Schools & FE · Report card

Earby Springfield Primary SchoolOfsted report card, 29 Sept 2026

Inspected 29 Sept 2026 · URN 119251

Ofsted inspected Earby Springfield Primary School on 29 Sept 2026, led by Sally Rix. This is a report card inspection; the lowest area grade was Expected standard. Source: Ofsted (Open Government Licence v3).

Summary

Report card, graded by area · lowest ExpectedSafeguarding met

Sally Rix (lead), Gary Anders

What we read, and from where

Click a reading to see it highlighted in the report.

Achievement verified
Expected standard
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Expected standard
Early years verified
Expected standard
Inclusion verified
Expected standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
29 Sept 2026
Inspectors verified
Gary Anders, Sally Rix
Postcode verified
BB18 6SJ
Name on report verified
Earby Springfield Primary School
Safeguarding verified
Met
URN verified
119251

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Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourExpected
Curriculum and teachingExpected
Early yearsExpected
InclusionExpected
Leadership and governanceExpected
Personal development and wellbeingExpected

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+69Positivemore positive than 28% of report cards whose lowest area grade is Expected standard

StrongExpectedNeeds attentionUrgent improvement

In line with other report cards whose lowest area grade is Expected standard.

Markers show where typical reports of each grade sit.

Praisesuccessfullyeffectiveconsistentlypositivenurturingvery wellsecurehigh quality

Criticismconcernsgapsdisruptionabsence

How the report reads, start to finish

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FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1638w+66
Leadership258w+74
Safeguarding51w−11
What needs to improve90w+71

Strengths

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Concerns

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No strong criticism found.

Next steps

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What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 16
Words of findings: 2,035; about usual (typical 1851)
Reading level: Hard; Flesch 46, typical 44
Average sentence: 17 words
Next steps: 3; typical 2
Hedged sentences: 10%; “some”, “not always”, “most”…

Where the words go

Findings 52%Leadership 8%Safeguarding 2%What needs to improve 3%About the inspection 35%

Full report text

Earby Springfield Primary School

Address: Bailey Street, Earby, Barnoldswick, Lancashire, BB18 6SJ Unique reference number (URN): 119251

p.1

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.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Expected standard

During their time in school, pupils successfully acquire important foundational knowledge in reading, writing and mathematics. This is reflected in pupils' attainment in national tests at the end of key stage 2, which is in line with national averages over time, and sometimes higher. For disadvantaged pupils, attainment in these tests is often markedly higher than that of disadvantaged pupils nationally, particularly in reading and mathematics. This reflects the effectiveness of the support that these pupils receive.

p.2

Achievement Expected standard

On the whole, pupils make steady progress through the curriculum in each subject. Starting in the early years, children's learning builds logically over time. Some pupils have notable barriers to learning or wellbeing. Leaders tailor the support that is in place for these pupils to ensure that they benefit from the help that they need to learn successfully. Consequently, pupils of all ages are typically prepared well for the next step of their education.

p.2

Attendance and behaviour Expected standard

Leaders are resolute in their determination to ensure that pupils attend school regularly. Most do. Overall attendance is in line with the national average. Attendance rates for disadvantaged pupils and those with special educational needs and/or disabilities are consistently well above those of similar pupils nationally. This reflects the positive impact of leaders' work on inclusion. Even so, leaders continue to keep a close eye on patterns of absence. This means that, when concerns arise, they can intervene quickly to dismantle any barriers that might prevent pupils from coming to school.

p.2

Attendance and behaviour Expected standard

Leaders have defined the behaviours that they want pupils to develop in order to be considerate and effective learners. Staff have a shared understanding of these behaviours, including how they progress as pupils get older. For example, children in the early years start by learning how to take turns. By Year 6, pupils understand, and often exhibit, the characteristics of effective teamwork. As a result, classrooms are calm and purposeful environments where disruption seldom occurs.

p.2

Attendance and behaviour Expected standard

Most pupils learn to treat each other with kindness and consideration. When this is not the case, staff resolve any issues swiftly. Leaders are continuing to review what pupils learn about bullying. This is to ensure that pupils have a thorough understanding of the difference between bullying and squabbling with friends.

p.2

Curriculum and teaching Expected standard

Leaders have taken effective action to strengthen the curriculum and to ensure that staff have clarity about what pupils should learn. Careful thought has ensured that this curriculum is suitable for the small number of pupils who have recently begun to be taught in mixed-age groups.

p.2

Curriculum and teaching Expected standard

Teaching is typically effective, including in phonics which has been a key priority for leaders. Staff have secure knowledge of each subject and they make effective use of resources to help pupils to learn. Suitable adaptations are made for those pupils who need more help to access the curriculum. In the early years, staff are adept at ensuring that learning activities are closely matched to children's starting points. However, in the rest of the school, some learning activities do not fully account for what pupils already know and can do. As a result, there is a little variability in how well some pupils access or deepen their learning.

p.2

Curriculum and teaching Expected standard

Leaders have a comprehensive understanding of those pupils who have gaps in their reading, writing or number knowledge. These pupils benefit from effective support to catch up. That said, on occasions, staff's expectations of pupils' writing across the curriculum are not as high as they could be. This hinders some pupils in developing their ability to communicate well in writing.

