Seven Stars Primary School

Seven Stars Primary School

Address: Peacock Hall Road, Leyland, Lancashire, PR25 1TD Unique reference number (URN): 119285

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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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Early years Expected standard

Children in the early years, including those in the Nursery, get off to a positive start. Interactions between adults and children are warm and purposeful. Adults make checks to find out what children know and can do. They use this information to plan activities that build on what children already know. Adults use new words and ask questions throughout the day. This helps children to develop confidence in speaking and using new words.

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Early years Expected standard

Reading is prioritised from the start. Children learn the sounds that they need to read words accurately. They practise using books that are matched to their phonics knowledge. Children who fall behind receive timely support so that they can catch up quickly. Children enjoy joining in with familiar stories and rhymes. This helps them to learn to read fluently.

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Early years Expected standard

Adults identify the needs of children quickly, including those with special educational needs and/or disabilities. Adults work closely with parents and carers, including through home- school reading activities. Children in the Nursery benefit from a nurturing environment that supports their early development. By the end of Reception, children are well prepared for Year 1.

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Personal development and wellbeing Expected standard

Pupils learn to respect the views and beliefs of others, including those from different backgrounds and faiths. They have regular opportunities to reflect on their own beliefs and experiences. Pupils explore these ideas through assemblies and their personal, social, health and economic education. Pupils vote for representatives on the pupil parliament and apply for positions of responsibility within the school. This helps pupils to understand democracy and to play an active part in their school and community.

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Personal development and wellbeing Expected standard

Pupils learn about healthy relationships and how to keep themselves safe, including from risks online and offline. They can explain how to stay safe and know who to turn to if they are worried. Leaders provide a wide range of therapeutic and pastoral support for pupils. Staff build warm, positive relationships with pupils and know them well. This means that pupils feel safe and supported at school.

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Personal development and wellbeing Expected standard

Pupils contribute to school life in meaningful ways. They take on a range of leadership roles, including as subject ambassadors, sports leaders and eco warriors. Pupils enjoy a wide range of enrichment activities. These include residential visits, sports clubs, performances and visits to places of worship. These activities help pupils to develop new interests, skills and confidence. Leaders make sure that disadvantaged pupils can take part in these activities alongside their peers.

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Personal development and wellbeing Expected standard

These opportunities help pupils to develop the confidence they need for life in modern Britain.

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Achievement Needs attention

Pupils are not as well prepared for their next stage of education as they could be. Over time, their attainment in reading, writing and mathematics has been below the national average for 3 consecutive years.

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Achievement Needs attention

Pupils do not consistently remember what they have been taught or address mistakes in their handwriting, spelling and grammar. As a result, their written work contains errors that hold them back. The gap between disadvantaged pupils and their peers nationally is not closing as quickly as it could.

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Achievement Needs attention

In the phonics screening check, some pupils have not achieved as well as they could. Leaders have recently made changes to the teaching of early reading. Pupils are beginning to read more accurately and fluently. Results in the Year 4 multiplication tables check have improved. Pupils with special educational needs and/or disabilities, particularly those with an education, health and care plan, make suitable progress from their starting points.

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Attendance and behaviour Needs attention

Some pupils miss out on important learning because they miss too much time at school. Over time, pupils’ attendance at the school is below national levels. The proportion of pupils who are persistently absent is above the national average. Leaders have recently begun to refine their approaches to help pupils attend school more regularly. This is particularly helping disadvantaged pupils and those with special educational needs and/or disabilities to attend more often. However, many pupils are still not attending as regularly as they could.

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Attendance and behaviour Needs attention

Pupils generally behave well in lessons and across the school. This contributes to a calm, orderly environment where pupils feel safe. Leaders and staff know pupils well and provide sensitive, well-targeted support for those who struggle to manage their emotions. As a result, suspension rates have fallen significantly. Bullying or any discriminatory behaviour is rare and not tolerated.

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Curriculum and teaching Needs attention

Teachers do not routinely check what pupils already know before introducing new learning. As a result, pupils do not consistently remember what they have been taught. Teachers do not consistently adapt their teaching for some pupils with special educational needs and/or disabilities (SEND) and disadvantaged pupils. These pupils do not receive the support that teachers have agreed to provide.

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Curriculum and teaching Needs attention

Teachers do not consistently identify and address gaps in pupils’ writing skills, including their handwriting, spelling and grammar. This means that some pupils do not get the help they need to write accurately and fluently. These errors persist unchecked. Leaders have recently introduced a new curriculum for teaching writing. Leaders have designed an ambitious, well-sequenced curriculum. Leaders are taking action to address weaknesses in teaching. They have introduced training to help teachers meet the needs of their pupils. Teachers generally have secure subject knowledge. Leaders have put in place a systematic early reading curriculum. Pupils learn to read accurately from the start. Oracy is a clear priority across the school. The changes that leaders are making are at an early stage. They have not brought about the changes to teaching and learning that pupils need since the previous inspection.

