Schools & FE · Report card

Leigh Central Primary School

Inspected 30 Jun 2026 · published 23 Sept 2026 · URN 106418

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Summary

No overall grade in this frameworkSafeguarding met

Emily Morris (lead), Christopher McDonald, Julie Brown, Nicola Howard

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
30 Jun 2026
Inspectors verified
Christopher McDonald, Emily Morris, Julie Brown, Nicola Howard
Postcode verified
WN7 1UY
Name on report verified
Leigh Central Primary School
Safeguarding verified
Met
URN verified
106418

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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.

+59Positivemore positive than 29% of reports of this type

In line with other reports of this type.

Praisewell preparedhighly effectivehighly skilledclearhigh expectationssuccessfulenjoyflourish

Criticismconcernsat riskpoorpersistent absenceseriouslybelowabsencemissed

How the report reads, start to finish

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FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1648w+61
Leadership258w+75
Safeguarding51w−11
What needs to improve37w0

Strengths

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Concerns

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Next steps

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What the report dwells on

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Anatomy of the report

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

Pages: 16
Words of findings: 1,994; about usual (typical 1698)
Reading level: Fairly hard; Flesch 51, typical 43
Average sentence: 14 words
Next steps: 2; typical 3
Hedged sentences: 5%; “some”, “not always”, “most”…

Where the words go

Findings 55%Leadership 9%Safeguarding 2%What needs to improve 1%About the inspection 34%

Full report text

Leigh Central Primary School

Address: Windermere Road, Leigh, Lancashire, WN7 1UY Unique reference number (URN): 106418

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. Many pupils, including those who join the school at different points in the school year, progress well through the curriculum. Pupils generally recall and explain their learning with confidence and produce high-quality work. Pupils use subject-specific words confidently when they talk about their learning. For example, pupils explain scientific ideas such as how light travels and reflects and describe historical events with accuracy and detail.

p.2

Achievement Expected standard

Published data shows that, over time, pupils' attainment in reading, writing and mathematics by the end of Year 6 is improving. It is close to the national average. This is also true for disadvantaged pupils, whose attainment is similar to other disadvantaged pupils nationally. Over time, the proportion of pupils who meet the expected standard in the Year 1 phonics check has been below the national average. Current pupils are achieving much better in terms of gaining early reading skills. Overall, pupils are ready for their next stage of education.

p.2

Attendance and behaviour Expected standard

Leaders have a clear commitment to securing pupils' regular attendance at school. Leaders analyse absence rates carefully for all groups of pupils. They identify pupils at risk of poor attendance early and put effective support in place. Staff work closely with families to understand and tackle barriers that may lead to missed education. Overall, attendance rates are broadly in line with national averages. Even so, persistent absence remains above national levels. Absence rates for some pupils have improved considerably. However, a number of pupils still do not come to school often enough.

p.2

Attendance and behaviour Expected standard

Pupils' behaviour across the school day is calm and orderly. Staff have high expectations and make sure that pupils understand what is expected of them. The school has a clear system of rewards and consequences that pupils describe as fair and consistent. Bullying or any discriminatory behaviour is rare and not tolerated. When unkind incidents occur, leaders deal with them quickly. For pupils who need extra support with their behaviour, successful adaptations are in place. These include access to calming spaces and pastoral support from highly trained staff. This means that pupils are well supported to make marked improvements to how they conduct themselves in school.

p.2

Curriculum and teaching Expected standard

Leaders have designed an ambitious curriculum. They have skilfully set out the order in which new knowledge and skills should be taught in each subject. This helps teachers to deliver lessons that build on what pupils already know. Leaders check that the curriculum is being taught as required. They continually revise and improve teaching so that pupils experience the best opportunities to learn well.

p.2

Curriculum and teaching Expected standard

Teachers are well trained to use a range of approaches to help pupils learn and remember more. They check on pupils' understanding and adjust their teaching to address misconceptions. Teachers know pupils' needs. They adapt learning activities to help pupils with special educational needs and/or disabilities access the curriculum.

