St Stephen's Church of England Primary School

St Stephen's Church of England Primary School

Address: Robinson Street, Blackburn, Lancashire, BB1 5PE Unique reference number (URN): 119439

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

This school requires significant improvement

His Majesty’s Chief Inspector is of the opinion that this school requires significant improvement because it is performing significantly less well than it might in all the circumstances reasonably be expected to perform.

p.2

Early years Expected standard

Kind and caring staff warmly welcome children into the Reception class each day. Children settle in well. They rapidly gain in confidence.

p.2

Early years Expected standard

Staff know children well. They engage well with parents and carers. This helps staff to understand the individual needs of children. All children benefit equally from skilled support. This includes those with special educational needs and/or disabilities.

p.2

Early years Expected standard

Leaders have carefully considered the starting points of children in their curriculum design. This includes taking into account the particular needs of children who speak English as an additional language and those with communication difficulties. Staff use this information to design ambitious and engaging activities.

p.2

Early years Expected standard

Staff prioritise the teaching of basic skills in early reading, writing and mathematics. They carefully demonstrate how to form letters, words and numbers accurately.

p.2

Early years Expected standard

Children benefit from a range of interesting activities that spark their imagination. They enjoy spending time indoors and outdoors. Children focus for increasing periods of time. They enjoy sharing their achievements with staff.

p.2

Early years Expected standard

Staff carefully check that children have secured earlier learning. They interact well with children and provide well-designed opportunities that help children to use their growing vocabulary with confidence. As a result, children are ready for their move into Year 1.

p.2

Inclusion Expected standard

Staff quickly spot any pupils with additional needs. This includes any pupils with gaps in their language and communication skills. Teachers sensitively provide pupils with targeted support to develop their vocabulary. This helps to reduce barriers to pupils' learning.

p.2

Inclusion Expected standard

Leaders work well with different professionals to inform their provision for pupils with special educational needs and/or disabilities (SEND). For example, staff work with health professionals to ensure that any pupils with medical conditions or physical disabilities needs are well met.

p.2

Inclusion Expected standard

Staff are well trained to understand the range of different needs of pupils with SEND. They use a range of strategies to support pupils' wider development. Typically, staff check that their approaches are making a positive difference to pupils’ learning experiences and to their wellbeing. They take this information into account when designing next steps in pupils’ learning journeys.

p.2

Inclusion Expected standard

Leaders make sure that they use additional funding for disadvantaged pupils well. For example, leaders use some of this money to ensure that all pupils are able to benefit from residential trips and other visits to broaden their horizons.

p.3

Inclusion Expected standard

Pupils who are in care or have been in care are well supported. Leaders work well with a range of agencies to make sure that learning targets are well matched to their needs. As a result, any barriers to their achievement or emotional wellbeing are reduced effectively.

p.3

Personal development and wellbeing Expected standard

Leaders have designed a carefully considered programme to support pupils' personal development. This programme is based on pupils' needs and takes the local context into account. For example, pupils learn about staying safe in their local community when going near water or crossing the road. Pupils understand the importance of other dangers, such as when working online. This includes using age-appropriate websites or not sharing personal details.

p.3

Personal development and wellbeing Expected standard

Leaders ensure that pupils can participate equally in the personal development offer. For example, staff run clubs at different times so that pupils can participate. Leaders use additional funding to support pupils, including disadvantaged pupils, to have the same access to activities.

p.3

Personal development and wellbeing Expected standard

Pupils develop a growing sense of responsibility and teamwork skills through their many leadership roles in school. Pupils value the work that they do to support the community. This includes taking part in enterprise projects and fundraising for worthy causes.

p.3

Personal development and wellbeing Expected standard

Pupils benefit from targeted pastoral support. They know there are different ways that they can support their own mental health and wellbeing. For example, they can take part in mindfulness activities at the mindful club. They can write down their feelings in ‘emotional journals’. Pupils can also use the school’s ‘chatty bench’. This is a place where pupils who might need a friend can go and find someone to talk to.

p.3

Personal development and wellbeing Expected standard

Pupils develop their understanding of different cultures and religions. They show an understanding of different types of families. They welcome pupils from other backgrounds, including those who are new to the country. Pupils know about important fundamental British values such as the rule of law and individual liberty.

p.3

Personal development and wellbeing Expected standard

Pupils have a range of aspirations for their future careers. They understand that the same career paths are open equally to boys and girls.

p.3

Personal development and wellbeing Expected standard

Pupils are positive about the wide range of enrichment opportunities on offer. These include clubs such as basketball, archery and debating, where pupils can follow or develop their interests.

