Poulton-le-Fylde Carr Head Primary School

Poulton-le-Fylde Carr Head Primary School

Address: Carr Head Lane, Poulton-le-Fylde, Lancashire, FY6 8JB Unique reference number (URN): 119276

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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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Achievement Expected standard

Outcomes sit broadly in line with national averages. Where they do not, there is clear evidence that pupils have made steady progress from their starting points. Current pupils are mostly achieving well. This means that pupils, including those with special educational needs and/or disabilities and those who are disadvantaged, are typically well prepared for the next stage of their education.

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Achievement Expected standard

Children in the early years generally gain firm foundations for future learning. Many pupils talk with confidence about their learning. For example, they explain the causes and consequences of the Spanish Armada in history. Pupils read fluently and with understanding. They make progress in writing and develop a clear written style. Pupils secure basic mathematical skills, which helps them solve mathematical problems accurately.

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Achievement Expected standard

However, gaps in prior knowledge are not always addressed effectively. As a result, some pupils do not achieve as well as they could.

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Attendance and behaviour Expected standard

Leaders have established a positive culture of attendance. The vast majority of pupils attend school regularly, including pupils with special educational needs and/or disabilities and those who are disadvantaged. Leaders analyse attendance information effectively and support families who face challenges in ensuring that pupils attend school regularly. This work has improved attendance for many pupils. Nevertheless, a small number of pupils are persistently absent from school. This means that they miss out on learning as much as they could.

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Attendance and behaviour Expected standard

Pupils behave well across the school. They show respect for others and follow established rules and routines consistently. Pupils enjoy playtimes and use the extensive grounds responsibly. They assess risk sensibly, care for equipment and play fairly. Pupils share, take turns and resolve minor disagreements independently. Staff address any incidents of bullying promptly and effectively. Pupils develop the skills to self-regulate and manage their emotions. Staff provide additional support for those who need it. Pupils demonstrate positive attitudes to learning and contribute to the calm and purposeful atmosphere across the school. They focus well on their learning and work cooperatively with their peers. They appreciate the rewards that recognise their positive behaviour.

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Curriculum and teaching Expected standard

Leaders have designed a broad and balanced curriculum that is relevant and interesting to pupils. Subject curriculums are sequenced well from early years to Year 6. Leaders review learning programmes regularly to ensure that they remain effective. Teachers benefit from professional learning that develops their expertise and supports them to teach confidently across the curriculum. Staff prioritise the teaching of oracy, reading, writing and mathematics. They teach phonics consistently well. Pupils read books that match the sounds they know. This helps them to develop fluency and confidence in reading. Typically, staff deliver the curriculum well. In the main, they use appropriate resources, activities and questions to help pupils learn. Most staff use the school’s strategies to identify and address pupils’ misconceptions or gaps in their knowledge. However, occasionally, some staff do not check that pupils’ knowledge is secure before introducing new learning.

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Curriculum and teaching Expected standard

This hinders how deeply some pupils, including pupils who face disadvantage, learn. Staff adapt learning to meet the needs of pupils with special educational needs and/or disabilities. This includes bespoke programmes of support to address the barriers that some pupils face.

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Early years Expected standard

Children make a secure start to their education. Staff build positive relationships with children and their parents and carers. They care for children well. Children manage their own needs with increasing independence. They get on well with each other, take turns and share resources. Children increasingly resolve conflict fairly among themselves.

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Early years Expected standard

Leaders understand children's needs well and adapt provision accordingly. For example, they provide additional opportunities for children to support physical development and large- muscle skills.

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Early years Expected standard

Staff interact positively with children and prioritise the development of speaking and listening skills. Children talk enthusiastically about their learning. For example, they count the tentacles on an octopus during provision activities and describe the starfish in detail. Staff organise activities carefully so that children build on their starting points. This approach includes children with special educational needs and/or disabilities and those who face disadvantage.

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Early years Expected standard

Staff prioritise the teaching of reading, writing and mathematics. They teach phonics effectively. Children enjoy reading and listening to stories. Most children hold pencils correctly and form letters accurately. Typically, children are well prepared for the demands of Year 1.

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Inclusion Expected standard

Leaders use effective systems to identify the needs of pupils. These systems include identifying the needs of pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged. Leaders typically provide effective support that reduces the barriers these pupils face. Individual learning plans clearly identify the provision that pupils need to make progress from their starting points. Leaders monitor these plans carefully and adapt them when necessary. Pupils with SEND typically learn alongside their peers. Staff receive training to meet pupils’ needs, including those with complex needs.

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Inclusion Expected standard

Leaders use additional funding purposefully to help pupils who face disadvantage achieve well. For example, they provide a nurturing breakfast club that prepares pupils well for learning. Staff provide additional support in reading, writing and mathematics to pupils who need help to close gaps in their learning. Leaders also encourage pupils to take part in wider learning opportunities, including residential visits.

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Inclusion Expected standard

Leaders provide effective support for pupils who need additional help with their well-being. Pupils value this support as it helps them to cope with the challenges they encounter. Leaders work closely with external agencies, including children's social care, to reduce the difficulties that some pupils experience. Where appropriate, leaders extend this support to families.

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Leadership and governance Expected standard

Leaders and governors understand the school's context well. They know pupils and their families and recognise the barriers that some face. This helps them to identify and prioritise important improvements, including strengthening phonics and reading, and enhancing outdoor provision in the early years. Through their monitoring activities, leaders understand the positive impact that these developments have on pupils' learning.

