspectors engaged with pupils throughout the inspection. They also spoke to some parents and carers. They considered the responses to Ofsted’s surveys.

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What does this mean?

The inspectors confirmed the following information about the school:

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What does this mean?

The school currently uses no alternative provision.

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What does this mean?

The school is registered as having a Church of England religious character. It is part of the Diocese of Blackburn. Its last section 48 inspection was in November 2023.

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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 6 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 needs support at the school. National average: 15%

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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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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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average

2022/23 (final) S 73% S ‘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

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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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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