Eldon Primary School

Eldon Primary School

Address: Eldon Street, Preston, Lancashire, PR1 7YE Unique reference number (URN): 119229

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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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Attendance and behaviour Expected standard

Leaders and those responsible for governance keep a close eye on the standards of pupils' behaviour, their attendance and punctuality. Leaders have successfully revised the school's attendance procedures. They work effectively with the local authority on attendance to ensure that these procedures are suitable. Leaders challenge and support parents when needed. Overall attendance rates are average, including for groups such as disadvantaged pupils. Almost all pupils start their school day on time because leaders have made this a clear expectation. The school's actions lead to improved attendance, including for individuals who face barriers to being in school as much as possible.

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Attendance and behaviour Expected standard

Staff assist pupils to understand how their actions affect others. If disagreements occur between pupils, staff guide them to work together to put things right. Pupils understand that the school does not tolerate bullying or discrimination. They learn well in classroom activities because they rise to meet leaders' high expectations of their behaviour. Pupils have a well- informed understanding of how some pupils' attention, impulsivity and activity levels are affected by special educational needs and/or disabilities (SEND). Leaders ensure that staff adapt what they do, with patience and skill, to meet any behaviour needs of pupils with SEND.

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Curriculum and teaching Expected standard

Since the previous inspection, leaders have built on the school's strengths in its curriculum and teaching. They have acted effectively to resolve its main weaknesses. Staff hone their skills well because of the training, support and guidance that leaders provide. Generally, teachers have the subject knowledge and teaching skills that they need to deliver the curriculum. Typically, the school's subject curriculums are well thought out and delivered. Leaders understand precisely where additional help will further enhance the quality of staff's teaching. It is too soon to see the impact of the improved curriculum and teaching on pupils' attainment.

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Curriculum and teaching Expected standard

In all year groups, staff think carefully about how to build pupils' knowledge of the basics of English and mathematics. This means, for instance, that staff provide pupils with suitable support to develop their early reading skills. Staff's teaching of phonics benefits from the school's use of a well-organised phonics programme and its linked training and resources.

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Curriculum and teaching Expected standard

Most of the time, teaching builds well on what pupils know, understand and can do. On occasion, some teaching does not make effective enough use of information from checks of pupils' learning, including for pupils with special educational needs and/or disabilities. This affects how well staff match some learning activities to pupils' needs.

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Early years Expected standard

Staff in the early years, including in the Nursery class, are gentle and supportive with children. They check closely for any signs of difficulty in children's learning or wellbeing that may indicate special educational needs and/or disabilities. Typically, staff absorb themselves in talk and play with the children. Books and stories are valued and shared from the outset of children's time in the early years.

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Early years Expected standard

Leaders make sure that the Reception Year prepares children very well for the education journey ahead in Year 1. Children learn to write and use important descriptive words, such as about the lives of wolves that they find out about through stories, discussion and online research. In phonics lessons, staff teach children in the Reception Year to recognise and say letter sounds correctly. Being a child in the Reception Year here is joyful due to the skilful teaching and highly positive relationships with staff. Children are enthused by their learning. For example, children talk with confidence about the painted lady, large white and red admiral butterflies that they study with staff.

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Early years Expected standard

Leaders keep a suitable oversight of the quality of the curriculum and staff's checks on children's knowledge throughout the early years. Nevertheless, on occasion, some staff do not make effective enough use of talk to support children's learning of communication and language.

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Inclusion Expected standard

Leaders are experts at understanding pupils' vulnerabilities and experiences. They strive to remove obstacles to pupils' success, ensuring that everyone at the school has an equally successful path through their education. Leaders guide staff on the essentials that every pupil needs, such as to benefit from in-class support from teachers and teaching assistants. The school invites and acts on the views of parents and carers about their children's development. Leaders work closely with the local authority and other professionals to ensure that pupils and families receive the help that they need. Leaders make prudent use of additional funding to ensure that disadvantaged pupils gain full benefit from the school's curriculum and wider provision.

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Inclusion Expected standard

Staff identify the needs of pupils with special educational needs and/or disabilities (SEND) promptly and accurately. This is due to leaders' complete overhaul of the school's work on SEND. Leaders' success in this area has led to a notable increase in the proportion of pupils with SEND who have an education, health and care plan. Leaders provide staff with expert support to follow a step-by-step approach to working with pupils with SEND. Sometimes, the support for pupils with SEND is less well focused on the next steps that teachers identify from their checks of these pupils' learning.

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Leadership and governance Expected standard

Since the previous inspection, leaders and those responsible for governance have worked with determination and diligence to turn the school around. They have the skills, understanding and proven capabilities that this school needs. Leaders and members of the board use their expertise well to identify and act on the school's priorities. They manage issues appropriately and at the same time maintain a successful focus on the quality of pupils' education. Their combined efforts have brought about much-needed improvement, clarity of direction smoother running of the school's work. They are realistic too, recognising that growth happens one step at a time. Already, the school's leadership of the curriculum and teaching and special educational needs and/or disabilities are core strengths. Leaders make decisions in pupils' best interests.

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Needs attention

The school works well with the local authority to follow agreed policies and procedures. They work together for the good of pupils, staff, parents and carers. Leaders welcome the advice and insight of external experts to help keep the school on the right track. Staff, such as subject leaders, feel renewed and able to be more effective in their work, due to the professional learning that leaders provide. Leaders consider carefully the workload of staff. Leaders support staff's individual needs thoughtfully. Most staff have high morale.

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Needs attention

Leaders communicate effectively with parents and carers and warmly welcome all, such as when they arrive to drop off and collect their children. Whenever they can, leaders and staff respond very well to the needs of each family. This work begins in the early years and is effective.

