Schools & FE · Report card

Silloth Primary School

Inspected 30 Jun 2026 · published 8 Sept 2026 · URN 112235

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Summary

No overall grade in this frameworkSafeguarding met

Andy Beattie (lead), Julie Stevens, Rachael Alarcon

What we read, and from where

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Achievement verified
Needs attention
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Needs attention
Early years verified
Expected standard
Inclusion verified
Expected standard
Leadership and governance verified
Needs attention
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
30 Jun 2026
Inspectors verified
Andy Beattie, Julie Stevens, Rachael Alarcon
Postcode verified
CA7 4DR
Name on report verified
Silloth Primary School
Safeguarding verified
Met
URN verified
112235

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.

AchievementNeeds attention
Attendance and behaviourExpected
Curriculum and teachingNeeds attention
Early yearsExpected
InclusionExpected
Leadership and governanceNeeds attention
Personal development and wellbeingExpected

Tone of the report

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

+37Positivemore positive than 15% of reports of this type

Reads more critically than most reports of this type.

Praiseenjoysupportiveeffectivelyfeel safestrengthspositivesecureconfident

Criticismnot alwaysconcernsnot consistentlygapsnot securedeclinedinconsistentinconsistencies

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

Findings1597w+36
Leadership247w+43
Safeguarding51w−11
What needs to improve68w+40

Strengths

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Concerns

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In some classes, repeated errors in handwriting, spelling and number facts are not picked up consistently well. p.4

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: 1,963; about usual (typical 1698)
Reading level: Hard; Flesch 50, typical 43
Average sentence: 13 words
Next steps: 3; typical 3
Hedged sentences: 10%; “some”, “not always”, “most”…

Where the words go

Findings 53%Leadership 8%Safeguarding 2%What needs to improve 2%About the inspection 34%

Full report text

Silloth Primary School

Address: Liddel Street, Silloth, Wigton, Cumbria, CA7 4DR Unique reference number (URN): 112235

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 Expected standard

Pupils attend school regularly and arrive on time. Attendance remains in line with national figures, including for pupils who face barriers to being in school. Leaders check attendance information closely and act quickly when concerns arise. They work well with families and external professionals when needed. Leaders share clear expectations about attendance with parents. Recent actions have helped reduce absence linked to term-time holidays. Staff understand the barriers some pupils face. They put targeted support in place so that pupils can attend well and feel ready to learn. As a result of leaders’ work, persistent absence continues to fall and is now below national averages. This includes for pupils with additional needs and those who are disadvantaged.

p.2

Attendance and behaviour Expected standard

Pupils typically behave well in lessons and around school. Classrooms and corridors are calm and orderly. Pupils are polite and use respectful manners. Off task behaviour happens at times, nevertheless staff manage this quickly so that learning continues. Pupils feel safe and know that staff will deal effectively with any unkind behaviour or bullying. Staff support pupils with additional behavioural needs well. This helps pupils manage their emotions and return to learning at the appropriate time. Pupils understand the school’s golden rules and how these link to values such as ‘respect’. Staff apply behaviour expectations consistently, creating a positive and supportive environment.

p.2

Early years Expected standard

Leaders prioritise the early years. They create a calm, supportive environment where children feel safe and ready to learn. The curriculum is well-sequenced and focuses on the key knowledge children need.

p.2

Early years Expected standard

Staff develop their skills through continuous training. This helps them talk with children in thoughtful ways and set up activities that support learning. Phonics is taught effectively. Children practise reading through using books matched to their age and stage. Staff check what children can do. They adapt activities so that children build knowledge across all areas of learning. Staff identify barriers early so that children with additional needs receive appropriate support.

p.2

Early years Expected standard

Children enjoy purposeful activities that spark curiosity and help them learn new vocabulary. They concentrate well, follow routines with growing independence and play cooperatively with others. Staff use opportunities when children eat snacks to develop language around hygiene and healthy eating. Outdoors, children plant and care for vegetables in their class garden. This helps them learn about growth and the natural world. Staff support children’s wellbeing sensitively. Staff work closely with Year 1 teachers to ensure they understand each child’s strengths and needs. This helps children move into key stage 1 confidently and successfully.

p.2

Inclusion Expected standard

Leaders ensure inclusion is a whole-school priority. Staff use training to identify any difficulties that pupils face. Leaders gather information from families, staff and external specialists so that support is well matched. Staff make helpful adaptations in class to help pupils access learning. Leaders check pupils’ progress closely through regular reviews. Staff offer pupils extra support with wellbeing, as well as basic reading, writing and number skills when they need it. Leaders check how well this support is working. They make changes if pupils need something different. Leaders use additional funding effectively to support disadvantaged pupils with their learning and wellbeing.

p.3

Inclusion Expected standard

The school’s inclusive culture helps pupils feel welcome and valued. Warm and caring relationships underpin this approach. Staff use specialist spaces to support pupils who need help with managing emotions. Staff work closely with external specialists and use this advice to shape the support they offer. Pupils with special educational needs and/or disabilities have precise next steps matched to their needs. Leaders monitor inclusion carefully and share information with staff so approaches are consistent. As a result, pupils typically overcome barriers so they can access the learning and participate fully in school life.

