St John's Catholic Primary School, SkelmersdaleOfsted report card, 15 Sept 2026

St John's Catholic Primary School, Skelmersdale

Address: Flamstead, Birch Green, Skelmersdale, Lancashire, WN8 6PF Unique reference number (URN): 119586

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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 Expected standard

Pupils achieve well in the national tests at the end of Year 6. Achievement in reading, writing and mathematics, including that of disadvantaged pupils, is consistently close to the national average. Pupils also secure the times tables knowledge they need by the end of Year 4. This is reflected in pupils’ outcomes, which sit above the national average. As a result, pupils are suitably prepared for the next steps of their education.

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Achievement Expected standard

Children get off to a flying start in the early years, where staff prioritise language, communication and physical development. This helps children to build the foundations they need for later learning. Across the curriculum, pupils develop and build the skills and knowledge they need to succeed.

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Achievement Expected standard

Pupils with special educational needs and/or disabilities make suitable progress from their starting points. Swift identification of their needs, alongside the effective support in place, ensures that they learn the curriculum well.

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Attendance and behaviour Expected standard

Leaders, staff and governors are committed to ensuring that every pupil is in school, on time, every day. Leaders have implemented effective systems to track and support attendance. They intervene swiftly when pupils’ attendance is not high enough. Leaders work closely with external agencies to promote positive attendance habits. They demonstrate a secure understanding of the barriers faced by families and provide targeted support to address these effectively. As a result, rates of persistent absence are reducing. This reflects increasingly positive attitudes towards attendance in the school community. Although attendance remains below national averages, it is improving. Disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND) generally attend well. This is because of the effective personalised support that leaders provide.

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Attendance and behaviour Expected standard

Pupils demonstrate positive attitudes to learning and behave well. They are respectful, polite and cooperate well with each another. In lessons, pupils generally listen well and engage with their learning. Leaders have established clear expectations, which staff apply consistently. They implement effective adaptations and reasonable adjustments for pupils with SEND, such as choices about how to access their learning. This helps them to learn alongside their peers. Discrimination of any form is not tolerated. If there are issues, leaders deal with them swiftly. As a result, there is a positive culture where staff know and care for all pupils.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of the curriculum and teaching. They use this insight to take action to bring about improvements. Pupils learn a broad curriculum that provides them with the knowledge they need for their next steps. The curriculum builds on what pupils already know across subjects and phases. Teachers make sure that pupils have opportunities to revisit what they have been taught so that they remember the key curriculum content over time.

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Curriculum and teaching Expected standard

Leaders prioritise the teaching of reading, writing and mathematics. Teachers have the expertise that they need to explain new learning clearly. They use assessment effectively, particularly in phonics, to identify and address gaps in learning. Whole-school ‘Meaningful Mornings’ sessions are central to leaders’ ambitions for pupils to secure the basic skills they need to navigate learning. Teachers use questioning to check pupils’ understanding.

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Curriculum and teaching Expected standard

Thoughtful interactions and appropriate adaptations enable pupils, including those with special educational needs and/or disabilities, to access the curriculum alongside their peers. Pupils enjoy talking about their learning and are given opportunities to discuss their ideas with their peers. This helps them to build confidence and independence. Teachers are now placing greater emphasis on teaching pupils the skills they need to have fluent handwriting. They focus on teaching consistent letter formation, which enables pupils to have more engagement with writing tasks and supports their developing writing stamina.

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Early years Expected standard

Children make a positive start to school life at St John's. They benefit from an ambitious, well-sequenced curriculum that has a clear focus on securing their basic knowledge and skills. Children settle into the school life and quickly form close bonds with staff. There are well-established routines in place to ensure that their welfare is a high priority. Staff model care and kindness. Positive and respectful relationships are evident across the setting. As a result, children feel safe, confident and ready to learn.

