Schools & FE · Report card

Woodplumpton St Anne's CofE Primary School

Inspected 9 Sept 2026 · published 5 Oct 2026 · URN 119576

Original PDF ↗

Summary

No overall grade in this frameworkSafeguarding met

Neil Johnson (lead), Clare Lightbown

What we read, and from where

Click a reading to see it highlighted in the report.

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
9 Sept 2026
Inspectors verified
Clare Lightbown, Neil Johnson
Postcode verified
PR4 0NE
Name on report verified
Woodplumpton St Anne's CofE Primary School
Safeguarding verified
Met
URN verified
119576

Page 1 of 15

Deep dive

What this report says

In plain English

very positive

The school meets all standards, with pupils safe, attending well, and achieving in line with national averages.

Inspectors found that safeguarding standards are met and pupils feel safe. Pupils' attainment in Year 6 tests consistently matches the national average, and pupils progress well across the curriculum. Attendance is a strength, with persistent absence rare. Leadership, governance and early years provision are all rated as meeting the expected standard.

Going well

Safeguarding standards are met and pupils feel safe
Year 6 attainment consistently matches the national average
Attendance is a point of celebration and persistent absence is rare
Phonics is taught consistently well and pupils learn to read well

To improve

On occasion, some teachers do not check carefully enough what pupils know
Sometimes the quality of interactions between staff and children in early years varies
Pupils' knowledge of world religions is less secure
A small number of pupils do not play as calmly as they should in shared spaces

Summary written by AI (claude-haiku-5-5) from the report text. It can miss nuance: the report itself is the record.

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.

+69Positivemore positive than 42% of reports of this type

In line with other reports of this type.

Praisepositiveeffectivelyhigh expectationsenjoyconsistentlyclearlyproudsuccessfully

Criticismconcernsnot secureconcernnot consistentlypersistent absencenot effective

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1555w+66
Leadership247w+81
Safeguarding51w−11
What needs to improve66w+64

Strengths

Quoted from the report. Tap to see it on the page.

Concerns

Quoted from the report. Tap to see it on the page.

They do not consistently support effective learning and language development. p.3

Next steps

Quoted from the report. Tap to see it on the page.

What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Leadership & governance39
“Leaders have high expectations of pupils’ behaviour.” p.2
Curriculum11
“Where a child needs a different approach to thrive, leaders make changes to how the curriculum is delivered.” p.3
Teaching & assessment10
“Leaders should secure greater consistency in staff’s high-quality interactions in the early years so that children further develop their communication and language skills.” p.6
Behaviour10
“Leaders have high expectations of pupils’ behaviour.” p.2
Progress & outcomes10
“They share leaders’ high expectations of what can be achieved.” p.4
Reading & phonics9
“Phonics is taught consistently well.” p.3
Maths8
“Pupils’ attainment in Year 6 reading, writing and mathematics tests and assessments consistently matches the national average.” p.2
Attendance7
“Persistent absence is rare.” p.2

Anatomy of the report

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

Pages: 15
Words of findings: 1,916; about usual (typical 1698)
Reading level: Fairly hard; Flesch 51, typical 43
Average sentence: 13 words
Next steps: 3; typical 3
Hedged sentences: 5%; “some”, “not always”, “most”…

Where the words go

Findings 54%Leadership 9%Safeguarding 2%What needs to improve 2%About the inspection 34%

Full report text

Woodplumpton St Anne's CofE Primary School

Address: Woodplumpton Road, Woodplumpton, Preston, Lancashire, PR4 0NE Unique reference number (URN): 119576

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

Pupils’ attainment in Year 6 reading, writing and mathematics tests and assessments consistently matches the national average. Consequently, pupils are well-prepared for the next stage of their education.

p.2

Achievement Expected standard

Across the curriculum, pupils, including those with special educational needs and/or disabilities and disadvantaged pupils, progress well through the curriculum. For example, they can explain clearly the significance of grid references and contour lines in geography. Similarly, they describe confidently the role of enzymes in the process of digestion. Pupils use subject-specific vocabulary fluently. They are proud of their achievements.

p.2

Achievement Expected standard

Pupils develop appropriate knowledge in reading and writing and in the use of mathematics. This ensures that, in the main, pupils can access the breadth of the curriculum with ease.

p.2

Attendance and behaviour Expected standard

Attendance at this school is a point of celebration. Leaders pay close attention to pupils’ attendance at school. Leaders act quickly if pupils are absent from school or regular attendance starts to wane. As a result of this sharp focus on attendance, pupils, including those with special educational needs and/or disabilities, attend school regularly. Persistent absence is rare. On the infrequent occasions that attendance is a concern, leaders work effectively with parents and carers to remove any barriers that stop pupils coming to school. Pupils arrive on time because they are keen to profit from all that school has to offer.

