Inskip St Peter's Church of England Voluntary Aided SchoolOfsted report card, 15 Sept 2026

Aided School

Address: Preston Road, Inskip, Preston, Lancashire, PR4 0TT Unique reference number (URN): 119531

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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 Needs attention

Although published outcomes have been positive over time, pupils' learning is not secure. Pupils' fundamental writing and number skills vary across the school. Pupils do not consistently remember important ideas well across the curriculum. Their outcomes in the multiplication check have been low for some time. This reflects gaps in pupils' number knowledge.

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Achievement Needs attention

Staff support early reading well. However, pupils' understanding of writing and mathematics is less secure across classes. Many pupils remember ideas from recent lessons. Even so, they cannot explain these ideas in depth or link learning together. This shows that earlier knowledge is not secure, so pupils cannot build new ideas confidently.

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Achievement Needs attention

Progress from pupils' starting points, particularly for disadvantaged pupils and those with additional needs, is variable. Some pupils are well supported to make steady gains. However, this is not consistent across classes or subjects. As a result, pupils are not as well prepared for future learning as the positive outcomes suggest.

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Attendance and behaviour Needs attention

Behaviour has improved following the new leader's review of the school's behaviour policy. However, previous expectations for behaviour have not been high enough. Staff have not managed poor behaviour appropriately. This still influences the conduct of some pupils. Recently, behaviour has improved and is generally calm. Pupils move sensibly around school. They follow new routines and increasingly show respect for staff and one another. Breaktimes are now well supervised and pupils generally mix safely and kindly. In lessons, most pupils settle quickly. However, some pupils lose focus when instructions or explanations are unclear. Staff understand the vision of the new leader. They are applying the newly introduced 'Ready to Learn' rules consistently. Pupils also recognise that behaviour has improved.

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Attendance and behaviour Needs attention

Pupils attend school regularly. Leaders check attendance closely each day and act quickly when concerns arise. They discuss attendance concerns with families in a supportive manner. This helps leaders understand any barriers, including for disadvantaged pupils or those pupils with additional needs. This support is making a sustained difference. Attendance is above national figures, and persistent absence is falling for all groups. Parents and carers value the positive communication they receive. Pupils understand the importance of attending school every day.

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Curriculum and teaching Needs attention

Teaching is not consistently effective across the school. In many lessons, staff do not give precise explanations or show pupils what good work looks like. Staff do not consistently ask questions that help pupils think carefully or show what they know. When this happens, pupils find learning harder. Some teaching is effective, but this varies between classes. Staff do not design lessons well. In some lessons, pupils are challenged and expectations are understood. However, this is not typical. Staff's expectations of the quality and quantity of pupils' work vary. Staff do not plan activities that help pupils practise skills in ways that secure important learning. Newly appointed leaders have begun to address these inconsistencies. They have provided training to build staff expertise, introduce improved curriculums and raise expectations for pupils. However, this work is at an early stage.

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Curriculum and teaching Needs attention

Leaders have introduced a curriculum that highlights the important ideas pupils need. Some pupils benefit from simple support that helps them concentrate. Support staff work closely with pupils who need extra help, and this is effective in some lessons. However, staff do not consistently adjust their teaching to address pupils' gaps in reading, writing and number. As a result, support for pupils with additional needs is inconsistent. Phonics is taught well, and pupils learn new sounds with confidence.

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Early years Needs attention

Early years provision is not consistent in giving children the secure start they need. Although leaders have designed a curriculum, it lacks the detail needed to help children build knowledge. Some activities do not have a clear purpose. Therefore, children do not always practise important skills across all areas of learning. Staff prioritise early reading and teach phonics well. Children enjoy learning new sounds and are beginning to use these in their early writing. However, opportunities to develop language are less consistent. Staff do not always model new language or ask questions that help children connect their ideas. Newly appointed leaders are aware of this and have introduced training to develop how staff interact and the questions they ask.

