St Peter's CofE Primary School Chorley

St Peter's CofE Primary School Chorley

Address: Eaves Lane, Chorley, Lancashire, PR6 0DX Unique reference number (URN): 119806

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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

Over time, Year 6 pupils' attainment in the reading, writing and mathematics national assessments and tests has improved. Pupils who join the school in the early years generally attain in line with the national average. This includes disadvantaged pupils.

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Achievement Expected standard

Pupils develop the knowledge they need to succeed in later learning. Typically, pupils achieve well across the curriculum so that they are well prepared for their next steps in education. This is also true for those pupils who join the school at different times of the year. Their work and discussions demonstrate that they retain important knowledge, for example when explaining how the digestive system works in science.

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Achievement Expected standard

Typically, pupils secure key knowledge that helps them make sense of new learning. However, a small number of pupils have gaps in their knowledge and skills overtime. This slows their progress through the curriculum.

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Achievement Expected standard

Leaders monitor the successes of pupils with special educational needs and/or disabilities (SEND) carefully against their individual targets. As a result, pupils with SEND generally develop the knowledge and skills they need to access the curriculum and achieve well.

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Attendance and behaviour Expected standard

Pupils enjoy attending school. Their attendance rates are broadly in line with the national average. This includes pupils with special educational needs and/or disabilities and disadvantaged pupils. Leaders monitor attendance carefully. They work productively with parents and carers to address the barriers that prevent regular attendance. When necessary, they work with the local authority and other agencies to support families to reduce absence. These actions have led to notable improvements for some pupils, including those who have been persistently absent. Pupils respond positively to the attendance rewards and recognition systems.

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Attendance and behaviour Expected standard

Pupils behave well. The school is calm, safe and caring. Pupils quickly settle in classrooms. They feel a valued part of the school community. They treat one another with kindness and respect. Pupils understand the expectations of their conduct, and they follow established rules and routines consistently well. If disagreements or instances of bullying occur, staff resolve them effectively. Pupils play cooperatively and include others in their activities. Younger pupils share resources and take turns well. Pupils enjoy learning and engage positively in lessons. They focus on their work.

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Curriculum and teaching Expected standard

Leaders have designed an ambitious and engaging curriculum. They sequence learning to help pupils build securely on what they already know. Teachers have the knowledge and expertise to teach the curriculum confidently. However, in a small number of classes, staff do not identify and address gaps in pupils’ learning quickly enough, for example by correcting the way a few pupils hold their pencils. Staff focus on the key knowledge and skills that pupils need to learn. Leaders prioritise oracy, which helps pupils discuss their learning with confidence. Recent improvements in the teaching of writing and mathematics are effective. However, some improvements are still at an early stage and are not yet fully embedded.

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Curriculum and teaching Expected standard

Staff teach phonics consistently well and follow the agreed programme with fidelity. Teachers match reading books accurately to pupils' phonics knowledge. As a result, most pupils develop increasing fluency and confidence in reading. Staff provide timely support for pupils who need extra help to keep up.

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Curriculum and teaching Expected standard

Teachers adapt learning effectively to provide support and challenge. This includes pupils with special educational needs and/or disabilities. In a small number of cases, trained staff provide additional support. This helps pupils develop the knowledge and skills they need to access learning successfully and make progress.

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Early years Expected standard

Children in the early years make a secure start to their education. Leaders have established an ambitious curriculum. Staff receive the training they need to deliver the curriculum confidently. They adapt learning when needed so that children develop the knowledge and skills they need most. This includes pupils with special educational needs and/or disabilities and disadvantaged children. For example, staff provide opportunities to strengthen children's core muscles through dance.

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Early years Expected standard

Leaders have created a purposeful, engaging and stimulating learning environment. They ensure that it meets children's learning and welfare needs. Staff quickly build positive relationships with children and their families. Effective induction arrangements help children transition smoothly into school. Established routines help children settle quickly and feel safe. As a result, they engage confidently in learning and play.

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Early years Expected standard

Staff prioritise the development of early reading, writing and mathematics. They encourage children to talk about their learning and extend their vocabulary effectively. Staff interact with children skilfully to develop their language and communication skills. Staff teach phonics consistently well and promote a love of reading through carefully chosen books. They create regular opportunities for children to develop their writing and mathematical knowledge. On the whole, children achieve well in the early years and are ready for the challenges of Year 1.

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Inclusion Expected standard

Leaders are ambitious for all pupils. They have established systems to identify pupils' needs promptly and provide effective support. This includes pupils who join the school at different times through the school year. Leaders use well-informed support plans for pupils with special educational needs and/or disabilities (SEND) and those who face disadvantage. Staff work with external professionals, including educational psychologists and specialist teachers, to develop the provision for these pupils. Leaders monitor the impact of support carefully and make changes when necessary. Staff receive appropriate training and guidance to meet pupils' needs. Staff follow school systems consistently well. They work closely with parents and carers. As a result, most pupils with SEND progress as well as they should from their starting points.

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Inclusion Expected standard

Leaders use additional funding for disadvantaged pupils effectively. As a result, these pupils achieve well and participate fully in school life. Leaders also provide targeted support to help other barriers to learning that some pupils face to be overcome. For example, they organise practical initiatives, such as setting up a school shop with reduced prices for parents and carers to access. Staff provide resources and guidance that promote pupils’ positive mental health and wellbeing. This support helps pupils to understand and manage the impact of difficult experiences in their lives.

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Leadership and governance Expected standard

Leaders and governors understand the context of the school and the community it serves. This informs their strategic decision-making. Leaders have an accurate understanding of the school's strengths and areas for development. As a result, they have secured improvements over time. For instance, pupils’ achievement across the curriculum is improving year on year, and improvements in the early years have strengthened provision. The whole-school focus on language and communication has contributed to pupils’ increasing confidence in discussing their learning across the curriculum.