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Early years Expected standard

Staff have a deep understanding of children's needs and barriers to learning. They quickly identify any gaps in children's knowledge. Effective teaching addresses these gaps quickly. Children with special educational needs and/or disabilities and those with barriers to learning and/or wellbeing receive precise support that ensures that they keep up with their learning. Staff use questioning and modelling effectively to extend learning and develop vocabulary. They teach phonics well. As a result, phonics knowledge builds rapidly to enable children to read words accurately. Staff have high expectations for early writing, including pencil grip and letter and number formation.

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Early years Expected standard

Children make secure progress through the curriculum. The proportion of children achieving a good level of development is typically close to the national average, meaning they are generally well prepared for key stage 1.

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Inclusion Expected standard

Leaders, governors and staff share a clear ambition that all pupils, regardless of background or need, achieve well. Staff know pupils well and understand their individual needs and circumstances. They are quick to identify barriers to learning, attendance and wellbeing and take effective action to reduce them.

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Inclusion Expected standard

Leaders select the right support at the right time. This includes access to therapists, mental health support or through additional staffing. Staff receive a range of training. They understand how to support pupils to learn alongside their peers. Lesson adjustments are generally carefully planned and well matched to the needs of individual pupils. Leaders track pupils’ progress regularly. They use this evidence to plan and review the support for disadvantaged pupils and those who have barriers to learning and wellbeing.

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Inclusion Expected standard

Leaders use additional funding effectively. In addition to ensuring that pupils who are disadvantaged and those with special educational needs and/or disabilities (SEND) are secure in the basic skills, they prioritise access to enrichment opportunities, trips and wider experiences. Leaders and governors evaluate the impact of their spending carefully and work closely with external agencies to strengthen provision. As a result, disadvantaged pupils and those with SEND and other vulnerabilities participate fully in school life and achieve well. Pastoral support is responsive and highly effective. Pupils who are known, or previously known, to social care receive timely, caring support.

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Leadership and governance Expected standard

Leaders care deeply about ensuring pupils, particularly those who are disadvantaged, grow into successful, responsible citizens who thrive in modern Britain. They have a detailed understanding of their pupils, the school community and the local context. This enables them to prioritise their work and improvement strategies effectively. Pupils’ best interests sit at the heart of all decision-making. Leaders have high expectations for all.

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Leadership and governance Expected standard

Governors are equally ambitious for the pupils of St John’s and their families. They are committed to continuous improvement. They hold leaders to account for the education that pupils receive. Governors pose challenging questions that ensure leaders’ focus remains on pupils’ wellbeing, safety and achievement. They use their expertise well to check that the needs of pupils with special educational needs and/or disabilities and those who are disadvantaged are met. Governors meet their statutory responsibilities.

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Leadership and governance Expected standard

Leaders thoughtfully consider staff workload and wellbeing. Staff access high-quality training that helps them to understand new initiatives. This positive culture enables staff to model the school’s core values in all aspects of their work.

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Leadership and governance Expected standard

Leaders and staff have established positive relationships with pupils, families and the wider community. They have created a firm sense of belonging. Parents and carers feel welcome, listened to and involved in school life. They speak highly of the care that staff provide and feel assured that their children are safe. Most parents would not hesitate in recommending this school to others.

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Personal development and wellbeing Expected standard

Pupils benefit from a well-sequenced programme of personal development that is rooted in the school’s values. An age-appropriate relationships and sex education and health education curriculum supports pupils' understanding of relationships, puberty and physical development. Leaders carefully consider the local context when designing learning. Pupils’ safety in the local community and online is a priority. As a result, pupils understand the potential risks around them. They know how and where to seek help should they need it.

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Personal development and wellbeing Expected standard

Leaders’ work to support pupils’ wellbeing is effective. Pupils benefit from the advice and support of a well-established pastoral team. They know that they can speak to a trusted member of staff if they feel sad or have any worries. Pupils have access to the ‘Regulation Station’, which helps them to feel calm and ready for learning. This contributes to pupils’ confidence, resilience and positive wellbeing. Leaders work with external agencies to provide support to pupils who need additional help with their wellbeing. They act on any concerns quickly to make sure that pupils receive timely support from the right services.

