Lammack Primary SchoolOfsted report card, 22 Sept 2026

Lammack Primary School

Address: Lammack Road, Blackburn, Lancashire, BB1 8LH Unique reference number (URN): 119124

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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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Achievement Strong standard

The essential skills that children develop in Reception help them secure detailed knowledge of reading, writing and mathematics as they progress through the school. This is further enhanced through leaders’ emphasis on oracy. In turn, pupils express their understanding of increasingly complex ideas clearly, using ambitious vocabulary. Pupils also gain an in-depth understanding of other subjects, such as art, history, geography and physical education. This equips them with the knowledge to engage in meaningful discussions about what they have learned and prepares them well for subsequent learning.

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Achievement Strong standard

Pupils, including those with special educational needs and/or disabilities, make notable progress from their individual starting points. Outcomes in national assessments of phonics, reading, writing and mathematics reflect this. Over time, the proportion of pupils meeting the expected standard in these assessments has been well above the national averages. Moreover, the proportion of pupils demonstrating greater depth is usually well above the national averages too.

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Attendance and behaviour Strong standard

Thanks to leaders’ strategic approach to attendance and inclusion, pupils enjoy coming to school and, consequently, their attendance is high. Some pupils miss school for religious observance. Despite this, attendance remains high. Leaders provide help for pupils and families where attendance and punctuality are challenging. This involves regular home visits, adapted support plans and attendance contracts. While having high expectations, leaders help families overcome these challenges. Consequently, the support leaders put in place improves attendance considerably.

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Attendance and behaviour Strong standard

Pupils understand their role in creating a safe and supportive school. Therefore, pupils’ conduct consistently reflects the school’s values. They demonstrate highly positive attitudes towards their learning and others, being courteous, respectful and routinely using good manners. While not common, leaders address any incidents of bullying or offensive behaviour quickly. Pupils’ self-discipline sees them act maturely and calmly, unprompted by staff. Leaders are quick to offer highly effective support for pupils who make poor behaviour choices. Similarly, leaders praise positive behaviour, with pupils competing to look after the school bear, ‘Jofli’, should their conduct be particularly impressive.

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Curriculum and teaching Strong standard

Over time, leaders have crafted a curriculum that sequences the learning of essential knowledge logically, including the knowledge of reading, writing and mathematics. This is well embedded and helps pupils to secure their understanding of complex ideas as they move through the school. Indeed, pupils can explain how their learning in previous years is helping them in their current lessons. Leaders continuously refine their curriculum to reflect the starting points for each year group. When necessary, they adapt learning for individual pupils to reduce the barriers that some face. Teachers think carefully about the learning activities that they set pupils. These tasks break down the learning of complex ideas so that pupils can build their understanding logically. Teachers enhance this through probing questions. Teachers’ high expectations see them ask pupils to articulate their thoughts and challenge others’ ideas in a constructive and

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Curriculum and teaching Strong standard

respectful manner. Through this, teachers gain an understanding of the knowledge pupils are secure in and where they may need additional practice. Where more support is needed, teachers design additional tasks or provide tailored tuition. This helps pupils, including those with barriers to learning, make progress through the curriculum.

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Early years Strong standard

Leaders use their expert knowledge to craft a highly effective early years curriculum that secures children’s essential development. Leaders get to know the children very quickly, identifying any barriers that a child may face. With this knowledge, staff design tasks and adapt resources to start reducing children’s identified barriers swiftly. This includes additional engagement with play dough to build children’s hand muscles, ready for holding a pen. Staff also identify children to participate in role play such as imagining a flight abroad. This helps to develop children’s imagination, language and understanding of how to interact with others. Staff immerse children in high-quality interactions. They describe the activities that children do, engaging them with questions about their surroundings. Moreover, staff consider the vocabulary they use carefully. In turn, children echo this vocabulary, reflecting

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Early years Strong standard

the emphasis on oracy throughout the school.

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Early years Strong standard

Staff create a warm and welcoming environment for the children. It is a safe space where children feel at ease quickly. Staff support children to understand the rules and routines. As such, these routines become embedded rapidly, with children hanging their coats up independently, settling quickly and being ready to learn at the start of each day. This social and developmental education means that children in Reception are very well prepared for future learning.

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Inclusion Strong standard

Leaders take a proactive approach to identifying the barriers to learning or wellbeing that some of their pupils face. They have developed a culture where teachers, staff and pupils care deeply for one another and confidently raise any observations they may have. This allows leaders to gather detailed information and identify quickly any challenges that pupils face. Leaders ensure that disadvantaged pupils and pupils with special educational needs and/or disabilities benefit from the whole-school provision. To do this, leaders provide ongoing professional learning for staff. They also make astute use of pupil premium funding to adapt aspects of the curriculum, provide one-to-one or small-group additional help and invest in extra resources to reduce any barriers to learning or wellbeing that pupils face. When necessary, leaders work with other experts to make sure that the support for pupils is appropriate.

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Inclusion Strong standard

Inclusion is at the forefront of leaders’ and staff’s work. Pupils also recognise the importance of including everyone so they feel that they belong in the school community. Pupils’ caring nature towards one another is testament to this. Leaders’ approach to inclusion is also embedded in the parent community, with families knowing that the school will support them if needed. This community approach to helping pupils who face challenges has led leaders to share effective inclusive practices with other local schools.