p.3

Personal development and wellbeing Expected standard

Leaders have developed a coherent and thoughtful programme for pupils’ personal development. This reflects the school’s values and helps pupils understand how to behave well, consider others and look after their own wellbeing. The curriculum is organised well and typically taught as leaders intend. Pupils learn how to keep themselves safe. This includes online, near water and when out in the community. They understand healthy relationships and appreciate their lessons that help them learn about changes during puberty.

p.3

Personal development and wellbeing Expected standard

Pupils show an awareness of diversity and the importance of respecting difference. They learn about a range of different faiths, enhanced by visits and visitors. Pupils' understanding of democracy is secure, and they can explain how it is present through the election of the school and eco council members. Representatives from these pupil groups influence improvements across school such as to the school menu, recycling and energy use.

p.3

Personal development and wellbeing Expected standard

Pupils know who to go to if they need help. Targeted support from trained staff helps pupils manage their emotions and wellbeing. Leaders remove barriers so that pupils with special educational needs and/or disabilities, and those who face other challenges, can take part in wider opportunities. They check participation to ensure that pupils access the full enrichment offer.

p.3

Personal development and wellbeing Expected standard

Pupils enjoy a broad range of experiences. Sports clubs, music tuition, drama and science activities are popular. These experiences help pupils build confidence and discover new interests. Leaders deliberately plan trips and visitors to broaden pupils’ horizons. Pupils spoke enthusiastically about visits from local emergency services, faith groups and storytellers. These opportunities help pupils understand their surroundings and the wider world. Pupils contribute to their community through fundraising and giving choir recitals. These experiences help pupils develop teamwork, resilience and pride in helping others.

p.3

Needs attention

Through this wider offer, pupils steadily build the knowledge, confidence and personal qualities they need for life in modern Britain.

p.4

Achievement Needs attention

Pupils’ achievement is not secure in some key areas. Basic knowledge in handwriting, spelling, grammar and number facts is not embedded. Additionally, pupils sometimes find it difficult to remember prior learning across subjects. This is reflected in published outcomes for reading and writing, which have declined recently. Pupils’ attainment in mathematics and the multiplication check is inconsistent. This means that some pupils do not make the progress they should and are not as well prepared for their next stage of learning as they could be.

p.4

Achievement Needs attention

Recent changes to teaching and the curriculum are beginning to help some pupils. In classes where new approaches are used well, pupils remember prior learning with greater confidence. This is particularly evident in subjects such as science and geography. Older pupils’ books show that gaps in mathematics and writing are starting to close. Support for phonics is helping younger pupils build secure reading skills. However, this improvement is not consistent across the school.

p.4

Curriculum and teaching Needs attention

There are inconsistencies in how staff teach the curriculum across the school. Staff do not always check carefully whether earlier learning is secure. This means learning moves on before important knowledge is firm. In some classes, repeated errors in handwriting, spelling and number facts are not picked up consistently well. Pupils do not get enough practice to strengthen these skills. Early writing routines vary. Younger pupils are not always offered opportunities to embed taught writing skills. In some subjects, key ideas are not explained in a way that helps pupils remember. This limits pupils’ ability to connect new learning to what they have learned before.

p.4

Curriculum and teaching Needs attention

Training and support are beginning to help staff improve their teaching. Staff now use visual guides that help pupils revisit important ideas and vocabulary in each topic. This is beginning to help pupils remember more. Staff teach reading in a structured way. Newly established routines help to build reading fluency, expression and understanding. The curriculum is logical and builds learning in small steps in most subjects. Teachers deliver phonics in a well-defined and organised order. These improvements are encouraging, but they are not consistent across the school.

p.4

Leadership and governance Needs attention

Although leaders have identified the right priorities, improvements in some curriculum areas are not happening quickly enough. Work to strengthen pupils’ knowledge in handwriting, spelling, grammar and number facts is still at an early stage. Leaders' checks on the curriculum vary in quality. This means they do not consistently gain a clear picture of how well the curriculum is being taught.

p.4

Leadership and governance Needs attention

Even so, leaders understand the school’s strengths and know what needs to improve. They have steadied the school during a period of change. Leaders have acted quickly in driving improvements in the early years, attendance, behaviour and inclusion. Training is closely linked to school priorities and helps staff to fulfil these improvements. Leaders work openly with external partners. They act on advice and ensure actions are in the best interest of pupils.

p.5

Leadership and governance Needs attention

Governors fulfil their statutory duties and have strengthened their oversight during a challenging time. They work closely with leaders and the local authority, offering support and appropriate challenge. Governors understand the school’s strengths and priorities. However, their checks on curriculum impact are not precise enough. Staff describe leaders, including governors, as visible, supportive and approachable. Staff feel valued and enjoy working at the school. Leaders consider workload and wellbeing carefully, particularly during this period of change. Parents and carers report positive communication with the school and are supportive of leaders’ recent actions. Leaders have maintained stability for pupils despite significant staffing changes. Their commitment to act in the best interests of pupils is clear.

p.5