Kelbrook Primary School

Kelbrook Primary School

Address: School Street, Kelbrook, Barnoldswick, Lancashire, BB18 6UD Unique reference number (URN): 119250

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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 Strong standard

Pupils enjoy school and value the wide range of opportunities available to them. They speak positively about their friendships and participation in school life. Leaders have established a culture of regular attendance. They work effectively with parents and carers to promote regular attendance and, where necessary, collaborate with the local authority to secure appropriate support. Leaders implement robust systems to monitor attendance and intervene swiftly when concerns arise. As a result, attendance is above the national average. This includes pupils with special educational needs and/or disabilities and those who face disadvantage.

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Attendance and behaviour Strong standard

Leaders have established a highly positive culture of behaviour. The behaviour curriculum helps pupils understand expectations and make positive choices. Consequently, pupils behave impressively in lessons and around the school. The school environment is calm and orderly. Pupils understand and follow established routines. They move around the school with consideration for others and demonstrate kindness, courtesy and respect. Pupils play cooperatively and ensure that others are included. When minor disagreements arise, pupils often resolve them independently. Staff address the rare incidents of bullying promptly and effectively. Pupils show resilience, sustain concentration and engage fully in their learning as they progress through the school.

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Achievement Expected standard

Pupils attain standards that are broadly in line with national averages. This includes pupils who face disadvantage. Pupils with special educational needs and/or disabilities develop the knowledge and skills they need the most. Children in the early years quickly learn basic skills. This provides them with secure foundations for future learning across the curriculum.

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Achievement Expected standard

Pupils attain well in phonics, which supports increasingly fluent reading. Most pupils form letters and numbers accurately and develop a clear, legible handwriting style. Staff provide effective support for pupils who join the school during their primary education, helping them to catch up quickly. Across the curriculum, pupils learn key knowledge and discuss their learning with confidence. However, for a small number of pupils, achievement is limited because gaps in important prior knowledge are not consistently identified and addressed. As a result, some pupils do not deepen their learning as well as they could. Nevertheless, pupils are generally well prepared for the next stage of their education.

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Curriculum and teaching Expected standard

Leaders have established an ambitious curriculum that is appropriately sequenced. This enables pupils to build new learning on what has gone before. Leaders prioritise oracy across the curriculum. As a result, pupils speak confidently about their learning. Leaders foster a love of reading through carefully selected class texts. Staff teach phonics consistently well across each class. This helps pupils to develop increasing fluency and confidence in their reading.

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Curriculum and teaching Expected standard

Teachers generally have secure subject knowledge and deliver the curriculum effectively. However, in some lessons, staff lack confidence in using different strategies to support learning. Sometimes, the activities chosen to deliver the curriculum do not enable pupils to learn all that they could.

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Curriculum and teaching Expected standard

Teachers typically deliver lessons well. They adapt learning appropriately so that pupils can participate fully and achieve success. Nevertheless, in a small number of lessons, teachers do not identify and address pupils' misconceptions quickly enough. This limits the progress through the curriculum that some pupils make.

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Curriculum and teaching Expected standard

Staff place an emphasis on developing pupils' basic skills in reading and writing. As a result, pupils record their learning with increasing precision. Staff provide appropriate support for pupils with special educational needs and/or disabilities. Pupils who join the school at different points in their education and those who face barriers to learning benefit from effective support.

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Early years Expected standard

Children receive a positive start to their education. Leaders prioritise the early years. They have established a welcoming, caring and inclusive environment. Staff quickly build positive relationships with children and their parents and carers. Effective care practices ensure that children remain safe and are treated with dignity and respect. Morning routines are calm. Staff establish clear rules and have expectations.

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Early years Expected standard

Leaders have designed a well-sequenced curriculum. This focuses on the knowledge and skills children need most. Staff adapt learning effectively to meet the needs of children with special educational needs and/or disabilities. Staff interact purposefully with children to develop their language, communication and learning. For example, they extend children's vocabulary through discussions about animals. They encourage children to explain and reflect on their work in the construction area. Children cooperate, share resources and support one another during activities.

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Early years Expected standard

Staff prioritise developing children's basic skills. They provide engaging opportunities to strengthen fine and gross motor skills. This supports correct pencil grip and early writing. Staff teach phonics consistently well. As a result, children read familiar words with confidence. Children make progress through the early years curriculum and are well prepared for the demands of Year 1.

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Inclusion Expected standard

Pupils quickly develop a sense of belonging when they join the school. Leaders are ambitious for every pupil. They have established effective systems to identify pupils' needs accurately. Leaders use this information to provide appropriate support that helps pupils flourish. Pupils with special educational needs and/or disabilities make suitable progress from their starting points. Some of these pupils have personalised programmes that support their learning. These programmes prioritise the knowledge and skills that pupils need to develop. Staff typically deliver these programmes effectively. When pupils require additional help, staff provide appropriate support to help them access the curriculum. Staff adapt learning successfully so that pupils can achieve.

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Inclusion Expected standard

Leaders use additional funding for disadvantaged pupils appropriately. They ensure that these pupils participate fully in school life and achieve in lessons. Leaders monitor pupils' progress closely. They make changes to the school's offer when pupils' needs change.

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Inclusion Expected standard

Leaders place a high priority on pupils' mental health and wellbeing. They provide timely support for pupils and their families when needed. Pupils feel nurtured and develop trusting relationships with staff.