p.3

Early years Expected standard

Leaders have taken suitable action to improve the quality of the early years provision. The curriculum has been strengthened and staff have clarity about the knowledge that children should acquire. In addition, leaders have ensured that the curriculum takes account of children's starting points, so that any gaps in their knowledge or skills can be rectified. In the main, staff use all of this information well to design activities that help children to learn successfully. However, a little variability persists in the extent to which learning activities emphasise the important knowledge outlined in the curriculum. This hampers some children from developing a secure understanding across the different areas of learning.

p.3

Early years Expected standard

Leaders' understanding of the barriers often faced by children when they join the Reception class has led to a greater emphasis on developing language and communication skills. There is a sharp focus on building children's vocabulary and this is reinforced through interactions with staff, which are typically of a high quality. Staff make careful adaptations so that any children who have barriers to engaging in education can access learning successfully.

p.3

Early years Expected standard

Staff work closely with parents and carers and get to know their children quickly. Parents particularly appreciate staff's warm and nurturing approach. On the whole, children build the knowledge and skills needed for Year 1.

p.3

Inclusion Expected standard

The school has a large proportion of pupils with barriers to their learning or wellbeing. Leaders' deep commitment to making everyone feel welcome is visible throughout the school. For instance, a prominent jigsaw display includes a piece designed by every pupil, reflecting the importance of each individual to the whole. Pupils know that everyone belongs.

p.3

Inclusion Expected standard

Leaders swiftly and accurately identify any additional needs that pupils may have, including any special educational needs and/or disabilities. Staff receive useful information about how to help these pupils. Leaders have ensured that strategies to support pupils with barriers to their learning or wellbeing are used routinely by staff. This helps pupils to engage well with their education, despite such barriers. For those pupils with more complex needs, or larger gaps in their knowledge when they join the school, leaders have thought carefully about how to weave additional support throughout the school day. On the whole, staff reduce any barriers to pupils' learning or wellbeing successfully.

p.3

Inclusion Expected standard

Leaders make thoughtful use of additional funding to enhance pupils' experiences, for example through trips. Leaders also ensure that school and learning are accessible to all, including by providing transport when needed. They are staunch advocates for pupils and work closely with external agencies to secure additional support when needed.

p.4

Leadership and governance Expected standard

Amid challenges arising from the falling number of pupils who attend the school, leaders have recently made some difficult decisions, including about staffing and class groupings. Yet they have kept pupils' best interests front and centre. Leaders are determined champions for pupils, particularly those who face the most obstacles to their learning or wellbeing. Leaders engage with a wide array of external agencies. They lead on initiatives within the local authority to ensure that they maximise the opportunities and resources that are available to pupils.

p.4

Leadership and governance Expected standard

Leaders have taken effective action to improve the school since the last inspection. They have a thorough understanding of what the school does well and where further improvement would be beneficial. This informs an ongoing programme of professional development for staff. The positive impact of this programme is particularly evident in the improvements to the teaching of phonics and in the early years. In this time of change, staff appreciate the consideration that leaders give to their workload and wellbeing.

p.4

Leadership and governance Expected standard

Governors, leaders and staff are extremely proud to be part of this school. Many have held their roles over a long period of time, which reflects their commitment to the pupils, the school and the local area. Governors have a solid understanding of the changes that have recently been made. They hold leaders to account with rigour and understanding, determined to ensure that the school's current trajectory of improvement continues, in spite of any ongoing challenges. With support from governors and the local authority, leaders have successfully got the school back on track.

p.4

Personal development and wellbeing Expected standard

Leaders provide a personal development programme that is underpinned by their determination to overcome any economic disadvantage that pupils might face. As such, pupils benefit from an array of trips that enhance their understanding of the local area and beyond. They excitedly discuss visiting places such as farms, museums, castles and the beach. Older pupils recall their delight at experiencing the sights and landmarks of London on a recent residential trip. Leaders ensure that these opportunities build on the curriculum to help pupils to develop the skills and knowledge that they need to feel confident in the wider world. For instance, when visiting London, pupils learned how to use public transport. Trips to the beach reinforce learning about water safety. Leaders ensure that all pupils can access these opportunities, for example they make use of additional funding if needed.

p.4

Personal development and wellbeing Expected standard

Staff know pupils very well. This enables staff to quickly spot any indication that a pupil might need a bit of extra care or guidance. Pupils benefit from tailored support, delivered with warmth, which helps them to feel settled and secure in school. In addition, leaders ensure that pupils learn to understand and maintain their own physical and mental wellbeing. This means that pupils are well equipped to continue to look after their minds and bodies in the future.

p.4

Personal development and wellbeing Expected standard

In the main, pupils develop an age-appropriate understanding of important knowledge such as how to forge healthy relationships, keep themselves safe online and how the fundamental British values shape modern society. Pupils also learn how to exercise their rights and responsibilities as citizens. This learning is supplemented by opportunities to put their community responsibilities into practice. For example, members of the student council worked with leaders to improve the school environment by furnishing every classroom with plants. Similarly, pupils take pride in their charitable endeavours.

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