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Personal development and wellbeing Expected standard

Pupils, including those with special educational needs and/or disabilities and those with other vulnerabilities, enjoy a range of clubs and enrichment opportunities. These include residential trips to the Lake District and visits to local places of heritage and interest. This enables pupils to develop talents, learn new skills, and cooperate and communicate with others. Pupils who represent the school in sporting competitions, such as football matches, wear their school’s colours with pride. Leaders have begun to track participation and access to these activities to inform and personalise future provision.

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Personal development and wellbeing Expected standard

Pupils benefit a range of pupil leadership roles in school. Through voting for members of different leadership groups, they experience fundamental British values, such as democracy, in action. Pupils also develop social responsibility through eco projects and charitable work. Pupils are well prepared for life in modern Britain.

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

Pupils feel safe and well cared for at this welcoming school. They benefit from positive relationships with staff. Pupils are valued as individuals. They are proud to be part of a caring school community. Pupils experience a broad range of learning opportunities. They develop their knowledge and skills across the curriculum and are encouraged to take an interest in the world around them. Visits, visitors and special events help to broaden pupils’ experiences beyond the classroom. Pupils grow vegetables in the allotment, design and build dens in their forest and share tales from the giant story chair.

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

Staff encourage pupils to work hard and develop the confidence and resilience they need to succeed. Pupils have opportunities to take on leadership responsibility across an array of areas and actively contribute to school life. Pupils, including those with special educational needs and/or disabilities (SEND) and those who are disadvantaged, achieve well.

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

Pupils behave well and treat each other with respect. They chat enthusiastically in the dinner hall, play harmoniously in the playground and work collaboratively in the classroom. There is a highly positive feel to the school, where pupils are happy to be themselves. Bullying is rare. Pupils know that staff will act quickly if any problems arise. They talk confidently about personal safety, including online and in the wider world.

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

Pupils learn to listen to different viewpoints and to work cooperatively with their classmates. While St John’s is extremely proud of its Catholic ethos, it also teaches the importance of different cultures and beliefs. This helps pupils to develop respect for diversity and difference. Consequently, pupils grow socially and morally alongside their academic learning. Pupils with SEND and those with other barriers to learning or wellbeing receive the support they need to access learning and participate fully in school life.

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Next steps

Leaders should continue to prioritise the teaching of handwriting to ensure that pupils develop fluent and consistent handwriting skills over time. Leaders should maintain their rigorous focus on improving attendance for all pupils so that attendance continues to rise and the number of pupils who are persistently absent continues to decrease.

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About this inspection

The chair of the board of governors in this school is Vicky Heyes.

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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 school leaders and staff during the inspection. The lead inspector met with members of the governing body, including the chair of governors. The lead inspector also spoke with a representative of the local authority and the archdiocese.

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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 is a Roman Catholic, voluntary-aided school. The school is part of the Archdiocese of Liverpool. The most recent section 48 inspection of the school was carried out in April 2024.

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About this inspection

The school currently makes use of one alternative provision.

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About this inspection

The school provides before- and after-school care.

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About this inspection

The school has undergone leadership changes since the previous inspection. A new headteacher was appointed in January 2026.

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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 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. National average: 26.5%

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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

2022/23 (final) 57% 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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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) 75% 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) 68% 73% Close to average

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average

2022/23 (final) 68% 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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average

2024/25 (final) 38% 47% Close to average

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average

2023/24 (final) 46% 46% Close to average

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average

2022/23 (final) 54% 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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average

2023/24 (final) 62% 62% Close to average

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average

2022/23 (final) 62% 60% 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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average

2024/25 (final) 63% 59% Close to average

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average

2022/23 (final) 69% 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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average

2023/24 (final) 62% 59% Close to average

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average

2022/23 (final) 62% 59% Close to average

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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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national average

2022/23 (3 term) 18.9% 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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