Schools & FE · Report card

Latchford St James CofE Primary School

Inspected 9 Sept 2026 · published 7 Oct 2026 · URN 132247

Original PDF ↗

Summary

No overall grade in this frameworkSafeguarding met

Jenny Jones (lead), Claire Walmsley

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
Needs attention
Inclusion verified
Expected standard
Leadership and governance verified
Needs attention
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
9 Sept 2026
Inspectors verified
Claire Walmsley, Jenny Jones
Postcode verified
WA4 1AP
Name on report verified
Latchford St James CofE Primary School
Safeguarding verified
Met
URN verified
132247

Page 1 of 16

Deep dive

What this report says

In plain English

mixed

Pupils feel safe and achieve well, but staff morale and leadership need attention after a period of instability.

Safeguarding standards are met and pupils feel safe. Pupils achieve well from their starting points, though national test results do not fully reflect this because many join part-way through the year. Leadership and governance need attention, as staff do not all feel valued and improvement has been slowed. Early years teaching is inconsistent in places.

Going well

Safeguarding standards are met and pupils feel safe
Pupils achieve well from their starting points
Strong pastoral support and warm relationships with staff
Attendance is good, including for disadvantaged pupils

To improve

Ensure staff feel part of the vision and valued
Set precise improvement strategies and align professional learning
Deliver the early years curriculum consistently well
Further develop the enrichment offer, particularly in music

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 yearsNeeds attention
InclusionExpected
Leadership and governanceNeeds attention
Personal development and wellbeingExpected

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+60Positivemore positive than 29% of reports of this type

In line with other reports of this type.

Praisehigh expectationseffectivelyenjoyconsistentlyfeel safepositivehighly effectivehigh-quality

Criticismgapsstruggleconcernsdisruptionlacklacksnot sufficientlyinconsistent

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

Findings1195w+75
Leadership231w−34
Safeguarding51w−11
What needs to improve110w+62

Strengths

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

Concerns

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

Previously, governors were not sufficiently rigorous in their challenge to leaders. p.5

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.

Anatomy of the report

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

Pages: 16
Words of findings: 1,587; about usual (typical 1698)
Reading level: Hard; Flesch 48, typical 43
Average sentence: 16 words
Next steps: 4; typical 3
Hedged sentences: 7%; “some”, “not always”, “most”…

Where the words go

Findings 41%Leadership 8%Safeguarding 2%What needs to improve 4%About the inspection 45%

Full report text

Latchford St James CofE Primary School

Address: Old Road, Warrington, Cheshire, WA4 1AP Unique reference number (URN): 132247

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

On the whole, pupils achieve well. For example, disadvantaged pupils achieve broadly in line with national averages in tests at the end of key stage 2. For other pupils, published outcomes in these tests, particularly in reading and writing, do not truly reflect the progress that they make from their starting points. This is because a significant number of pupils join the school at different times during the year. Many of these pupils arrive with gaps in their learning. Leaders act quickly to identify and address these gaps so that these pupils achieve well from their starting points.

p.2

Achievement Expected standard

Across the curriculum, pupils typically remember their learning securely and succeed in connecting new ideas to prior knowledge. Pupils with special educational needs and/or disabilities, from their starting points, make swift progress through the curriculum because teaching is adapted effectively to meet their needs. Pupils, particularly those in Years 1 to 6, are generally well prepared for the next stage in education.

p.2

Attendance and behaviour Expected standard

Leaders’ and staff’s deep knowledge of pupils and their families, combined with effective strategies to raise attendance, means that pupils attend well. The attendance of disadvantaged pupils and those with special educational needs and/or disabilities is above the national average, which is worthy of note. Leaders have also reduced the number of pupils who are persistently absent from school.

p.2

Attendance and behaviour Expected standard

From early years onwards, pupils learn about the importance of respect and kindness. Pupils are confident that, if any bullying occurs, adults will deal with it appropriately. Clear routines and structures are embedded that help pupils to behave well. Staff have consistently high expectations of pupils’ behaviour. In most lessons, pupils display positive learning behaviours and listen attentively to adults. Any low ‑ level disruption is, in the main, dealt with effectively. Staff confidently adapt the behaviour policy, when needed, for pupils who struggle to meet their expectations. For example, breakout spaces are used effectively to help a small number of pupils regulate their behaviour.

p.2

Curriculum and teaching Expected standard

The curriculum is well organised so that teachers know what to teach and when to teach it. Teachers have suitable knowledge of the subjects that they teach and they use this to explain new concepts clearly. Most teachers use in-the-moment checks to identify and address misconceptions. That said, there is some unevenness in how effectively teachers use assessment to help pupils to remember learning over time.

p.2

Curriculum and teaching Expected standard

Staff are skilled at adapting teaching and building independence in pupils who have barriers to their learning. As a result, these pupils are supported well to access the curriculum and learn successfully. The school’s phonics programme is embedded and most pupils become confident readers. Pupils who struggle with reading receive highly effective support that helps them to secure their reading knowledge. Teachers deliver the mathematics curriculum well. This helps pupils to build the basics of mathematical knowledge. Teachers ensure that pupils who have gaps in this important learning are supported well to rectify this.