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Leadership and governance Expected standard

Leaders have established a positive culture of professional learning that develops staff expertise. When needed, leaders draw on specialist expertise, including educational psychologists, to provide tailored support for pupils with special educational needs and/or disabilities. Leaders also work closely with external professionals to meet pupils' needs and reduce barriers to learning, particularly for those who face disadvantage.

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Leadership and governance Expected standard

Governors have a clear vision for the school. They undertake appropriate training to carry out their responsibilities effectively. For example, they evaluate the impact of resources, including additional funding and strategies to support pupils who face disadvantage. This enables them to provide appropriate support and challenge to leaders.

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Leadership and governance Expected standard

Leaders and governors prioritise staff wellbeing and workload. Staff are proud to work at the school. Relationships with parents and carers contribute positively to pupils' education. Leaders engage effectively with the local community.

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Personal development and wellbeing Expected standard

Leaders prioritise pupils' personal development and wellbeing. They have established an effective personal, social, health and economic education curriculum. This provides pupils with the knowledge and skills to keep themselves safe and healthy. Pupils understand risks in the community and online. They learn about road, water and fire safety. Visits from the fire service, lifeboat volunteers and community police strengthen this understanding. For example, pupils understand the risks associated with e-scooters.

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Personal development and wellbeing Expected standard

Pupils understand consent and how to develop healthy relationships. Leaders prioritise pupils' wellbeing and ensure that they know how to seek help when needed. Pupils participate in entrepreneurial activities. These help pupils to raise funds and develop economic awareness. Staff adapt these activities so that pupils with special educational needs and/or disabilities can participate fully.

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Personal development and wellbeing Expected standard

Pupils have a secure understanding of fundamental British values. They use democratic processes to make decisions in school, including electing members of the school council. Pupils respect difference. They understand how people from different faiths and cultures can live well together. They have a positive understanding of equality. Pupils support one another and adapt games so that everyone can participate fully. They are proud to contribute to the local community through activities such as planting poppies and litter picking. Pupils also support local charities, including the local hospice. They are typically well prepared for life in modern Britain.

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Personal development and wellbeing Expected standard

Pupils speak enthusiastically about clubs, trips and visits, including visits to a farm, local nature reserve and library. These experiences enrich the curriculum and broaden pupils' learning. Leaders monitor participation in these opportunities. However, they do not use this information effectively to ensure that all pupils take part. As a result, some pupils, including those who are vulnerable, do not benefit fully from the school's wider offer.

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Personal development and wellbeing Expected standard

Leaders offer a range of leadership opportunities, including head pupils, eco-warriors and librarians. Pupils take pride in these responsibilities. They are aspirational, and the school's careers education helps to foster these ambitions.

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

Pupils are proud to attend this school. They quickly settle each morning because routines are well established. Pupils build trusting relationships with staff. Pupils feel safe and well cared for. This creates a positive sense of belonging. Pupils play well together and develop secure friendships. They treat each other with respect and include everyone in their games. Older pupils are helpful role models to younger ones. They enjoy being buddies, and take this responsibility seriously. Pupils benefit from outdoor learning in the school grounds. For example, they develop their teamwork skills by creating obstacle courses with crates and tyres.

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

Pupils behave well. They know that staff deal with conflict and bullying fairly. Many pupils attend regularly and are proud when they achieve the ‘attendasaurus’ award. The learning environment is calm and purposeful. Pupils typically focus on the tasks that teachers set and strive to do their best. Younger pupils work increasingly independently and are proud of their work. Pupils talk confidently about their learning using subject-specific vocabulary. For example, pupils discussed mummification during a history lesson about ancient Egypt. Visits to museums and theatres enrich learning. Pupils benefit from using the school's well- resourced library. They enjoy listening to and reading a range of high-quality texts. Typically, pupils receive the support that they need, including those with special educational needs and/or disabilities as well as those who are disadvantaged. Most pupils are ready for the

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

Pupils enjoy the enrichment activities that leaders organise. Such opportunities deepen pupils’ knowledge across the curriculum. They also provide opportunities to learn new skills. This includes playing musical instruments such as ukuleles and samba drums. Pupils are proud to represent the school at sports such as cricket and athletics. These experiences help pupils to develop their talents and interests.

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Team inspectors:

Sarah Price, Ofsted Inspector Amanda Stringer, 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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Next steps

Leaders should support staff to check pupils’ understanding of prior learning before introducing new curriculum content so that pupils develop deeper knowledge and achieve as well as they can. Leaders should ensure that pupils who are disadvantaged are more closely monitored in their uptake of wider opportunities to ensure access to these is maximised. Leaders should continue to work with parents to further improve attendance for those that are persistently absent.

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About this inspection

The chair of the board of governors at this school is Esther Ward.

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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 and staff. The lead inspector met with members of the governing body and a representative of the local authority.

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About this inspection

The inspector confirmed the following information about the school:

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About this inspection

The school currently uses no alternative provision.

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About this inspection

Headteacher: Sharon Nicholson The inspector(s) used this data during the full inspection on 7 July 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?

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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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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average

2023/24 (final) 69% 61% Close to average

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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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average

2024/25 (final) 78% 72% Close to average

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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

2023/24 (final) 78% 73% Close to average

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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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average

2023/24 (final) 57% 46% Close to average

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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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average

2024/25 (final) 50% 59% Close to average

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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

2024/25 (final) 50% 61% Close to average

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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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national average

2022/23 (3 term) 5.3% 5.9% Close to average

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Persistent absence

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

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national average

2022/23 (3 term) 15.6% 16.2% Close to average

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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

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

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