St Anne's and St Joseph's RC Primary School, A Voluntary Academy

Voluntary Academy

Address: Sandy Lane, Office 204 Group House Mead Road Shuttleworth Mead, Accrington, Lancashire, BB5 2AN Unique reference number (URN): 150307

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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 Expected standard

Leaders have made significant gains in establishing an effective early years provision that gives children a positive and secure start to their education. They place prominent emphasis on children developing the fundamental knowledge and skills needed for future learning. The curriculum is carefully designed to help children to practise important skills and build on what they already know and can do. This reflects leaders’ understanding of how children learn successfully. Leaders ensure that the curriculum is implemented consistently well.

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Early years Expected standard

Staff know children well and use assessment information effectively to inform learning and to adapt provision to meet individual needs. This includes pupils who face additional challenges or those with special educational needs and/or disabilities. As a result, children engage positively with their learning and typically progress well through the curriculum. Interactions between staff and children are purposeful and promote communication, language development and engagement in learning. Staff support children skilfully, knowing when to engage and when to enable independent exploration. Teachers focus consistently on early reading, communication, mathematical development and early writing. This helps children to build knowledge and skills successfully over time.

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Early years Expected standard

Children benefit from a well-organised and nurturing environment where routines are secure and expectations are clear. They are settled, confident and increasingly independent. Positive relationships and a focus on personal, social and emotional development support children’s wellbeing and welfare effectively.

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Inclusion Expected standard

Leaders have established an inclusive culture where pupils are welcomed and valued regardless of their needs or circumstances. Staff share high aspirations for all pupils, including those with special educational needs and/or disabilities. Staff provide effective support that reduces the barriers to learning and wellbeing that some pupils face.

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Inclusion Expected standard

Leaders identify pupils’ needs systematically and routinely review their processes. As a result, leaders have a clear understanding of pupils’ barriers and generally match provision well to individual circumstances. This includes support for both pupils’ academic development and their social and emotional wellbeing. Pupils with complex needs receive a wealth of pertinent and carefully considered support that helps them to successfully access their individualised curriculum.

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Inclusion Expected standard

Disadvantaged pupils benefit from targeted support for their academic and emotional development. Leaders work closely with families, trust leaders and external agencies to coordinate support and respond to emerging needs. The school’s ‘nurture nest’ is carefully considered and helps pupils to access learning successfully. Leaders monitor their strategies routinely to ensure that support is purposeful and appropriate.

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Personal development and wellbeing Expected standard

Leaders have established a well-considered programme that supports pupils’ wider development. Positive relationships between staff and pupils contribute to an inclusive environment where pupils are helped to feel safe, valued and supported. Leaders and staff know pupils well and provide effective emotional and wellbeing guidance for those pupils who need it. As a result, pupils develop resilience and learn strategies to support positive mental health. Leaders work closely with parents, carers and external agencies to ensure that support meets pupils’ needs effectively.

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Personal development and wellbeing Expected standard

The personal, social, health and economic education curriculum helps pupils to develop an understanding of different beliefs, cultures and communities. Through opportunities to discuss current affairs and moral and social issues, pupils learn to consider different viewpoints. They respect the rights and beliefs of others. This work promotes fundamental British values and helps pupils to develop a sense of belonging in their school and wider community. Pupils gain important skills such as confidence, perseverance and an understanding of how to maintain their physical and mental health. They learn about online and offline risks, healthy lifestyles and positive relationships. Consequently, pupils typically understand how to stay safe both in their locality and when using technology.

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Personal development and wellbeing Expected standard

Pupils contribute positively to their community through charitable activities and fundraising locally and internationally. They particularly value receiving crafts from children affected by conflict whom they have supported through their fundraising.

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Personal development and wellbeing Expected standard

Pupils benefit from a range of opportunities that broaden their experiences beyond the academic curriculum. Whole-school projects linked to shared texts help pupils to explore wider themes and ideas together. Visits and partnerships within the local community enrich pupils’ learning and strengthen their knowledge of modern Britain. Opportunities linked to the local football club have generated enthusiasm and pride among pupils. Leaders have raised pupils’ aspirations by providing supportive pathways that help them to consider ambitious futures. Guest speakers further enhance this work by acting as positive role models.

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Achievement Needs attention

Achievement is not consistently secure across subjects and classes. There is variability in how effectively pupils can build on their prior knowledge. This is because some pupils, especially disadvantaged pupils, have gaps in their knowledge. This hampers these pupils from progressing as well as they should through the curriculum. In addition, some pupils do not acquire and retain knowledge securely across the curriculum.

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Achievement Needs attention

Pupils’ attainment in national assessments and tests is typically below the national average by the end of Year 6. However, due to leaders’ actions, pupils’ achievement is improving rapidly. Pupils mostly gain the key knowledge that they need in reading, writing and mathematics. Pupils with special educational needs and/or disabilities and those who face other barriers to learning typically achieve well from their starting points.

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Achievement Needs attention

Leaders have an accurate understanding of pupils’ achievement and have begun to address the most significant issues. For example, work in books shows that pupils are building knowledge securely across the curriculum.

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Attendance and behaviour Needs attention

Leaders prioritise attendance and have established systems to improve it. However, persistent absence remains above average, particularly for pupils with special educational needs and/or disabilities and disadvantaged pupils. Leaders identify barriers to attendance and provide targeted support for pupils and families. This work is beginning to improve attendance for some pupils. Leaders have acted with the necessary urgency to remedy this issue. They maintain a rigorous focus on attendance and continue to refine their approach. However, it is too soon to see consistent improvements across the school.