p.2

Attendance and behaviour Expected standard

Leaders have high expectations of pupils’ behaviour. They have worked with pupils to establish a clear set of rules so that their school is kind and purposeful. Pupils know that there are consequences to wrongdoing. Bullying, including online, is rare. Leaders act promptly to put a stop to any incidents of unwanted or unkind behaviour. In lessons, pupils generally focus well on their learning. Pupils receive the support that they need to manage their behaviour. This can be through access to the sensory room or through a movement break. For the most part, social times are orderly. Even so, a small number of pupils sometimes do not play as calmly as they should in shared spaces.

p.2

Curriculum and teaching Expected standard

Leaders have developed a curriculum that is ambitious. It clearly identifies the important knowledge and skills that leaders want pupils to learn. Leaders ensure that the curriculum successfully builds knowledge and understanding from the early years through to Year 6.

p.2

Curriculum and teaching Expected standard

On the whole, teachers present new information clearly. They model learning well so that pupils can work independently, for example, when considering place value in mathematics. Nevertheless, on occasion, some teachers do not check carefully enough what pupils know. This means that teachers sometimes move on to new ideas without knowing where misconceptions have arisen. Teachers help pupils with barriers to learning access the curriculum effectively. For example, they adapt their teaching, provide visual clues or enable pupils to take a sensory break to support concentration.

p.2

Curriculum and teaching Expected standard

Phonics is taught consistently well. The sounds of letters are demonstrated clearly. This helps pupils to learn to read well. Reading is a priority for the school. For example, there is a well-stocked library and each classroom has a reading corner. As such, pupils generally have positive attitudes to reading. In the main, mathematics and writing are taught effectively. This is achieved through opportunities to practise and revisit any areas of learning that are not secure.

p.3

Early years Expected standard

Leaders want children in the early years to get off to a flying start. They have carefully thought about what they want children to know and be able to do. Leaders have enhanced the outdoor space. For example, children now access a mud kitchen to learn about different textures.

p.3

Early years Expected standard

Leaders have designed activities to include all children, regardless of their starting points. Where a child needs a different approach to thrive, leaders make changes to how the curriculum is delivered. For instance, they provide additional opportunities to support physical development through exercise and chances to climb and run.

p.3

Early years Expected standard

On the whole, children in the early years are taught well. Sometimes, the quality of interactions between staff and children varies. They do not consistently support effective learning and language development. Leaders focus on reading. Children are given books to read with their parents and carers at home. There are regular opportunities for staff to read to children.

p.3

Early years Expected standard

Children in the early years are supported by staff who care for them. Leaders instil routines to ensure a smooth-running day. Familiar faces and regular routines support children’s wellbeing effectively. Children progress well through the early years curriculum so that they are suitably prepared for Year 1.

p.3

Inclusion Expected standard

Leaders are proactive in ensuring that they meet the changing needs of the pupils in their school. They use their secure knowledge of pupils and their families to promptly identify any barriers to learning and wellbeing. Leaders meet regularly to review the impact of their work. They swiftly revise their existing approach if they need to try something new. This ensures that pupils, including those with special educational needs and/or disabilities, get the support that they need. As a result, pupils who face barriers to learning are supported well to access all that school has to offer.

p.3

Inclusion Expected standard

Leaders use some of the additional funding from the pupil premium grant to subsidise costs to visits and extra-curricular activities. This successfully reduces barriers to participation for disadvantaged pupils. As such, more pupils now benefit from the enrichment activities. Leaders work with different external partners to garner expertise and specialist advice. For example, they work with health professionals, local family hubs and local authority outreach teams to develop staff’s knowledge. For instance, staff have received training on behaviour de-escalation techniques. This helps them support any pupils who find it a challenge to manage their social, emotional and mental health.

p.3

Leadership and governance Expected standard

Leaders know their school, pupils and families well. This knowledge enables them to identify what is working well and what needs to improve. For example, they have invested money and sought external advice to enhance the quality of the provision in the early years. This helps children to secure the important foundations for learning.

p.4

Leadership and governance Expected standard

Governors bring a wealth of experience to their role. They share leaders’ high expectations of what can be achieved. Governors maintain a positive presence in the school community. They uphold their statutory commitments. They ensure that school policies treat everyone fairly.

p.4

Leadership and governance Expected standard

Staff appreciate leaders’ attention to their workload and wellbeing. They value the additional time that they are given to carry out any additional roles and responsibilities. Furthermore, they know that leaders care about them. They are confident in approaching leaders if they have something on their mind. They know that they will be listened to.

p.4

Leadership and governance Expected standard

Leaders make sure that staff have the skills that they need to carry out their roles. For instance, to meet the needs of pupils with special educational needs and/or disabilities, leaders have delivered training on how to adapt the teaching of the curriculum to overcome any barriers to learning. As such, pupils typically achieve well.

p.4

Leadership and governance Expected standard

Leaders cultivate positive relationships with families, who appreciate how well their children are known. Leaders maintain successful working relationships with outside agencies. They make effective use of their links with the local authority and the diocese to harness additional expertise and advice.

p.4