p.3

Achievement Needs attention

In some subjects across the wider curriculum, pupils do not develop a secure body of knowledge over time. This is because pupils struggle to make effective connections with earlier learning. They do not use subject-specific vocabulary confidently. This hampers pupils from deepening their learning across different subjects. Gaps in pupils' prior knowledge are not addressed well enough. This makes it difficult for all pupils, including those with special educational needs and/or disabilities, to build new learning on what they already know. As a result, pupils are not as well prepared for their next stage of learning as they should be.

p.4

Achievement Needs attention

In contrast, pupils typically achieve better in English and mathematics. By the end of Year 6, pupils' attainment in reading, writing and mathematics is close to the national average. Pupils gain secure foundations for future learning in terms of writing and mathematics. They learn to read fluently and accurately.

p.4

Curriculum and teaching Needs attention

Leaders have not fully addressed the previous area for improvement related to the design of the curriculums in some subjects. They have not identified the important knowledge that pupils should learn in all subjects. In addition, staff do not have the skills to teach some subjects with the same level of confidence and as effectively as they do others.

p.4

Curriculum and teaching Needs attention

The checks that staff make on pupils’ learning in some subjects across the wider curriculum are not consistently effective. Staff do not take enough account of gaps in pupils' prior knowledge. This is especially true when introducing new curriculum content. Staff do not support pupils to develop a deep body of knowledge over time.

p.4

Curriculum and teaching Needs attention

In contrast, leaders have prioritised the swift acquisition of essential skills in English and mathematics, particularly in the early years and key stage 1. Teachers deliver these subjects skilfully and effectively. They ensure that pupils develop a secure grasp of early number and learn the fundamentals of reading and writing. In English and mathematics, teachers break learning down into manageable steps, so that pupils, including those with special educational needs and/or disabilities, can access activities successfully. Staff mostly make careful checks to ensure that pupils' knowledge in these areas of the curriculum is secure.

p.4

Leadership and governance Needs attention

Leaders have not ensured that the design of the curriculum in some subjects supports pupils to learn important knowledge and to use subject-specific vocabulary effectively. Staff do not have enough guidance to teach these subjects consistently well. This hinders some pupils from achieving all that they should.

p.4

Leadership and governance Needs attention

Leaders have implemented a behaviour policy that is understood by staff and pupils. However, leaders have not addressed some cases of bullying or other incidents of poor

p.4

Urgent improvement

behaviour effectively. Sometimes, leaders do not use sanctions, including suspensions, effectively or appropriately enough. These issues affect some pupils’ enjoyment of school.

p.5

Urgent improvement

Leaders have a broad awareness of the school’s strengths and areas for improvement. They have been largely successful in leading improvements to pupils’ learning of basic skills in English and mathematics. They provide staff with helpful ongoing training to support pupils with additional needs.

p.5

Urgent improvement

Governors fulfil their statutory duties. They are fully committed to the continued improvement of the school. There have been frequent changes to the governing body over the last 12 months. This affects how well equipped governors are to check on some aspects of the school’s work, in particular, assuring themselves that leaders deal successfully with bullying incidents or poor behaviour. Governors have not checked that pupils are achieving well across all areas of the curriculum.

p.5

Urgent improvement

Overall, leaders engage well with parents and carers. Some parents and staff, who shared their views with inspectors, spoke positively about the school. However, a few do not feel listened to or valued. As a result, some have lost trust in governors’ and leaders’ ability to deal with their concerns. That said, some staff spoke warmly about the way leaders take their wellbeing and workload into account.

p.5

Attendance and behaviour Urgent improvement

Leaders have not ensured that there is a culture where bullying is addressed quickly or effectively. Some pupils have experienced bullying that has gone unchecked over time. This stops these pupils from enjoying school as much as they should. Some of the sanctions that leaders use to deal with poor behaviour and bullying incidents are not used appropriately or do not have the necessary impact. This means that pupils' behaviour does not improve and some bullying persists.

p.5

Attendance and behaviour Urgent improvement

Most staff have high expectations of pupils’ behaviour. Many pupils live up to these expectations. Typically, pupils show positive attitudes to their learning. However, some pupils do not behave as well as they should. These pupils do not consistently listen to their teachers. A few pupils do not walk around school in a calm or orderly manner or behave as they should at playtimes.

p.5

Attendance and behaviour Urgent improvement

Leaders make sure that attendance is prioritised. The attendance strategy is effective. Leaders support and challenge families in equal measure to ensure that most pupils attend school regularly. As a result, attendance rates are broadly in line with the national average. Leaders' support for disadvantaged pupils is particularly effective. Their attendance rates are higher than for disadvantaged pupils nationally.

p.5

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

Pupils benefit from a vibrant and engaging learning environment. They enjoy playing together in the school’s extensive grounds. Pupils know the expectations of their behaviour. Most follow the school’s rules. However, some pupils do not behave as well as they should when unsupervised or outside of the classroom. Their behaviour can become boisterous. Some pupils do not receive the support that they need to help them improve their behaviour. In addition, some pupils experience bullying that is not dealt with effectively. This spoils their enjoyment of school. Nevertheless, most pupils feel safe. Pupils, particularly disadvantaged pupils, attend school regularly. This is because they receive support to overcome the barriers that cause absence.