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Early years Needs attention

Children are calm, settled and confident in routines. They feel safe and enjoy warm relationships with staff and their classmates. Early visits and clear communication with parents and carers help children feel familiar with the environment and settle quickly. Staff know children well and adapt the curriculum to support pupils with additional needs. These adaptations help these pupils to take part in daily activities. Children do build important knowledge and skills across the curriculum. However, inconsistencies in the teaching of this curriculum mean that many are not as ready for Year 1 as they could be.

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Inclusion Needs attention

Support for pupils who need extra help is inconsistent across the school. Staff do not always understand pupils' challenges well enough or put the right help in place. Individualised plans that should guide staff's support vary in quality. While some identified next steps match pupils' needs closely, others do not show exactly what pupils need to learn next. In some cases, staff have not reviewed and adjusted plans recently. This means pupils do not always get the right help at the right time. Newly appointed leaders are developing new links with external specialists. This will help staff to support pupils with special educational needs and/or disabilities more routinely.

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Inclusion Needs attention

Leaders use additional funding to support disadvantaged pupils. This helps pupils with their learning and wellbeing. Even so, staff do not understand or apply this approach in the same way. Because of this, the difference the funding makes varies across the school. Leaders check how well extra help is working, including small-group sessions that help pupils fill gaps in their learning. Some pupils known to social care receive helpful emotional support. This makes a positive difference to their wellbeing. Leaders work closely with families when agreeing any additional support. New leaders are taking appropriate steps to support pupils with additional challenges more effectively. These improvements are at an early stage.

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Leadership and governance Needs attention

The school has recently appointed a new associate headteacher. This leader has developed a clear understanding of the school's priorities. However, the plans to address these priorities are in their infancy. Until recently, leaders have not checked the quality of education with enough precision. As a result, they have not had a precise view of how well staff teach the curriculum or how effectively pupils learn. This has allowed lower expectations and some ineffective practice to continue. The new leaders recognise the weaknesses and have begun to take appropriate action. They have brokered support and training from the local authority and other professionals to help staff improve their practice.

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Leadership and governance Needs attention

The new leaders are considerate of staff workload and wellbeing, which has been important during recent changes in leadership. Staff appreciate this and say they feel supported. Governors understand the school's context and maintain positive links with parents, carers and the wider community. This helps sustain the school's family feel and values. Minutes show that governors provide appropriate challenge. However, their oversight has not been rigorous enough to assure themselves that standards have been effective over time. Previous leaders and governors have not ensured that the school draws sufficiently on external expertise to improve practice.

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Leadership and governance Needs attention

Parents and carers value the school's community ethos. The new leaders know there is more to do to secure consistently high-quality provision for all pupils.

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Personal development and wellbeing Needs attention

The personal development programme is not consistently effective. Leaders aim to provide a curriculum to create 'good people for the future'. This curriculum provides lessons that teach about values, relationships, safety and the wider world. However, staff do not teach lessons in an effective way. As a result, pupils do not build knowledge over time. Some pupils do not remember essential ideas securely. Pupils talk positively about friendships and feeling safe. They know how to stay safe online and understand real-world risks such as water safety, road safety and online scams. However, pupils have a limited understanding of the fundamental British values such as tolerance, rule of law and individual liberty. Many pupils only recall basic information about democracy and racism. They struggle to explain why these ideas matter in modern Britain.

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Personal development and wellbeing Needs attention

Pupils learn about healthy relationships, consent and changes to their bodies. Their confidence in discussing puberty varies. Pupils have a broad sense of how to maintain positive mental health. They know that it is best to talk about their worries. Pupils enjoy trips, clubs and special events. These experiences help them develop interests and confidence. However, leaders do not plan these opportunities in a way that helps pupils link learning together. Pupils' recall of visits to places of worship or cultural experiences is vague. Leaders check participation closely. This ensures all pupils have fair access to these experiences.

