Audley Junior School

Audley Junior School

Address: Queen's Park Road, Blackburn, Lancashire, BB1 1SE Unique reference number (URN): 119115

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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 Strong standard

Pupils build essential knowledge in reading, writing and mathematics as they progress through the carefully sequenced curriculum. As a result, they achieve exceedingly well. By Year 6, their attainment in national tests and assessments in reading, writing and maths are consistently above the national average. Attainment for disadvantaged pupils also exceeds that of disadvantaged pupils nationally.

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Achievement Strong standard

Pupils present their work with pride and increasing independence as they grow. Pupils with special educational needs and/or disabilities and those who are vulnerable in other ways rapidly acquire the important knowledge that they need to succeed.

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Achievement Strong standard

Pupils demonstrate a deep understanding across subjects. For example, they sequence historical periods accurately and speak confidently about computer programming and online safety. Pupils demonstrate quick, precise arithmetic recall and explain their mathematical understanding clearly. By the time they leave the school, pupils are very well prepared for their next steps in education, having acquired the knowledge, skills and confidence needed to thrive.

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Personal development and wellbeing Strong standard

Leaders provide an exceedingly well ‑ thought ‑ out and ambitious programme that promotes pupils’ personal development and wellbeing. Pupils are taught how to maintain both their physical and mental health. They learn how to keep themselves safe in situations they may encounter now or in the future, including staying safe online, responding appropriately to peer pressure and recognising the features of healthy, respectful relationships.

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Personal development and wellbeing Strong standard

Pupils confide any worries in their trusted members of staff. Appropriately trained staff support pupils and families effectively in small groups or individually.

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Personal development and wellbeing Strong standard

Leaders take every opportunity to provide pupils with a vast array of experiences that make a positive difference to their lives. Pupils explore their talents and develop new interests as a result of the considerable range of extra-curricular clubs on offer, from art to STEM (science, technology, engineering, and mathematics). Every pupil has the chance to take part in and represent their school at sporting events. Regular trips such as visits to the local museum, literature festival and residential outdoor pursuits bring learning to life. Leaders monitor participation in enrichment activities to make sure that disadvantaged pupils or those who face challenges to their learning get the best out of the school’s offer.

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Personal development and wellbeing Strong standard

Pupils develop a respectful understanding of religions and cultures beyond their own. They confidently compare and contrast different beliefs, deepening their appreciation of diversity. Pupils understand the importance of fundamental British values and relate them confidently to school life. They maturely acknowledge the importance of respecting difference and treating everyone fairly. Staff support pupils to develop a deep sense of belonging in their school and wider community, and to understand the value of service to others. Community and charitable work are woven into school life. Pupils take great pride in raising funds to

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Expected standard

build a well and playground for an overseas orphanage through their junior Ramadan project. They are extremely well prepared for life in modern Britain.

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Attendance and behaviour Expected standard

Leaders prioritise attendance. Pupils attend school regularly. Overall attendance rates are in line with the national averages. Attendance rates for disadvantaged pupils and those with special educational needs and/or disabilities are higher than national averages. Persistent absence levels are close to average and gradually reducing over time. Leaders continually adapt their approaches to try and reduce this pattern and reinforce the importance of regular attendance.

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Attendance and behaviour Expected standard

Leaders have established high expectations of behaviour across the school, using the behaviour policy to underpin this. Clear protocols are set out with choices and consequences at each step. These are applied consistently well by staff and well understood by pupils, including those who face barriers to their learning. Pupils are polite, respectful and welcoming. Pupils have eager attitudes to learning and focus fully on their lessons. Most of the time, pupils move around the school sensibly. Occasionally, movement around the school is not as orderly as it could be. When this happens, staff remind pupils about the expectations. Any behaviour incidents are addressed swiftly and logged accurately, including incidents of alleged bullying, discrimination and derogatory language. Leaders use suspensions from school appropriately as a last resort.

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Curriculum and teaching Expected standard

Leaders have detailed oversight of the curriculum across all subjects and make well considered changes to bring about further improvement. Curriculum leaders are ambitious and demonstrate a clear understanding of the knowledge pupils need to acquire at each stage of their learning.

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Curriculum and teaching Expected standard

Staff are knowledgeable about the subjects that they teach and have high expectations of pupils. Staff explain new learning clearly and use well-chosen questions to support pupils to access activities successfully. Staff ensure that pupils secure their basic skills in reading, writing and mathematics. Those who find learning difficult are well supported by teachers to keep up or catch up with their peers, including in phonics. Staff adapt lessons skilfully for pupils who face barriers to learning and make sure that pupils develop the skills to become independent learners. From time to time, when pupils become secure with new learning, staff miss opportunities to move learning on more rapidly by providing greater challenge for pupils. Training is underway to address this.