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Attendance and behaviour Needs attention

Positive relationships between pupils and staff lie at the heart of the school. Pupils are typically polite, considerate and respectful. Their mature conduct contributes to a calm and orderly environment. Leaders have established clear expectations for behaviour. Embedded routines support learning throughout the school day. Staff support pupils effectively when they need help to regulate their emotions and behaviour. As a result, pupils generally return to learning quickly. Pupils typically demonstrate enthusiastic attitudes to learning. Inappropriate behaviours, including bullying, discrimination and harassment, are dealt with effectively. Leaders adapt their approaches to meet the needs of pupils who face additional challenges and support them to participate successfully in school life.

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Curriculum and teaching Needs attention

The teaching of the curriculum varies across the school. Teachers do not use assessment information consistently well to evaluate what pupils know, remember and can do. As a result, some learning does not build on pupils’ prior knowledge, and sometimes activities do not help pupils to learn the intended curriculum content. Teachers do not identify and address misconceptions routinely enough. Consequently, some pupils develop gaps in their learning. Pupils with special educational needs and/or disabilities are the exception. Staff typically adapt learning appropriately and provide effective support that enables these pupils to be successful learners.

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Curriculum and teaching Needs attention

Leaders have prioritised improvements to the curriculum and teaching. They have acted swiftly to strengthen classroom practice. Appropriate training and development are beginning to improve consistency. However, these actions are at an early stage and it is too soon to see the full impact.

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Curriculum and teaching Needs attention

Staff generally demonstrate secure subject knowledge. Positive relationships support pupils' engagement in learning. Leaders place prominent emphasis on ensuring that pupils learn the basics in reading, writing and mathematics. This includes developing handwriting practice. Pupils learn the full curriculum and benefit from increasing opportunities to apply their learning across curriculum subjects. Reading is a high priority.

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Leadership and governance Needs attention

Leaders have secured rapid improvements across the school. They have accurately identified the school's strengths and areas for development and have acted decisively to address key priorities, including pupils’ attendance and the curriculum implementation. These actions are contributing to a more positive culture that is recognised by parents, carers, staff and pupils. Parents recognise improvements in communication and engagement. While these actions are beginning to improve practice in many areas, some remain at an early stage and the impact is not consistently evident in pupils’ outcomes and experiences.

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Leadership and governance Needs attention

Members of the local governing body and trust leaders understand the school’s key priorities. They carry out their roles effectively, including their legal responsibilities. Although records show that support is in place for pupils, in some cases documentation does not clearly evidence the actions taken. This limits leaders' ability to evaluate the effectiveness of the provision.

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Leadership and governance Needs attention

Members of the local governing body and trust leaders have a clear understanding of the effectiveness of leaders’ actions. However, changes in leadership have slowed the pace of improvement. The stability of leadership is now providing the conditions for necessary improvements to take place. Practice is becoming increasingly consistent across the school and leaders' actions are beginning to have a positive impact on pupils' learning, personal development and wider experiences.

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Leadership and governance Needs attention

Leaders have established a positive and supportive culture for staff. Staff value the support that they receive because leaders consider workload and wellbeing appropriately. Professional development is aligned to school priorities and helps staff to develop their expertise.

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

Positive, caring relationships rooted in Catholic values form the foundation of this school. Pupils are helped to feel valued, safe and happy. Those who face additional challenges to their learning or wellbeing are included fully in school life. A sense of belonging is evident throughout the school community. Leadership roles such as digital leaders and school councillors enable pupils to contribute positively to school life. Pupils take pride in improving their environment, including helping to develop the school grounds. They welcome visitors confidently.

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

Pupils with special educational needs and/or disabilities and those who are disadvantaged are identified early. They benefit from support that is tailored to their individual needs. Knowledgeable staff support pupils to make progress from their starting points. Throughout the school, pupils’ behaviour is typically calm. Leaders ensure that any incidents of bullying or any concerns that pupils might have are acted on swiftly. Pupils are pleasant and cheerful. They show respect towards others. Pupils enjoy attending a wide range of activities that support their talents and interests, such as board games, hobby horse and various sports clubs.

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

Pupils’ attendance rates vary. While individual support improves attendance for some pupils, absence is high for many pupils. This limits their achievement and reduces their opportunities to benefit fully from the wider experiences that the school provides.

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

Children get off to a secure start in the early years. They benefit from a well-considered curriculum and quickly settle into routines with the support of skilled staff. Pupils throughout the school are typically focused on their learning. They enjoy lessons and try hard to complete the work set. However, many pupils do not achieve well by the time that they leave Year 6. While pupils learn from a curriculum which has been clearly set out, sometimes the approaches or activities in lessons do not match their stage of learning. As a result, some pupils do not build knowledge securely over time and are not fully prepared for the next stage of education.

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Next steps

Leaders should strengthen their oversight and analysis of record-keeping to ensure that it is consistently robust to clearly evidence actions taken to support pupils. Leaders should ensure that teachers use assessment information effectively to identify and address misconceptions, design and adapt learning appropriately and enable pupils to build knowledge and achieve well over time. Leaders should strengthen their attendance strategies so that improvements are sustained over time for all groups of pupils, especially those at most risk of persistent absence.

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About this inspection

This school is part of Romero Catholic Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Katy Cox, and overseen by a board of trustees, chaired by Paul Devine.

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

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About this inspection

Inspectors spoke with senior leaders from the school and the trust during the inspection. The lead inspector also spoke with representatives from the virtual school, the local

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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 inspectors confirmed the following information about the school: This school is registered as having a Roman Catholic religious character. It is in the Diocese of Salford. Its last section 48 inspection was in July 2025.

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What does this mean?

The school currently uses no alternative provision.

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What does this mean?

Associate headteacher: Claire McManus 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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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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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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average

2024/25 (final) 67% 63% 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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Disadvantaged pupils reaching the expected standard in mathematics

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

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

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

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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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

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