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Inclusion Expected standard

Leaders have established effective partnerships with external agencies and specialist services. These partnerships help pupils access the support they need to achieve. Positive partnerships with parents and carers contribute to pupils' academic and personal development.

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Leadership and governance Expected standard

Leaders and governors know the school and the community they serve. They have an accurate understanding of the school's strengths and areas for development. Leaders use this information effectively to improve provision and outcomes for pupils. Pupils, in particular those who face disadvantage and those who have special educational needs and/or disabilities, are at the heart of all decisions made. Recent improvements to the behaviour curriculum and outdoor learning demonstrate this commitment to continuous improvement.

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Leadership and governance Expected standard

Governors fulfil their statutory responsibilities effectively. Training enables them to understand their roles and provide appropriate support and challenge to leaders, for example visiting the school to evaluate the impact of key policies including behaviour and safeguarding. Governors consider staff workload and wellbeing carefully, including that of leaders. Staff speak positively about working at the school. They value the collaborative culture. In some instances, staff expertise and confidence could be strengthened further by increased professional learning opportunities.

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Leadership and governance Expected standard

Parents and carers are highly appreciative about the school. They value the progress that pupils make. They appreciate the caring and supportive relationships that staff develop with pupils. Parents also welcome the wider opportunities beyond the curriculum that are available to their children.

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Leadership and governance Expected standard

Leaders establish effective partnerships with external agencies. These relationships strengthen support for individual pupils and enhance provision. The school maintains strong links with the wider community and plays an important role in village life.

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Personal development and wellbeing Expected standard

Leaders prioritise pupils' personal development and wellbeing. They have designed a well- sequenced programme for personal, social, health and economic education. This equips pupils with the knowledge they need to stay healthy. Through this curriculum, pupils learn how to keep themselves safe both in the community and online. Leaders take account of local risks and ensure that pupils learn about fire, road and water safety. Staff adapt learning appropriately so that pupils with special educational needs and/or disabilities (SEND) can access the same important knowledge as their peers. Pupils develop an age-appropriate understanding of healthy relationships, including consent and inappropriate or controlling behaviour.

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Personal development and wellbeing Expected standard

Pupils are prepared for life in modern Britain. They understand fundamental British values and apply these through their participation in school. For example, pupils contribute to democratic processes through their involvement in the school council. Pupils treat others with respect and demonstrate positive attitudes towards diversity and equality.

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Personal development and wellbeing Expected standard

Leaders ensure that pupils benefit from a broad range of wider opportunities. This includes pupils who face disadvantage. Staff adapt activities carefully so that pupils with SEND can participate fully. Some opportunities are designed specifically to meet pupils' individual needs, including Lego club and participation in inclusive sporting events with local schools.

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Personal development and wellbeing Expected standard

Pupils value the opportunities they have to take on positions of responsibility, such as happiness heroes. They speak proudly about their charitable work and the positive contribution they make to organisations such as the local food bank and national charities.

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Personal development and wellbeing Expected standard

Pastoral support is effective. Staff provide timely interventions to promote pupils' wellbeing and help them overcome barriers to learning. Where appropriate, this support extends to families, helping pupils to engage positively with school and their learning.

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

Pupils are proud to attend this school. They arrive eagerly each morning and receive a warm welcome from staff. Staff establish clear routines. These help pupils to settle quickly and begin learning without delay. Pupils feel safe, cared for and valued. They attend regularly and strive to achieve their best.

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

Pupils’ behaviour is excellent. They are polite, respectful and considerate of others. At playtimes, they enjoy team games and play fairly together. Pupils make extensive use of the school grounds. They confidently climb trees while managing risk independently. When disagreements arise, pupils usually resolve them themselves. Staff deal with any incidents of bullying quickly and effectively. Older pupils are positive role models for younger pupils. They enjoy their leadership roles, such as supporting the early years pupils at lunchtime.

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

Pupils enjoy learning. They show resilience and sustain concentration during activities. Children in the early years quickly learn to share and take turns. Pupils are ambitious and understand the importance of working hard. Pupils with special educational needs and/or disabilities and those who face other barriers to learning receive effective support. This helps them access the curriculum alongside their peers. Overall, pupils achieve well and take pride in their work. They speak confidently about their learning. Most are ready for the next stage of education.

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

Pupils value the wider opportunities that staff provide. They enjoy visits to theatres and museums that enrich classroom learning. Residential visits help pupils develop independence and resilience. Pupils participate in a range of sports and outdoor activities, including crown green bowling and golf. They represent the school in sporting competitions and community events, such as singing at local care homes. Pupils also relish regular opportunities to learn in the outdoor classroom.

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Next steps

Leaders should ensure that staff check pupils' understanding consistently so that they identify and address misconceptions promptly and enable pupils to make the best possible progress. Leaders should broaden opportunities for professional learning so that staff are supported to design the best activities to enable pupils to deepen their learning.

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About this inspection

The chair of the board of governors in this school is Victoria Cole.

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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 15 and16 September 2026.

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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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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 and a representative from the local authority during the inspection.

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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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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 15 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) 67% 62% Close to average

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average

2022/23 (final) 62% 60% 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

2022/23 (final) 77% 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) 73% 72% Close to average

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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) 71% 73% Close to average

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average

2022/23 (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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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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gap

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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

2023/24 (3 term) 4.8% 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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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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