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Leadership and governance Expected standard

Governors are well informed and undertake relevant training to fulfil their responsibilities effectively. They provide appropriate support and challenge to leaders. Governors understand the barriers that pupils face and allocate resources accordingly. This includes pupils with special educational needs and/or disabilities, as well as those who are disadvantaged. Leaders have established a fully inclusive school community.

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Leadership and governance Expected standard

Staff are proud to work at St Peter's. They value the support that leaders provide and the culture of teamwork. Leaders prioritise staff’s professional development. This enables staff to carry out their roles effectively and with confidence. Partnerships with local schools and external agencies strengthen the school's work and benefit pupils.

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Leadership and governance Expected standard

The school plays an important role in the local community. Parents and carers speak positively about the school. They value the care and support that staff provide for their children. They also appreciate the wide range of opportunities available to pupils beyond the classroom.

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Personal development and wellbeing Expected standard

Leaders prioritise pupils' personal development and wellbeing. They provide a carefully designed programme that teaches pupils how to stay safe and healthy. Leaders adapt learning to reflect local and national issues, including online safety. Pupils learn about water, fire and personal safety. This work is enhanced through partnerships with external agencies, including the local police and fire service. Pupils understand the importance of consent and healthy relationships. They develop an age-appropriate understanding of coercive behaviour. Leaders promote positive mental health and wellbeing. They provide additional support for pupils who need it. When required, outside agencies provide specialist guidance. Pupils are generally well prepared to contribute positively to life in modern Britain. They understand fundamental British values. These are lived out in school activities, such as voting for school council representatives. Pupils treat others with respect and understand

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Personal development and wellbeing Expected standard

the difference between right and wrong. They contribute positively to charities and community projects. Pupils embrace difference and understand equality.

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Personal development and wellbeing Expected standard

Leaders monitor participation in the school's extensive range of extra-curricular activities. They use this information to ensure that pupils, including disadvantaged pupils, benefit from the opportunities available. Activities are planned to meet the specific needs that some pupils have. Pupils enjoy representing the school in local sporting and musical events. They take pride in their achievements.

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Personal development and wellbeing Expected standard

Leaders provide a wide range of leadership opportunities for pupils. These include being eco-council representatives and wellbeing leaders. The year-group 'bucket list', including, for example, jumping in puddles, broadens pupils' experiences and enriches the curriculum. Residential visits help pupils develop independence and resilience. Pupils are ambitious for their futures. Events such as careers fairs help them understand the opportunities available to them.

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

Pupils are proud to belong to this school. They arrive each morning ready to learn and spend time with their friends. Staff greet pupils and their families warmly. Children in the early years settle to daily tasks with confidence. Positive relationships help pupils feel safe and secure. Pupils attend school regularly and are keen to learn.

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

Pupils behave well. They understand the established rules and routines and follow them consistently well. As a result, the school is calm and purposeful. Pupils enjoy a range of activities at playtimes, including board games and sports. They treat one another with kindness and respect. Pupils genuinely care for one another. If bullying occurs, staff deal with it quickly and effectively.

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

Pupils enjoy learning and take pride in their work. They work hard in lessons and concentrate well. Teachers provide engaging activities. They adapt learning appropriately so that pupils can succeed. Pupils access appropriate support when they need it. This includes pupils with special educational needs and/or disabilities and those who face other barriers to learning. On the whole, pupils achieve well across the curriculum. Most pupils are ready to move on to the next stage of their education.

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

Pupils embrace the wider opportunities that leaders provide. They are proud to represent the school at local events, such as debating events. They are keen to live out the school motto of ‘Let Your Light Shine’. They do so by performing on the school stage and singing in the choir. Pupils participate in a range of sports, including dance, golf and martial arts. Many attend clubs, such as cookery. This helps pupils develop practical skills. Visits and visitors enrich the curriculum. Trips to museums, theatres and zoos provide memorable learning experiences. Pupils recall important knowledge from these experiences confidently.

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Team inspectors:

Pamela Potter, Ofsted Inspector Kevin Simpson, 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 ensure that teachers identify and address the gaps that some pupils have in their knowledge so that they build securely on their previous learning and achieve well.

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About this inspection

The chair of the board of governors in this school is Karen Stephens.

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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

This inspection took place on 9 and 10 September 2026.

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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 also spoke with members of the governing board, including the chair of governors and representatives from the local authority and the diocese.

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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 is registered as having a Church of England religious character. It is in the Diocese of Blackburn. Its last section 48 inspection was in November 2019.

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About this inspection

The school does not use any alternative provision.

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About this inspection

Headteacher: Rachel Brown 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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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

2024/25 (final) 62% 62% Close to average

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average

2023/24 (final) 56% 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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average

2024/25 (final) 73% 75% Close to average

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average

2023/24 (final) 69% 74% Close to average

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average

2022/23 (final) 72% 73% 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

2024/25 (final) 67% 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

2024/25 (final) 80% 74% Close to average

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average

2023/24 (final) 67% 73% Close to average

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average

2022/23 (final) 76% 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

2024/25 (final) 44% 47% Close to average

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average

2023/24 (final) 40% 46% Close to average

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average

2022/23 (final) 44% 44% 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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national average

2024/25 (final) 61% 63% Close to average

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national average

2022/23 (final) 56% 60% Close to average

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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) 61% 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

2024/25 (3 term) 5.5% 5.2% Close to average

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national average

2023/24 (3 term) 5.2% 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) 13.9% 13.0% Close to average

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national average

2023/24 (3 term) 12.5% 14.6% Close to average

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national average

2022/23 (3 term) 12.4% 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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