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Inclusion Needs attention

Leaders know broadly what disadvantaged pupils need, but do not identify the specific barriers that some pupils face. For example, leaders have not identified the gaps in the transcriptional skills of disadvantaged pupils. As a result, leaders do not use additional funding precisely to address these gaps. Some pupils do not get the help they need. The gaps between disadvantaged pupils and their peers are not closing as quickly as they could.

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Inclusion Needs attention

Since the last inspection, leaders have opened a specially resourced provision for pupils with special educational needs and/or disabilities (SEND). Staff have received specialist training to equip them with the knowledge to support these pupils. In the main, staff know these pupils well and make sure their needs are met. They work with families and professionals to identify the needs of pupils with SEND and reduce barriers to learning. Typically, staff meet the needs of pupils with an education, health and care plan well. However, leaders and governors do not make sure that pupils in alternative provision receive well-matched support.

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Inclusion Needs attention

Leaders work with families, social care and other agencies to support the most vulnerable pupils. This helps leaders to understand and address the wider needs of vulnerable pupils. Some gaps are beginning to narrow. This work is at an early stage. Despite this, leaders’ actions have not had the impact that disadvantaged pupils need.

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Leadership and governance Needs attention

Many leaders and governors have recently taken up their new roles. They have introduced changes to the curriculum and taken action to improve pupils’ attendance. In many aspects of the school’s work, these changes are at an early stage. Leaders have not sustained the quality of education since the school’s last inspection.

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Leadership and governance Needs attention

Governors understand their role and fulfil their statutory duties. They support the work of leaders and engage well with the school community. However, governors do not have sufficiently detailed oversight of the alternative provision that some pupils attend. This means that they cannot be confident that placements are well matched to individual pupils’ needs.

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Leadership and governance Needs attention

Leaders provide training for staff, including early career teachers, to help them to meet the needs of their pupils. They think carefully about the workload and wellbeing of staff as they lead the school’s improvement work. For example, leaders make sure that subject leaders have the time that they need to carry out their responsibilities. This helps staff to focus on what matters most for pupils. Staff are proud to work at the school and feel well supported. Leaders know the school’s context well. They are honest about what is working and what still needs to improve. Leaders are committed to making decisions in the best interests of pupils. They work collaboratively with external agencies, such as the local authority, to secure the support that the school needs. It is too soon to see the full impact of their work.

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

Pupils at Seven Stars Primary School enjoy nurturing and caring relationships with staff and with each other. They appreciate the warm welcome they receive each day. This helps them to feel settled and safe. Pupils feel a sense of belonging. Bullying or any discriminatory behaviour is rare and not tolerated.

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

Pupils behave well and treat each other with respect. They respond positively to staff and follow the school routines well. However, some pupils do not attend school as regularly as they could. As a result, they miss out on learning and the wider opportunities that school offers.

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

Most pupils demonstrate positive attitudes and enjoy learning. Some pupils, however, are not as well prepared for their next stage of education as they could be. This is particularly the case for disadvantaged pupils and those with special educational needs and/or disabilities. These pupils do not achieve as well as they could. Children in the early years make a positive start to their education and are well prepared for Year 1.

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

Pupils enjoy a wide range of enrichment activities, including residential visits, performances, sports clubs and visits to places of worship. They take on leadership roles within the school and contribute to school life. Disadvantaged pupils can take part in these activities alongside their peers. These opportunities help pupils to develop the confidence they need for life in modern Britain.

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Next steps

Leaders and governors should make sure that pupils who attend alternative provision receive support that is well matched to their needs. Leaders should put their renewed systems for attendance into practice so that more pupils attend regularly and do not miss important learning. Leaders should make sure that teachers identify and address gaps in pupils' handwriting, spelling and grammar so that pupils can write fluently and accurately across subjects. Leaders should make sure that teachers use the information that they gather to plan activities and adaptations that help pupils to develop secure knowledge over time.

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Team inspectors:

Valmai Roberts, Ofsted Inspector Helen Bebbington, Ofsted Inspector

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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 30 June 2026

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About this inspection

The chair of the board of governors in this school is Mr Colin Sharples.

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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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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty's Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher, other leaders, the chair of governors, other governors, pupils, staff, parents and carers. Inspectors also reviewed responses to Ofsted's pupil, staff and parent surveys.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school includes provision for 16 pupils with cognition and learning needs.

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About this inspection

The school makes use of 7 alternative provisions, including 6 that are unregistered.

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About this inspection

The school has undergone significant change since the previous inspection. Many leaders and governors are new to their roles, including the headteacher, the chair of governors and the vice chair of governors.

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About this inspection

Headteacher: Mrs Catherine Walsh Close to average

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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?

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.

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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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What does this mean?

The type of Special Educational Needs provision provided at the school (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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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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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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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.

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Urgent improvement

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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