Slaidburn Brennands Endowed Primary School

Slaidburn Brennands Endowed Primary School

Address: Church Street, Slaidburn, Clitheroe, Lancashire, BB7 3ER Unique reference number (URN): 119474

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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 Expected standard

Leaders prioritise attendance and punctuality well. They communicate their high expectations of these to parents and carers, and to pupils. There is a shared understanding about the importance of attendance and the impact of absences or lateness on pupils’ learning. Leaders consider the barriers that some pupils face in attending school. They provide help to families to support them in overcoming these barriers. These actions have a positive impact on improving pupils’ attendance and punctuality. Overall attendance rates are typically close to national averages, including for pupils who face barriers to their learning or wellbeing.

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Attendance and behaviour Expected standard

Leaders and staff ensure there are clear expectations of pupils’ behaviour. They have embedded effective systems to support pupils in managing their behaviours at school. This includes targeted help for pupils who find it difficult to manage their emotions, or to stay focused in lessons. Pupils across the school behave well and have positive attitudes to their learning. They show high levels of respect to one another and to staff. Pupils’ learning is rarely disturbed by the behaviours of others. Leaders and staff are vigilant in ensuring that the school remains a place that is free from any bullying or discriminative behaviours. While bullying is rare at this school, leaders and staff take quick and effective action where there are any concerns about the behaviours of pupils towards others.

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Leadership and governance Expected standard

Since the last inspection, there have been changes to the leadership of the school. At the time of this inspection, the school was being led by an interim headteacher, who was appointed in June 2026. Leaders know the school and its community very well. They have a clear picture of the quality of the school across all aspects of its work. Leaders have accurately identified the areas of the school that need development. They have taken swift, effective action to start to bring about improvements to these areas. This includes actions to ensure that all staff have the skills and expertise they need to fulfil their roles effectively. During the recent changes to leadership in the school, leaders and governors have ensured that the focus remains on making decisions in the best interests of pupils. Staff, and parents and carers, feel positive about the current leadership of the school. Staff share that recent

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Leadership and governance Expected standard

changes, brought in by the new leadership, have helped the school to continue to move forward.

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Leadership and governance Expected standard

Leaders and governors are committed to ensuring that staff wellbeing and workload is considered and supported. Staff and leaders are proud to work at the school and to be part of the wider community. They ensure that they work in partnership with parents and carers.

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Leadership and governance Expected standard

Governors are knowledgeable about their roles and carry these out effectively. They, along with leaders and staff, have a clear vision for the school. Governors provide leaders with appropriate support and challenge to help achieve the school’s vision.

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Personal development and wellbeing Expected standard

Leaders place high priority on meeting pupils’ personal needs and enhancing their broader development. Leaders make careful decisions about how to maximise the opportunities that the local environment offers. For example, pupils cherish the many outdoor learning experiences they take part in. Pupils also meet people who discuss their work within the local area. This helps to develop pupils' understanding of things such as farming and protecting wildlife. Leaders are committed to providing pupils with opportunities to broaden their experiences through visitors to the school and visits to places of contrast to their local area. For example, pupils visit Blackburn and Manchester. They have opportunities to meet pupils from other schools and to perform to an audience in a theatre. These experiences build pupils’ confidence and helps to prepare them for life beyond school.

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Personal development and wellbeing Expected standard

Leaders have ensured that pupils learn a broad and progressive personal development programme. This programme is designed to build on pupils’ understanding year on year, starting in the early years. Staff make adaptations to lessons to ensure that the programme meets the needs of all pupils. Through the personal development programme, pupils learn what makes positive friendships and to respect each others’ differences. Pupils also develop their understanding of how to recognise risks and keep themselves safe. This includes online safety and keeping themselves safe when in the local community. Leaders ensure that all pupils, including those with special educational needs and/or disabilities, access the full personal development programme.

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Personal development and wellbeing Expected standard

Pupils develop a clear understanding of fundamental British values. They understand why these are important, and how they link to their lives at school. For example, pupils understand the link between democracy and voting at school.

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Personal development and wellbeing Expected standard

Leaders and staff meet pupils' personal and emotional needs well. They build caring, trusting relationships with pupils. Staff provide a range of support to reduce any barriers to pupils’ emotional wellbeing.

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Achievement Needs attention

Although many pupils achieve well and make positive progress from their starting points, this is variable across the school. Some pupils, including those who face barriers to their learning, do not develop the depth and breadth of knowledge they need across the curriculum. Gaps in some pupils' understanding are not addressed as quickly as they could be. Leaders’ recent actions to address this are starting to make a positive difference to pupils’ learning. However, these need longer to have the impact that leaders intend on closing the gaps in pupils’ knowledge.

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Achievement Needs attention

Pupils, including children in the years, typically achieve well in phonics and spelling. However, for some pupils who struggle with this, their gaps in this knowledge persist for longer than they should. Leaders have also rightly identified that some pupils have not secured the skills they need in handwriting. Leaders have recently taken action to help pupils secure the fluency and accuracy they need. These actions are beginning to bear fruit but it is too soon to see the longer-term impact of this work.