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Personal development and wellbeing Expected standard

Leaders think just as carefully about pupils' wider education as they do about the content and teaching of curriculum subjects. They consider what pupils need to know to thrive as residents of Preston, of modern Britain and of the wider world. Leaders ensure that pupils learn about important topics in their personal, social and health education, such as about healthy friendships, mental and physical health. Pupils develop a well-informed understanding of how to stay safe online as well as what to do in the event of an emergency. Pupils learn what they can do to help make life better for those affected by food poverty. They develop a sense of responsibility, such as by learning to look after the local environment.

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Personal development and wellbeing Expected standard

Staff develop pupils' confidence and self-esteem successfully. Pupils brim with excitement when they meet with visitors to the school. At the same time, they know to be polite and listen to one another. Pupils talk about the importance of respect, which is an essential value that the school teaches. Leaders help pupils understand some of the struggles some people face in securing equal citizenship. For example, pupils learn about the challenges and opportunities that people with disability experience. Pupils know how the law protects people's individual differences from discrimination. They understand the relevance of fundamental British values, such as the rule of law and democracy, to their lives.

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Personal development and wellbeing Expected standard

Pupils benefit from a range of experiences outside of their classroom activities. For example, the recent Year 6 trip to an outdoor activity centre was immensely popular. Pupils learned that every brave step counts in their success as they challenged themselves with canoeing, rock-climbing and using a zip wire. Extra-curricular clubs at the school teach pupils new skills, for example how to use controlled throws and other self-defence moves without hurting someone.

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Achievement Needs attention

In 2025, pupils' attainment declined and was below average. This was caused by the weaknesses in the school's leadership and staffing identified at the inspection in 2024. It is too soon for these recent curriculum and teaching improvements to be reflected in published test results.

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Achievement Needs attention

Current pupils make suitable progress through the school's curriculum from their starting points. Disadvantaged pupils and those with special educational needs and/or disabilities build secure knowledge and skills. Children in the Reception Year and key stage 1 learn the essentials of reading, writing and mathematics well before they move on to more difficult tasks. Pupils in upper key stage 2 use well-chosen words, suitable grammar and careful handwriting in their English work. They have a secure knowledge of important mathematical concepts. Pupils make positive strides forward in their geographical knowledge and skills. This aids their readiness for later learning at secondary school.

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

Pupils, including those with special educational needs and/or disabilities (SEND), feel that they belong at the school. This is because they are respected and understood by fellow pupils, leaders and staff. Pupils feel safe to be themselves. From the Reception Year onwards, pupils talk openly about their experiences, ideas and aspirations.

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

Pupils are proud to be part of the school. They seek to do their best in their special roles, for instance those in the 'eco-club' help the school to contribute positively to the quality of the local environment. Pupils are well prepared for the opportunities, responsibilities and experiences of life in British society.

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

Pupils are happy and feel at ease. They behave sensibly in lessons as well as when they move along corridors or become more physically active in the playground. Pupils know that leaders and staff respond effectively to any behaviour and bullying issues. Some pupils have experienced several changes of staff in their classrooms. However, leaders manage such challenges appropriately. Pupils enjoy school and attend regularly.

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

In early 2024, inspectors identified that issues of leadership and staffing at the school had contributed to the decline in the quality of pupils' education. Subsequently, in 2025, pupils' attainment was below average. However, these past results do not capture the recent, highly positive steps taken to improve the school's curriculum and teaching. Current pupils learn the curriculum competently and make suitable progress from their starting points. For example, in the Reception Year and key stage 1, many pupils speak with confidence and clarity about their well-developed knowledge. By using phonics, they successfully build the foundational skills needed for reading. This renewed success for pupils is due, in part, to leaders' much-strengthened attention to the needs of pupils with SEND. In addition, leaders, those responsible for governance, and staff do whatever they can to remove anything that gets in the way of all pupils' wellbeing and achievement.

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Next steps

Leaders should sharpen teachers' use of assessment information, including about pupils with special educational needs and/or disabilities, to better inform the lesson activities selected to teach the intended curriculum. Leaders should ensure that recent improvements to the curriculum and teaching lead to all pupils attaining well over time. Leaders should make certain that staff in the early years use talk skilfully to support and extend children's learning of communication and language.

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About this inspection

At present, the school does not have a governing body. Since October 2024, the school's governance has been provided by an interim board, organised by the local authority. The chair of the interim board is Cath Wallace.

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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 Interim headteacher Cheryl Brindle, the assistant headteachers and other leaders, such as for special educational needs and early years, during the inspection. The inspectors met with several staff and considered responses from staff to an Ofsted survey and parents' comments in Ofsted Parent View. The lead inspector met with a representative of the local authority. A meeting was also held with representatives of the interim board of governance.

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About this inspection

This inspection took place from 14 July to 15 July 2026.

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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 currently uses no alternative provision.

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About this inspection

The headteacher was not present during the inspection.

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About this inspection

Many leaders and staff are new since the previous inspection. The interim headteacher took up post in September 2025.

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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 14 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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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

2022/23 (final) 77% 71% 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) 77% 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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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

2022/23 (final) 69% 58% 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) 55% 61% Close to average

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average

2023/24 (final) 63% 59% Close to average

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average

2022/23 (final) 69% 59% 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

2024/25 (3 term) 5.9% 5.2% Close to average

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national average

2023/24 (3 term) 6.0% 5.5% Close to average

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national average

2022/23 (3 term) 5.9% 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

2023/24 (3 term) 15.8% 14.6% Close to average

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national average

2022/23 (3 term) 19.6% 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

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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