Barnoldswick Church of England Controlled Primary School

Primary School

Address: Kelbrook Road, Barnoldswick, Lancashire, BB18 5TB Unique reference number (URN): 119360

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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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Early years Strong standard

Leaders ensure that every child has the best possible start to their education. They have designed the curriculum carefully so that children build their knowledge and skills well, over time. Staff know children extremely well and use their understanding of each child's needs, interests and starting points to provide learning that helps them succeed. Leaders create a well-organised environment that promotes children's development in reading, communication, mathematics and independence.

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Early years Strong standard

Staff make the most of every opportunity to extend children's learning. Staff talk with children throughout the day and use thoughtful questions to deepen their understanding. They plan activities that capture children's interest and encourage them to think carefully about what they are learning. As a result, children engage fully in learning, concentrate well and enjoy their time in school.

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Early years Strong standard

Staff build warm and caring relationships that help children feel safe, happy and valued. They establish clear routines and high expectations that help children develop positive attitudes to learning and increase their independence. Staff adapt learning effectively so that all children, including those with special educational needs and/or disabilities, take part fully and achieve well. Children make rapid progress from their starting points, develop confidence and resilience, and move into Year 1 very well prepared for the next stage of their education.

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Personal development and wellbeing Strong standard

Leaders have created a highly effective programme that helps pupils become confident and responsible young people. Leaders shape this programme around the needs of pupils and the risks and opportunities they face in their local community. Pupils learn about fairness, respect and treating others well. They speak confidently about fundamental British values and explain how these shape daily life in school. Pupils talk confidently about online safety, healthy relationships and local risks, including water safety.

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Personal development and wellbeing Strong standard

Pupils celebrate differences and understand that everyone learns in their own way. Pupils benefit from a range of inclusive displays that celebrate difference and promote understanding. For example, the neurodiversity display highlights a different area each half term and introduces pupils to well-known people with similar experiences. Pupils value these displays and say they help remind them that they are special. Pastoral support is highly effective and contributes to pupils' wellbeing. Pupils know that trusted adults will listen to them and provide help when needed. This means that they feel safe, valued and cared for.

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Personal development and wellbeing Strong standard

Leaders provide a rich range of clubs, visits, residentials, sports and creative activities such as acting, crochet and cheerleading. They take deliberate and highly effective actions to ensure that many pupils consistently benefit and take part in what is on offer. Pupils enjoy these opportunities and benefit from new experiences. Pupils in Year 6 are proud of the leadership roles they hold and the difference their ideas have made to school life through groups such as the school council and the young leaders club. These opportunities build

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Expected standard

confidence, ambition and leadership skills. As a result, pupils contribute positively to the school community and leave the school with strong leadership skills and a clear sense of social responsibility.

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Achievement Expected standard

Leaders enable pupils to make a positive start in reading, writing and mathematics, developing the key skills that provide a firm foundation for future learning. Pupils attain well in reading at the school. For instance, many pupils meet the standard of the phonics screening check in Year 1 and attain the expected, or higher, standard in end of key stage 2 national assessments. Children in the early years also achieve well, with many of them reaching a good level of development, which ensures that they are well prepared for Year 1.

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Achievement Expected standard

Typically, pupils achieve well across the curriculum, producing work of a high quality that reflects secure understanding. Pupils with special educational needs and/or disabilities and those who are disadvantaged are fully included and make positive progress. As a result, many pupils leave school with the knowledge and skills they need to be well prepared for the demands of the next stage of their education.

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Attendance and behaviour Expected standard

Leaders keep a close eye on pupils' attendance, which is broadly in line with national figures. They identify pupils at risk of low attendance and act quickly when concerns arise. Leaders work closely with families to understand and reduce barriers to regular attendance. Leaders provide timely support and use effective strategies to encourage good attendance. This helps pupils attend regularly and benefit fully from their learning.

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Attendance and behaviour Expected standard

Pupils behave well and show positive attitudes to their learning. Leaders create a calm and orderly environment where pupils feel safe and supported. Expectations around behaviour are clear and staff apply them consistently. Pupils treat each other with respect and engage positively in lessons. Leaders deal with incidents of poor behaviour, bullying or discrimination quickly and effectively. Staff provide additional support when needed, including for pupils with special educational needs and/or disabilities. For instance, staff run lunchtime clubs based on pupils' interests. They ask pupils what activities they would like and use this information to plan the clubs. These opportunities help pupils, who find unstructured social times difficult, to build friendships and spend time with others. Leaders’ approaches to individual pupil's behaviour supports pupils to learn in a positive and inclusive environment.

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Curriculum and teaching Expected standard

Leaders have designed an ambitious curriculum. They have thought carefully about what pupils need to know and remember in each subject. Overall, leaders have ensured that intended knowledge is taught in a logical order. However, leaders are still in the process of refining a small number of subjects to better suit curriculum delivery in the mixed-aged classes. This means that, on a small number of occasions, pupils do not learn new knowledge as clearly as they otherwise could.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of teaching. They know the school’s strengths and have identified clear priorities for improvement. Leaders make sure that pupils become confident in reading, writing and mathematics. This helps pupils learn successfully across other subjects. Teachers create calm, purposeful classrooms where pupils engage positively in their learning.

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Curriculum and teaching Expected standard

Teachers have secure subject knowledge. They explain new learning clearly, check pupils’ understanding regularly and address misconceptions when they arise. Staff teach phonics through a clear and consistent approach, helping pupils become confident readers. Teachers adapt learning well, where needed, so that pupils, such as those with special educational needs and/or disabilities, access the curriculum successfully.