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Curriculum and teaching Expected standard

Staff check on pupils' understanding regularly and address misconceptions when they arise. However, in some curriculum subjects, staff do not use assessment strategies well enough to check pupils' progress, including the progress that some pupils with special educational needs and/or disabilities make.

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Inclusion Expected standard

Leaders have established an effective approach to identifying and meeting the needs of pupils with special educational needs and/or disabilities (SEND). Staff work closely with families and external agencies to understand and reduce pupils’ barriers to learning and wellbeing. Staff know pupils well and adapt their teaching carefully so that pupils succeed. Leaders set high expectations for all pupils, ensuring that pupils with SEND and those who face other barriers access the same curriculum as their peers. Staff share these expectations and make sure that the support that pupils receive helps to reduce any barriers to learning and /or wellbeing that they might face.

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Inclusion Expected standard

Provision for disadvantaged pupils, looked after children and those known to social care is equally effective. Leaders consider how additional funding, such as the pupil premium funding is used to reduce disadvantaged pupils’ barriers to learning. For example, leaders have supported disadvantaged pupils to build their fluency and confidence when communicating with others. This work is successful.

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Leadership and governance Expected standard

Leaders are a well-established team who have a thorough understanding of the school’s context. Although pupils’ achievement is consistently high, leaders are not complacent. They continually look to drive forward and keep reflecting, evaluating and improving. Leaders make sure that pupils, particularly the most vulnerable, are at the centre of their thinking and their actions.

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Leadership and governance Expected standard

The governing body are knowledgeable and bring a range of skills and expertise to their roles. Governors maintain an accurate understanding of the day to day workings of the school, enabling them to hold leaders to account effectively. Many governors are active within the local community, using their connections to strengthen partnerships between the school and parents and carers. This helps leaders to provide valuable support to families when needed.

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Leadership and governance Expected standard

Staff are very positive about the way that leaders consider their workload and wellbeing. They feel valued and heard within the open and supportive culture that leaders have established in the school. Staff receive high quality, relevant training that enables them to continually develop their practice. They also appreciate that they are afforded time to develop within their roles. Parents express high praise for the school. They value the way leaders take time to understand and respect the diverse cultures within the community, and they commend the wide range of enrichment opportunities available to their children.

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

Audley Junior school is a vibrant, multi cultural community where pupils are warmly welcomed by staff each morning. Pupils are curious, active learners who engage whole heartedly in their lessons. They embody their school motto of ‘growing and learning together’. Staff provide caring, attentive support, which helps pupils to feel safe and settled. Parents and carers hold consistently positive views of the school, expressing confidence that their children are well cared for and listened to.

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

Pupils enjoy learning and achieve very well across the curriculum. High expectations and an ambitious curriculum that is taught well helps them develop secure knowledge. Pupils with special educational needs and/or disabilities, or other additional needs, receive thoughtful support that helps them overcome their challenges and succeed. Consequently, pupils are very well prepared for the next stage of their education.

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

Pupils are keen to attend school, and most do so regularly. Pupils benefit from the inclusive culture that leaders have established. There is a clear sense of belonging throughout the school. The atmosphere is calm, orderly and respectful. Pupils typically follow established routines and demonstrate courteous conduct towards adults and one another. Behaviour is positive and bullying is rare. Staff deal with concerns quickly and effectively.

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

Pupils’ personal development is given the same high priority as their academic achievement. Pupils make a purposeful contribution to school life through roles such as school councillors, play leaders and sustainability and online safety ambassadors. They also learn how to play an active part in the wider community. This was evident recently in the school council’s campaign to introduce speed bumps to slow local traffic, supported by a social media broadcast that they produced to raise awareness. The school’s energetic sporting ethos is reflected in the wide range of events and tournaments pupils take part in. Pupils are particularly proud of the achievements of their county level cricket team.

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Next steps

Leaders should support staff to further refine their use of assessment strategies in some subjects so that they gain a more precise view of pupils’ progress through the curriculum. Leaders should continue to ensure that pupils develop consistent self-discipline when moving around the school and during unstructured times.

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About this inspection

The chair of the board of governors in this school is Shanaz Hussain.

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About this inspection

This inspection took place from 9 September to 10 September 2026.

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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 (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMI.

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Team inspectors:

Julie Brown, Ofsted Inspector Stuart Perkins, His Majesty's 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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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 9 September 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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420

Above average Inspectors spoke with the headteacher, other senior leaders and staff. The lead inspector also met with members of the governing board, including the chair of governors and a representative from the local authority.

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420

The inspectors confirmed the following information about the school:

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420

The school does not currently use alternative provision.

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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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average

2024/25 (final) 79% 75% Close to average

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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) 78% 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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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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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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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) 4.9% 5.2% Close to average

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national average

2023/24 (3 term) 5.3% 5.5% 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

2024/25 (3 term) 12.1% 13.0% Close to average

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national average

2023/24 (3 term) 12.9% 14.6% 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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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