p.2

Curriculum and teaching Expected standard

Leaders prioritise the teaching of phonics, early writing and basic skills in mathematics. Pupils at the early stages of learning to read form letters and remember number facts, and are well taught to secure this essential knowledge. Teachers deliver new learning with clarity and secure subject knowledge. They understand when pupils need extra support to catch up quickly. On occasion, they do not use this knowledge to provide work that is accurately matched to pupils' abilities. This means that the activities they choose do not deepen pupils' learning.

p.3

Early years Expected standard

Staff build warm and trusting relationships with children and their parents and carers. Leaders and staff speak with parents early on to make sure that they understand each child's needs. This enables staff to give the right level of support and care from the start of children's time in early years. Children develop security and a sense of belonging. They access activities with independence and play harmoniously alongside each other.

p.3

Early years Expected standard

Leaders have set out the key knowledge and skills children will secure across the 7 areas of learning from pre-school to the Reception class. Many children join school with communication skills below those typical for their age. As such, staff prioritise children's speaking and listening skills. They ask open-ended questions, model language and engage in purposeful conversations with children throughout the day. This helps children to develop their vocabulary and confidence in sharing their feelings, views and ideas.

p.3

Early years Expected standard

Phonics is taught well in the Reception class. Children develop their knowledge of sounds and begin to apply this to their reading and writing. They enjoy stories, songs and rhymes, which develops their understanding of number patterns and the world around them. Staff make sure that children gain what they need to be successful in Year 1. Children are well prepared for their move into key stage 1.

p.3

Inclusion Expected standard

Leaders act quickly to identify pupils' needs. They prioritise this work from the time that children enter the early years. This ensures that leaders understand pupils' barriers to learning or their wellbeing early. This is also true for those pupils who join the school at different times of the year. Staff carry out a range of checks to identify needs and the extra support that pupils might need. Leaders have clear systems in place to notice when pupils’ needs change. This helps them to accurately put in the right support at the right time.

p.3

Inclusion Expected standard

Staff receive regular training to help pupils overcome barriers to learning. Leaders work closely with outside agencies, parents and carers to make sure that extra help is closely matched to support pupils to flourish. This is especially true for pupils with special educational needs and/or disabilities (SEND), including those with an education, health and care plan. Those with a place in the specially resourced provision for pupils with SEND receive expertly tailored approaches that enable them to be fully included in the life of the school. Leaders use the pupil premium grant well to support disadvantaged pupils to achieve well, especially in mathematics, and benefit from the full range of activities at the school.

p.3

Leadership and governance Expected standard

Leaders understand the context of the school well. They know their community and the challenges that some pupils may face to success. Leaders continually adapt their provision to meet the ever-changing needs within the school. Leaders identify the right priorities to work on to drive further improvements for pupils. For example, leaders have focused on developing pupils' ability to talk about and explain their learning with precision. They recognise that many pupils face challenges and specific barriers in their language development. Staff are confident in using their training to support these pupils well. This has helped to improve the quality of learning across the school, including for those pupils who access the specially resourced provision for pupils with special educational needs and/or disabilities.

p.4

Leadership and governance Expected standard

Governors ask searching questions about the impact of leaders' work on pupils' outcomes. They have an accurate picture of what is working well and provide leaders with the right level of challenge. Governors are well trained and have the skills to fulfil their statutory duties well.

p.4

Leadership and governance Expected standard

Leaders fully support staff’s professional development and accurately link learning opportunities to the school's current priorities. Support staff receive dedicated training each week from school leaders and external professionals. This helps them to hone their skills to support the most vulnerable pupils with relevant expertise. Staff value the positive working environment that leaders have created. They are fully involved in decision-making that puts children at the centre.

p.4

Leadership and governance Expected standard

Parents and carers value the nurturing approach that staff take. They appreciate the clear communication and feel involved in their child’s education.

p.4