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Inclusion Expected standard

Leaders place inclusion at the heart of their work. They identify pupils’ needs quickly and act promptly to help them succeed. Staff provide extra support when needed and review its impact regularly. When support is less effective, staff make changes quickly. This helps pupils learn well and take a full part in school life. Leaders have established effective systems to monitor provision and its impact. However, at times, these systems do not identify patterns and trends with sufficient precision across all areas. This makes it difficult for leaders to make the most informed refinements to provision and secure the best possible outcomes for all groups of pupils.

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Inclusion Expected standard

Leaders understand pupils’ needs well, especially those who are disadvantaged or have special educational needs and/or disabilities (SEND). Leaders use funding effectively to support pupils' learning and widen access to clubs and activities. Consequently, pupils overcome barriers, build confidence and achieve well.

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Inclusion Expected standard

Staff are well trained to support pupils with SEND. They work closely with families and external professionals to match support to pupils’ needs. Pupils build confidence, develop independence and access the same ambitious curriculum as their peers.

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Inclusion Expected standard

Leaders also work closely with the local authority, parents, and carers to support vulnerable pupils, including those known or previously known to social care. This ensures that pupils feel safe, valued and fully included in school life.

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Leadership and governance Expected standard

Leaders and governors understand what the school does well and what they want to improve. Since the recent changes in leadership, leaders have established a clear direction for the school and worked hard to bring parents with them on the school's journey of improvement. Leaders know the school community well and consider the needs of disadvantaged pupils and pupils with special educational needs and/or disabilities when making decisions. Typically, leaders check the school’s work carefully and act swiftly when they identify areas for improvement. However, there are occasions when leaders at all levels do not evaluate this work as rigorously as they could. As a result, improvements do not always happen as quickly as they might.

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Leadership and governance Expected standard

Governors carry out their responsibilities effectively. They know the school well and provide support and challenge effectively. Governors keep a close eye on pupils’ achievement, attendance, wellbeing and safeguarding. They visit the school regularly, review information and ask challenging questions about leaders’ work.

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Leadership and governance Expected standard

Leaders take positive steps to support staff wellbeing and consider workload when introducing new ideas. Staff value this support and speak positively about working at the school. Leaders also provide effective training that helps staff improve their skills and knowledge.

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Leadership and governance Expected standard

Leaders work closely with parents, the local authority, the Diocese and the wider community. These relationships help leaders understand the needs of the community they serve. Above all, leaders focus the school's work on securing the best possible outcomes for its most vulnerable pupils. This shared commitment guides the school's work each day.

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

Pupils arrive at 'Church' school happy, confident and ready to learn. They greet one another warmly and move purposefully into classrooms where routines are secure and expectations are clear. The school’s motto, ‘Living and Learning Together’, is reflected in daily life. Pupils are proud of their school and speak enthusiastically about being part of its community. Children in the early years settle quickly and begin their school journey with confidence.

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

Pupils enjoy learning and speak confidently about what they know. They explain how activities such as ‘Flashback 4’ help them remember important knowledge and make links to previous learning. Pupils value the many experiences available to them and readily talk about memorable moments from school life.

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

Pupils feel a strong sense of belonging and treat one another with kindness, courtesy and respect. They celebrate differences and show genuine consideration for one another. During discussions, pupils speak proudly about the school’s Christian values and explain how these guide their actions. Relationships between pupils and adults are warm and positive. Pupils know that staff care about them and want them to do well. Pupils also value opportunities to support others through charity work and wider community activities.

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

Pupils embrace opportunities to take responsibility and contribute to school life, including as mental health or science ambassadors. Year 6 leaders speak with pride about their roles and the difference they make. Older pupils act as positive role models for younger children and understand the importance of setting a good example. Pupils value the fact that their ideas can lead to real changes in the school and can explain examples of improvements that have resulted from their work, such as around playtime activities. As a result, pupils develop confidence, independence and a strong sense of responsibility. They leave the school as thoughtful, considerate and well-rounded young people who are ready for their next steps.

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Team inspectors:

Rachel Pars, Ofsted Inspector Gemma Brierley, Ofsted Inspector

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Next steps

Leaders and governors should further refine their quality assurance systems and processes, to sharpen the focus on the impact of their strategic priorities. Leaders at all levels should continue to develop the curriculum so that pupils, in mixed- age classes, are consistently taught content in a logical, effective order.

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About this inspection

The chair of the board of governors in this school is Amy Hundsdoerser.

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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 from 15 to 16 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, deputy headteacher, who is also the special educational needs and disabilities coordinator, and several other subject leaders. The lead inspector also spoke with representatives from the local authority and the diocese. The lead inspector spoke with members of the local governing body including its chair.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

This school is registered as having a Christian religious character. It is in the Diocese of Leeds. Its last section 48 inspection was 15 January 2025.

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About this inspection

The school currently uses no alternative provision.

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About this inspection

Headteacher: Sam Parker 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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About this 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) 64% 62% Close to average

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average

2023/24 (final) 66% 61% Close to average

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average

2022/23 (final) 65% 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

2023/24 (final) 75% 74% Close to average

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average

2022/23 (final) 79% 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) 68% 72% Close to average

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average

2023/24 (final) 72% 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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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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national average

2023/24 (final) 60% 62% 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

2023/24 (final) 50% 58% 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

2023/24 (final) 60% 59% Close to average

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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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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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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) 4.7% 5.2% Close to average

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national average

2023/24 (3 term) 5.5% 5.5% Close to average

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national average

2022/23 (3 term) 5.6% 5.9% 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) 10.8% 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) 13.9% 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. 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

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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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