Allithwaite CofE Primary School

Allithwaite CofE Primary School

Address: Church Road, Allithwaite, Grange-over-Sands, Cumbria, LA11 7RD Unique reference number (URN): 112282

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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

Children in the early years, including those in the Nursery, get off to a positive start. Leaders prioritise communication and language development. Staff introduce new words to children as they play. This helps children to build their vocabulary.

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Early years Expected standard

Staff interact with children warmly and purposefully. They listen attentively to children and ask questions that extend their thinking. Children communicate confidently with staff and each other. Staff make checks to find out what children know and can do. They use this information to plan the right support for each child. However, they do not consistently use the best activities to help children form letters accurately. This means that some children learn some letters incorrectly.

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Early years Expected standard

From the start, staff prioritise reading and consistently use activities from the school's curriculum to teach new sounds. Children learn the sounds that they need to read words accurately. Children who fall behind receive timely support so that they can catch up quickly. Staff adapt activities for children with special educational needs and/or disabilities. This helps these children to access the same learning as their friends. Staff work closely with parents and carers, including at points of transition. By the end of Reception, children are well prepared for Year 1.

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Inclusion Expected standard

Leaders identify pupils' needs early and accurately by drawing on information from parents, carers and specialists. This begins when pupils join the school, including in the nursery. Leaders use a clear, step-by-step approach to match support to each pupil's needs. This helps leaders to match the right support to each pupil quickly. Leaders spend additional funding effectively to support disadvantaged pupils in classes so that help reaches the pupils who need it.

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Inclusion Expected standard

Leaders commission specialist support from external agencies so that pupils receive the help they need quickly. They use this advice to draw up plans for each pupil. These plans help teachers to adapt the curriculum for pupils with special educational needs and/or disabilities (SEND). Pupils with SEND take part in the wider life of the school, including trips and clubs, alongside their classmates.

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Inclusion Expected standard

Staff and outside specialists check pupils' plans regularly and adjust them as needs change. This means that pupils keep getting help that fits what they need. Pupils with SEND make suitable progress from their starting points.

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Personal development and wellbeing Expected standard

Pupils learn to respect the views and beliefs of others, including those from different backgrounds and faiths. Pupils reflect on their own beliefs and experiences through the school's daily worship. This helps them to think about what they believe and why. They vote for school representatives and take on leadership roles, including through the school council

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Needs attention

and house captains. Through these experiences, they develop confidence and a growing sense of service to others.

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Needs attention

Leaders have designed a well-planned personal, social, health and economic education programme. Pupils learn how to keep themselves safe, including online. This means that pupils know how to respond if something makes them feel uncomfortable. Pupils benefit from relationships and health education that is appropriate to their age and stage. This complies with statutory guidance. Staff provide tailored pastoral support for pupils who need it, including those who feel anxious. This helps pupils to settle into school and build friendships.

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Needs attention

Pupils enjoy a wide range of clubs, including choir, music club and coding club. They also take part in sports fixtures with other local schools. This gives pupils the chance to build teamwork and make new friendships. Older pupils take part in a residential visit to Scotland with a focus on outdoor activities. This helps them to try new experiences and become more independent. Pupils lead charity fundraising for their local community and national causes. This helps them to understand the difference they can make to other people's lives. Leaders check pupils' participation regularly so that pupils who need support are able to take part. These opportunities help pupils to develop the confidence they need for life in modern Britain.

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Achievement Needs attention

Pupils have achieved well in national tests at the end of Year 6 over time. That said, some pupils do not achieve as well as they could. Some pupils at the school do not develop secure knowledge across subjects. This means that these pupils are not as well prepared for their next stage of education as they could be.

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Achievement Needs attention

Some pupils make errors in their handwriting and spelling that are not rectified over time. This limits their ability to write accurately across the curriculum. While many pupils learn to read fluently, some do not learn to read accurately as quickly as they could.

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Achievement Needs attention

Despite the variability in some pupils' achievement, disadvantaged pupils and those with special educational needs and/or disabilities make suitable progress from their starting points.

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Attendance and behaviour Needs attention

Pupils' attendance is above the national average. Leaders track absence carefully and know why pupils are not in school. They use individualised and flexible approaches to overcome barriers that stop them coming to school. This helps them to attend regularly. This means that persistent absence is below national levels. Disadvantaged pupils and those with special educational needs and/or disabilities attend in line with national levels. Some pupils do not meet leaders' renewed expectations for their behaviour. This is particularly the case at playtimes and other less structured times. This is because staff do not consistently follow these expectations. As a result, pupils' behaviour is variable across lessons and when moving between activities. Some pupils lose focus and become distracted. This means that they miss parts of their lessons. Leaders use suspensions appropriately as a last resort. Bullying or any discriminatory behaviour is rare and not

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Curriculum and teaching Needs attention

Teachers do not design activities that help pupils connect new knowledge to prior learning. This means that teachers sometimes move pupils on to new learning before they are ready. Some pupils are then hindered from building a secure body of knowledge between subjects. This is also true for the teaching of early reading. Teachers do not consistently follow the school's curriculum with fidelity. This means that pupils do not consistently get the help they need to read accurately and fluently.