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Curriculum and teaching Needs attention

While staff generally deliver the curriculum well, their checks on pupils’ learning are not used as effectively as they could to support teaching. Staff do not ensure that information gained from assessments, about pupils’ knowledge and understanding, is used to shape teaching within, and across, lessons. This means that teaching does not focus as sharply as it should be on addressing the gaps that pupils have in their learning so that these are closed quickly. Leaders have rightly identified this aspect of teaching as a priority for development. They have started to take action to improve the effectiveness of assessment processes but these are at an early stage of development.

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Curriculum and teaching Needs attention

Since the last inspection, leaders have developed the curriculum to ensure that it identifies what pupils should learn at each stage within mixed-age classes, starting in the early years. Leaders have ensured that the curriculum includes a clear focus on the important knowledge that pupils should know in reading, writing, mathematics and communication. They have carefully considered how the curriculum in the early years will enable children to be prepared for Year 1.

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Curriculum and teaching Needs attention

Staff are knowledgeable about the subjects they teach. They make adaptations to their teaching to ensure that lessons are accessible to all pupils’, including those with special educational needs and/or disabilities.

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Inclusion Needs attention

Although leaders and staff identify pupils’ needs well and provide them with support in lessons, this support does not benefit some pupils as well as it should. While the adaptations to teaching and additional support are largely focused on helping pupils remove barriers to accessing lessons, they do not focus sharply enough on helping pupils to overcome their key barriers to learning and be ready for their next steps. Leaders have identified this as a priority for development and have started to take action to strengthen the precision and impact of support for pupils.

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Inclusion Needs attention

All that being said, this is an inclusive school in which staff know pupils well and want the best for each pupil, regardless of their starting points. Leaders and staff complete training and collaborate effectively with specialist professionals to build their understanding of, and expertise in meeting, the specific needs of all pupils. Staff provide effective support to pupils who find it hard to manage their emotions and behaviour. Leaders ensure that all pupils, including those with special educational needs and/or disabilities, can participate fully in the life of the school. Staff make sure that any barriers pupils face, in participating in experiences beyond the classroom, are removed. Leaders use additional funding effectively to support them in this.

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

In this caring school, pupils of all ages are known, understood and supported well in their personal development. Pupils and staff consistently describe the school as ‘like a family’. Older pupils relish in the opportunities to support younger children at social times. Pupils value the positive, trusting relationships with staff. This helps pupils to feel safe and secure at school.

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

Pupils understand the school’s Christian values. They are clear about the school’s expectations of their behaviour and are proud to meet these expectations. From the early years to Year 6, pupils demonstrate consistently kind and respectful behaviours. This contributes to the school’s positive. calm atmosphere. Pupils understand that bullying, or any behaviour that is discriminatory, will not be tolerated by leaders. Pupils know how to report this, should it occur, and know that staff will deal with this quickly.

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

Pupils, including those with special educational needs and/or disabilities and those who face other barriers to their learning, access a broad and ambitious curriculum. They are keen to attend school and generally engage well in lessons. However, there is variability in how well some pupils achieve. Pupils who struggle with their learning receive support from staff but this is not consistently focused on helping them to reduce their key gaps in learning. Recent changes made by leaders are showing early signs of having a positive impact on pupils. However, it is too soon to know the longer-term impact of these changes on pupils’ achievement.

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

Pupils’ broader development is promoted well. They attend sports, arts and science clubs that promote their interests and nurture their talents. Pupils have many opportunities to experience being close to wildlife and to explore the outdoors. Through the school's many extra-curricular opportunities, pupils develop their interests and wider skills effectively. Leaders also enhance pupils' confidence, curiosity and their awe and wonder of the world. All pupils have equal access to these opportunities.

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Next steps

Leaders should ensure that staff use assessment processes effectively to identify how well pupils have secured the curriculum knowledge and to use this information to inform their teaching, so that it addresses gaps in pupils' learning. Leaders should ensure that adaptations made to teaching are precisely focused on addressing the key barriers that pupils face in their learning, so that gaps in learning are closed quickly.

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About this inspection

The chair of the board of governors in this school is Claire Cowking.

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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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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?

This inspection took place from 15 to 16 September 2026.

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What does this mean?

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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What does this mean?

Inspectors spoke with governors, the interim headteacher and staff during the inspection. They also spoke with pupils, parents and carers. The lead inspector spoke with representatives of the local authority and the diocese.

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What does this mean?

The inspectors confirmed the following information about the school:

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What does this mean?

This 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 June 2019.

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What does this mean?

The school currently uses no alternative provision.

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What does this mean?

The school has undergone a significant change since the last inspection: at the time of this inspection, the school was being led by an interim headteacher, who was appointed in June 2026.

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What does this mean?

Interim headteacher: Cathy Taylor 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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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) 67% 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

2022/23 (final) 67% 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

2022/23 (final) 83% 73% Above ‘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

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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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

2022/23 (3 term) 6.6% 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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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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