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Leadership and governance Strong standard

The school is undergoing expansion. Leaders’ high expectations, paired with governors’ effective oversight, have helped ensure that education and pastoral support remain consistently effective. Leaders and governors also have an astute understanding of where improvements can be made. They are not complacent and use information from a range of sources to create appropriate plans to further enhance practice.

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Leadership and governance Strong standard

Leaders provide staff with the time and professional learning opportunities to carry out their roles well. Together, they create ‘professional learning communities’ tasked with putting educational research into practice. Staff share their findings and improve their professional practice accordingly. In turn, staff are enthusiastic about their development, with informal conversations about effective practice being commonplace. Leaders and staff have developed the knowledge and skills that enable them to support other local schools and present at national conferences.

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Leadership and governance Strong standard

Staff wellbeing and workload are at the forefront of leaders’ and governors’ minds. Consequently, staff feel highly valued and proud to be part of the school community. This directly reflects leaders’ vision for the school. While remaining highly ambitious for pupils and staff, leaders do not lose sight of their role as a community school. Their support for pupils extends to support for their families. Together, leaders, staff and parents ensure that pupils get the help they need to develop essential knowledge, learn about the world around them and thrive at school. Parents value their place in the ‘Lammack family’.

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Personal development and wellbeing Strong standard

Leaders place a real emphasis on developing the whole child through a carefully considered and highly responsive personal development and wellbeing programme. They have designed a broad and ambitious curriculum that builds progressively from the early years through to Year 6, ensuring that pupils develop the age-appropriate knowledge, understanding and personal qualities they need to be successful in school and beyond. Pupils demonstrate a deep understanding of topics such as physical and mental wellbeing, online safety, healthy relationships and democracy. Pupils’ day-to-day conduct reflects this. They treat each other fairly and with respect. Pupils recognise individual differences and celebrate people’s individuality. They look after one another, understanding that people can face challenges in their lives. Pupils embody and actively promote the school’s values.

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Personal development and wellbeing Strong standard

Leaders have carefully ensured that pupils benefit from a wide range of enrichment opportunities that enhance their interests, talents and aspirations. Clubs, competitions, visits and leadership opportunities are numerous and varied. Pupils describe experiences with confidence, including debating, drama, choir, chess, sport, poetry competitions and talent showcases. They explain how these opportunities help them develop confidence, resilience and self-esteem. Leaders actively monitor participation and take effective action to ensure that disadvantaged pupils and those with special educational needs and/or disabilities can access the same breadth of experiences as their peers. Leaders value pupils’ opinions and involve them in changes at the school. They invite pupils to be part of the interview process for new staff, for example, and regularly hold democratic votes to agree revised rules or expectations. Pupils also value the additional responsibilities

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Personal development and wellbeing Strong standard

that leaders give them. 'Wellbeing champions' provide support for peers who are experiencing a challenging time. 'Eco-warriors' launch projects to help the environment, such as planting trees and building bug hotels. These opportunities reinforce the collaborative culture of the school, helping pupils understand their role in the community and wider world.

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

For pupils and children, school is a place of joy. When they enter the grounds, they know that staff will greet them with warmth and kindness. Pupils respond with their usual positive manners and politeness. They know that teachers and staff want the best for them. Pupils find comfort in this. They also know that their peers are a source of support. Pupils make an effort to ensure that everybody is kind to one another and included in play at social times. Incidents of unkind behaviour or bullying are rare but, when they do happen, staff deal with them quickly and effectively.

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

In lessons, pupils engage with their learning enthusiastically. As they move through the school, they build a secure knowledge of the concepts they are taught across a broad range of subjects. When pupils find a topic or task challenging, teachers provide the additional help needed so that they still develop the necessary skills. In turn, pupils appreciate the importance of education and are proud to share their new knowledge with others. They particularly value reading and talk eloquently about the texts that they have read. Together, this knowledge helps pupils to attain highly in national assessments from Reception to key stage 2.

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

Pupils’ voices have value. They regularly share their views about the school with leaders, bringing meaningful change when possible. Additional roles such as 'play leaders' and 'digital leaders' give pupils purposeful responsibilities. These opportunities help secure pupils’ pride and sense of belonging at the school. This is further enhanced when pupils represent the school at public events, such as singing at the cathedral or visiting local places of interest. They enjoy showcasing their newfound talents in sport and the arts thanks to the school’s enrichment programme. Pupils find confidence in the unwavering support that their peers, parents and carers and the staff give them. This helps pupils and children to attend regularly and strengthens pupils’, parents’ and staff’s sense of belonging to the school community.

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Next steps

Leaders should continue strengthening their approach to the teaching of writing so that pupils make exceptional progress and achieve as well as they can.

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Team inspectors:

Jane Dennis, His Majesty's Inspector Rachel Pars, Ofsted Inspector Sue Dymond, His Majesty's Inspector

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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 22 September 2026

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Total pupils

Leaders should continue to embed strategies around attendance and persistent absence to ensure that pupils attend exceptionally well over time.

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About this inspection

The chair of the board of governors in this school is Helen Holden.

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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 22 September to 23 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 school leaders, governors and the local authority. Inspectors also spoke to a number of pupils, staff and parents.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school currently uses no alternative provision.

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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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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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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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average

2022/23 (final) 50% 44% Close to average

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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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average

2022/23 (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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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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national average

2024/25 (3 term) 4.4% 5.2% Close to average

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national average

2022/23 (3 term) 6.3% 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) 9.9% 13.0% Close to average

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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.

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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

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Urgent improvement

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