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Curriculum and teaching Needs attention

Teachers do not consistently make sure that pupils master the basics of reading and writing. For example, some do not routinely identify and correct pupils' mistakes in their handwriting and spelling. This means that these errors persist. However, teachers provide targeted support for pupils at the early stages of reading to help them to develop accuracy and fluency.

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Curriculum and teaching Needs attention

Leaders have designed an ambitious curriculum that sets out the essential knowledge that pupils should learn. They have considered how this is taught in mixed-age classes. Teachers explain new ideas clearly and have secure subject knowledge. Teachers use resources well to help pupils with additional needs. This helps these pupils to take part in lessons alongside their classmates. Leaders have identified these weaknesses in teaching and are taking action to address them. It is too soon to know what impact they have had on teaching since the previous inspection.

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Leadership and governance Needs attention

Leaders' self-evaluation of the school's strengths and areas for development is broadly accurate. However, the school's quality assurance procedures do not focus precisely on the impact of leaders' actions on pupils' outcomes and experiences.

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Leadership and governance Needs attention

Governors meet their statutory duties. Since the previous inspection, governors have developed their understanding of the school's work. For example, they visit the school more regularly to check on the actions that leaders have taken. Leaders have brought about some changes to the curriculum and to teaching. They have identified the right priorities and are taking more focused action to bring about the improvements that pupils need. However, this is still new, and governors do not check precisely enough whether leaders' actions are having the impact needed.

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Leadership and governance Needs attention

Leaders provide training to help staff to improve their teaching. This is having a positive effect on how staff teach. They value the professional development they receive. Leaders consider the wellbeing and workload of staff when planning changes. Staff feel valued and proud to work at the school. Leaders know their community well and use this to plan support that meets pupils' needs. They understand the circumstances that might be a barrier to pupils' learning and wellbeing. They also know the challenges that pupils and their families may face. Leaders are committed to making decisions in the best interests of pupils. Parents and carers are positive about the school.

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

Pupils feel known and cared for by staff and have positive relationships with each other. They are greeted warmly at the start of each day. Children in the early years get off to a positive start and enjoy warm, caring interactions with staff. Pupils' needs are identified quickly and they get the right help when they need it. They access the curriculum alongside their peers. However, not all pupils have benefited equally from the changes that leaders and governors are making. While many pupils enjoy learning, some do not achieve as well as they could. Some pupils do not write as clearly as they could. They often struggle to remember their prior learning. If they do recall it, they find it difficult to use it when faced with new learning.

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

Pupils feel happy, cared for and safe. They say the school feels friendly, calm and respectful. Pupils know who to talk to if they have any worries. When concerns are raised, staff deal with them promptly. Bullying or any discriminatory behaviour is rare and not tolerated. Most pupils behave well and try their best. However, some pupils do not follow staff's expectations for behaviour at playtimes. This is because staff do not apply these expectations consistently.

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

Most pupils attend school regularly. They enjoy a wide range of clubs, visits and residential experiences. They also take on leadership roles and contribute to school life. For example, they take part in an eco group that helps to look after the school's environment. Through these experiences, pupils learn how to make a positive contribution to their community. These opportunities help pupils to develop the confidence they need for life in modern Britain.

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Next steps

Leaders should make sure that staff consistently follow the school's early reading curriculum so that pupils learn to read accurately as quickly as possible. Leaders should ensure that teachers use the information that they gather about pupils' writing to rectify gaps in pupils' transcription skills, particularly handwriting and spelling. Leaders should make sure that teachers routinely revisit prior learning so that pupils develop secure knowledge across subjects. Leaders should make sure that staff put the renewed expectations for pupils' behaviour and routines into practice consistently so that pupils do not miss out on important learning.

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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. Leaders and governors should check closely and precisely on the impact of their actions on pupils' outcomes and experiences.

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About this inspection

The chair of the board of governors in this school is Paul Bartlett.

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About this inspection

This inspection took place on 15 and 16 September 2026.

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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

Following our renewed inspection framework, all inspections are now led by His Majesty's Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher and other leaders during the inspection. The lead inspector spoke to representatives of the governing body, including the chair of the governing body. Inspectors engaged with pupils throughout the inspection. They also spoke to some parents and carers. They considered the responses to Ofsted’s surveys, including Ofsted Parent View.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

A new chair of governors has been appointed since the previous inspection.

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About this inspection

The school does not make use of any alternative provision.

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About this inspection

The school is registered as having a Church of England religious character. It is part of the Diocese of Carlisle. It received a section 48 inspection for schools of a religious character in October 2025.

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About this inspection

Headteacher: Gillian Elliot 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

2023/24 (final) 67% 61% Close to average

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average

2022/23 (final) 55% 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

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

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average

2023/24 (final) 78% 74% 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

2023/24 (final) 78% 72% Close to average

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average

2022/23 (final) 65% 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

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

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average

2023/24 (final) 78% 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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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

2023/24 (3 term) 4.9% 5.5% Close to average

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national average

2022/23 (3 term) 5.9% 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

2022/23 (3 term) 16.9% 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

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