p.6

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

Children in the early years get off to a positive start. Generally, they gain the knowledge that they need to be ready for their learning in Year 1. Pupils acquire basic skills in English and mathematics. They benefit from helpful support to reduce barriers to their learning. Consequently, by the end of Year 6, pupils' attainment in reading, writing and mathematics is close to average. Pupils enjoy learning about different subjects across the curriculum. They show some knowledge of their current work. However, leaders have not made sure that teaching helps pupils to deepen their learning over time in subjects other than English and mathematics. As a result, some pupils do not achieve as well as they should across the wider curriculum. This means they are not as well prepared for secondary school as they should be.

p.6

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

Pupils value the opportunities that they have to take on different roles in the school. Their positions of responsibility are wide-ranging and plentiful. These include working as worship wardens, prefects, playground leaders and wellbeing champions.

p.6

Next steps

Governors and leaders should develop a culture where parents, carers and pupils are confident that incidents of bullying and behaviour are dealt with swiftly and effectively. They should ensure that pupils consistently behave well and that behaviour sanctions are used appropriately. Leaders should review their curriculum content in some subjects so that the most important key concepts and vocabulary are clearly identified. They should ensure that the wider curriculum enables pupils to achieve consistently well. Leaders should ensure that staff have the appropriate skills to teach curriculum subjects consistently well. They should ensure that the checks that staff make on pupils' learning support them to achieve as well as they should. Governors should ensure that they have an informed and accurate understanding of stakeholders' views and use this information to build positive relationships and to support

p.6

Next steps

and challenge all aspects of the school's work effectively.

p.6

Team inspectors:

Julie Stevens, Ofsted Inspector Rachael Alarcon, Ofsted Inspector Clare Baron, Ofsted Inspector

p.7

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.

p.7

About this inspection

The acting chair of the board of governors in this school is Julie Jones.

p.7

About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

p.7

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.

p.7

About this inspection

In accordance with section 44(2) of the Education Act 2005, His Majesty’s Chief Inspector is of the opinion that this school requires significant improvement, because it is performing significantly less well than it might in all the circumstances reasonably be expected to perform.

p.7

About this inspection

Inspectors spoke with the headteacher, other leaders and staff. The lead inspector met with members of the governing body, including the acting chair of the board of governors. She also spoke with a representative of the local authority, the school's improvement partner and a representative of the Diocese of Blackburn.

p.7

About this inspection

The inspectors confirmed the following information about the school:

p.7

About this inspection

This school is a Church of England school that is part of the Diocese of Blackburn. Its last section 48 inspection for schools of a religious character took place in November 2019.

p.7

About this inspection

The school currently uses no alternative provision.

p.7

About this inspection

Since the last inspection, there have been a number of changes to the governing body, including changes to the chair of governors.

p.7

About this inspection

Headteacher: Jacquelyn Young The inspector(s) used this data during the full inspection on 28 April 2026

p.7

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.

p.8

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.

p.8

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

p.8

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.

p.9

What does this mean?

The proportion of pupils with reported special educational needs support at the school.

p.9

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.

p.9

What does this mean?

Whether school has Resourced provision or SEND unit (if applicable).

p.9

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.

p.9

average

2024/25 (final) 63% 62% Close to average

p.10

average

2023/24 (final) 66% 61% Close to average

p.10

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.10

average

2024/25 (final) 76% 75% Close to average

p.10

average

2023/24 (final) 78% 74% Close to average

p.10

average

2022/23 (final) 77% 73% Close to average

p.10

Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

p.10

average

2023/24 (final) 67% 72% Close to average

p.10

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.11

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.

p.11

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

p.11

Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

p.11

national average

2023/24 (final) 70% 62% Close to average

p.12

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

p.12

average

2024/25 (final) 64% 59% Close to average

p.12

average

2023/24 (final) 60% 58% Close to average

p.12

Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

p.12

average

2022/23 (final) 71% 59% Close to average

p.12

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.

p.12

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

p.13

Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

p.13

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.

p.13

Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

p.14

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.

p.14

national average

2024/25 (3 term) 5.5% 5.2% Close to average

p.14

national average

2023/24 (3 term) 5.2% 5.5% Close to average

p.14

Persistent absence

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

p.15

national average

2024/25 (3 term) 16.0% 13.0% Close to average

p.15

national average

2023/24 (3 term) 17.4% 14.6% Close to average

p.15

Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

p.15

Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

p.15

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.

p.15

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.15

Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

p.15

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.

p.15

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk . You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.15

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.16

Urgent improvement

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

p.16