p.2

Curriculum and teaching Expected standard

Leaders have a broad understanding of the quality of teaching and are beginning to sharpen their focus on the small, targeted steps that lead to sustained improvement, such as in writing.

p.3

Inclusion Expected standard

Leaders are swift and accurate in their identification of any needs that pupils may have. Leaders correctly pinpoint any barriers to learning or wellbeing that pupils have and take appropriate action to address them. A significant number of pupils join the school mid-way through the year. Many speak English as an additional language. These pupils benefit from well-targeted interventions that rapidly strengthen their understanding and use of English so that they can access the curriculum.

p.3

Inclusion Expected standard

Staff uphold consistently high expectations for all pupils, ensuring that they are challenged to achieve well. Additional funding is used well to remove barriers that disadvantaged pupils may face. These pupils are increasingly benefiting from leaders’ work to support them. For example, their attendance has improved and the gap between their attendance and that of non-disadvantaged pupils has been closed.

p.3

Inclusion Expected standard

Leaders work effectively with external agencies to support pupils known to social care to ensure that barriers to learning and wellbeing are addressed. Staff work closely with parents and carers to secure the right support for their children so that they can participate fully in school life.

p.3

Personal development and wellbeing Expected standard

Leaders have designed a personal development curriculum that takes account of pupils’ starting points and their previous experiences. It is sequenced carefully to prepare them for their next steps and for life beyond school. For example, during a residential trip, pupils learn how to serve themselves at an all-inclusive breakfast buffet. They practise using public transport safely. In early years, children enjoy baking treats, helping them to develop useful life skills.

p.3

Personal development and wellbeing Expected standard

Pupils develop their understanding of fundamental British values in ways that promote a harmonious school environment. They demonstrate respect towards each other and act with compassion if one of their friends is hurt. Diversity is celebrated. Pupils understand the factors that contribute to healthy relationships. They build their knowledge of different religions, for instance, through a multi-faith week.

p.3

Personal development and wellbeing Expected standard

Pupils benefit from high-quality pastoral support. This helps them to feel safe and supported in school. Pupils enjoy warm, respectful relationships with staff, underpinned by consistently high expectations and a culture of care.

p.3

Needs attention

Through the personal, social and health education curriculum, pupils acquire knowledge that helps them to make the right choices. Pupils articulate the benefits of a healthy diet and accurately identify different food groups. They have a secure understanding of how to keep themselves safe online and how to use the internet appropriately. Similarly, pupils have learned practical strategies to protect themselves in risky situations. For instance, they have practised how to avoid smoke inhalation in a fire.

p.4

Needs attention

Pupils uphold roles of responsibility with pride, whether as book monitors, members of the ethos team or head boy or head girl.

p.4

Needs attention

Although there are some opportunities for pupils to develop their skills and interests, such as in art and dance, the range of activities available is limited. This hinders pupils from broadening their experiences beyond the curriculum as fully as they could.

p.4

Early years Needs attention

There is inconsistency in the quality of teaching in the early years. Leaders recognise this and have prioritised making improvements. With support from the local authority, leaders have prioritised improving the early years provision at the school. There have been some positive changes. The curriculum is ordered effectively, and leaders have clearly set out the essential knowledge that children should learn. However, the opportunities for children to practise and consolidate their learning through continuous provision are uneven. For example, some of the resources in the outdoor area are inaccessible to certain children. This limits how well they develop their knowledge and skills.

p.4

Early years Needs attention

Leaders quickly identify any additional needs that children may have. Staff make astute choices about how to support them effectively.

p.4

Early years Needs attention

Children benefit from high-quality interactions with adults. The sharp focus on improving children’s language and communication skills, especially for children who speak English as an additional language, has borne fruit. Gaps in children’s communication skills have been successfully addressed.

p.4

Early years Needs attention

Leaders have prioritised reading from the start of their learning. Children enjoy singing nursery rhymes and retelling their favourite stories. They are supported well in the early stages of reading.

p.4

Early years Needs attention

Children play happily together and they are well cared for by staff.

p.4

Leadership and governance Needs attention

The school has been through a significant period of turbulence and instability. The staff body is fractured. There are a number of staff who do not feel valued. Supported by the local authority, leaders have taken action to steady the ship. For example, there has been a change in governance. Nevertheless, leaders have not ensured that staff feel part of their vision for the school and the pace of improvement has been hindered. Despite the unsettledness and tension, leaders and staff have kept pupils’ best interests at the centre of their work. As a result, pupils’ experiences and learning have not been negatively affected.

p.4

Leadership and governance Needs attention

On the whole, leaders have a broad awareness of the school’s strengths and areas for development. However, at times, leaders’ strategies for improvement lack sufficient precision to secure the changes they intend. While staff have the opportunity to undertake professional qualifications, the school’s programme of professional development lacks cohesion and does not provide enough dedicated time for staff to practise, embed and refine their learning.

p.5

Leadership and governance Needs attention

Previously, governors were not sufficiently rigorous in their challenge to leaders. This is beginning to change. Governors now hold leaders more to account and they have a sharper focus on the impact of leaders’ actions.

p.5

Leadership and governance Needs attention

Leaders and staff foster positive relationships with parents and carers. They work well with families to reduce barriers to engagement and help parents to support their children.

p.5