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Personal development and wellbeing Needs attention

Pastoral support is a strength. Pupils are listened to, and families value the caring relationships in school. Leadership roles, such as school council, are growing. Even so, pupils still have limited opportunities to take on meaningful responsibilities. Pupils enjoy activities linked to sport, singing and science. These experiences help pupils build confidence and interests. However, the school does not provide these opportunities regularly. Pupils do not experience them often enough to build secure skills or lasting interests.

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

Pupils generally attain well in national tests. Many leave with results that suggest they are ready for the next stage of their education. However, pupils' experiences in lessons do not consistently match this picture. Many pupils struggle to remember important knowledge in reading, writing and mathematics. Others cannot explain their learning in depth. Pupils with additional needs do not always get the right help to take part in lessons confidently. This means pupils do not build the secure foundations needed as they move through the school. The school have recently appointed a new associate headteacher. This leader is now directing attention to the issues that have negatively affected pupils' experiences.

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

Pupils generally enjoy the lessons they receive, and many say that staff ensure that learning is fun. Pupils are appreciative of recent changes to routines and expectations in lessons. This helps them concentrate and understand new learning more securely. Children in the early years settle well and enjoy learning alongside their classmates. However, they do not always experience learning that prepares them as well as it could for Year 1.

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

Pupils say they enjoy coming to school and feel safe. Many describe the school as having a 'family feel'. Staff have warm, caring relationships with pupils. Breaktimes are generally calm and well supervised. Pupils mix happily across age groups. They play kindly and include others. They know what bullying is and trust adults to help them if they have a worry. Even so, some older pupils describe behaviour in the past that staff did not resolve well. Some pupils still become distracted in some lessons. This sometimes disrupts other pupils' learning. Many pupils attend regularly and arrive on time. They understand that attendance is important to their learning.

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

Pupils enjoy clubs, trips and leadership roles such as school council. These experiences help them feel part of the school community. However, some struggle to recall what leaders intended them to learn from these experiences. Some pupils say they would like more opportunities to follow their interests.

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Next steps

Leaders, including those responsible for governance, should develop a more precise monitoring routine so they gain reliable assurance about the school's work and can challenge leaders more effectively. Leaders should ensure high-quality explanations, questioning and task design from all staff to ensure pupils benefit from effective learning experiences across the curriculum. Leaders should implement an evidence-informed professional learning programme for staff so that they have the skills and knowledge they need to adapt the curriculum effectively for pupils with special educational needs and/or disabilities. Leaders should develop staff expertise in high-quality interactions so children hear new vocabulary, practise key skills and experience purposeful learning across all areas. Leaders should embed the new behaviour routines further so that expectations are applied consistently and pupils' conduct improves.

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Next steps

Leaders should ensure that teaching supports pupils to secure the knowledge they have outlined across the curriculum. Leaders should improve pupils' knowledge and skills in mathematics, including the quick recall of multiplication facts. Leaders should ensure that teaching enables pupils to recall content from the personal, social and health education curriculum accurately, including protected characteristics and fundamental British values, so that they are well prepared for life in modern Britain.

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About this inspection

The chair of the board of governors in this school is Dr Joanna Cubitt.

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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 the interim headteacher and other senior leaders during the inspection. They also met with members of the governing body, as well as representatives from the local authority and the Diocese of Blackburn.

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About this inspection

Inspectors also spoke with several pupils, staff, parents and carers. They considered the responses to Ofsted's surveys.

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About this inspection

The school is registered as having a Church of England religious character. It is in the Diocese of Blackburn. Its last section 48 inspection was in September 2023.

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About this inspection

The school currently uses no alternative provision.

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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. The school has undergone a significant change since the last inspection with the recent appointment of a new associate headteacher, Jonathan Ratcliffe.

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What does this mean?

Headteacher: Kate Leyland National average: 300

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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) 69% 62% Close to average

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average

2023/24 (final) 67% 61% 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) 77% 75% 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

2024/25 (final) 77% 72% Close to average

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average

2023/24 (final) 75% 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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average

2024/25 (final) 69% 74% Close to average

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average

2022/23 (final) 73% 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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gap

‘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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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

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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