St Michael With St John CofE Primary SchoolOfsted report card, 22 Sept 2026

St Michael With St John CofE Primary School

Address: Swallow Drive, Blackburn, Lancashire, BB1 6LE Unique reference number (URN): 119356

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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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Personal development and wellbeing Strong standard

Leaders place an emphasis on pupils' personal development and wellbeing. They have designed a well-sequenced personal, social, health and economic education programme, which staff deliver effectively. Pupils learn how to keep themselves safe in different situations, including when online and in the local community. Leaders address relevant issues with pupils. These include current and local risks, such as knife crime and substance misuse. Pupils develop a secure understanding of healthy lifestyles, positive mental health and healthy relationships. Staff ensure that all pupils, including pupils with special educational needs and/or disabilities, can access this learning successfully.

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Personal development and wellbeing Strong standard

Pupils are well prepared for life in modern Britain. They understand fundamental British values. Pupils know how these support respectful relationships between people from different faiths, cultures and backgrounds. Pupils demonstrate respect and consideration for others. They value inclusion and ensure that their peers feel involved in activities and games. Pupils also understand some of the challenges faced by people in the wider community, including poverty and homelessness. They take pride in supporting local and national charities and helping those in need.

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Personal development and wellbeing Strong standard

Pupils contribute positively to school life. They value opportunities to take on leadership responsibilities and influence decision-making. For example, the school council has helped to improve playtime by providing a range of stimulating and fun activities, such as small world figures, building blocks and space hoppers.

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Personal development and wellbeing Strong standard

Leaders provide a broad range of opportunities. These enrich pupils' experiences beyond the academic curriculum. They ensure that disadvantaged pupils can participate fully in these opportunities. Pupils enjoy clubs such as gardening, textiles and recorder groups. They represent the school in sporting events, including cricket and dodgeball competitions. Residential visits and educational workshops help pupils develop confidence, resilience and independence while broadening their experiences and aspirations. Leaders prioritise pupils' wellbeing. Trained staff provide additional support for pupils.

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Achievement Expected standard

Pupils attain well. Outcomes in key stage 2 national assessments are in line with national averages. Pupils who face disadvantage attain similarly to their peers in school. Outcomes in the phonics screening check and the Year 4 multiplication tables check are also in line with those seen nationally. Pupils with special educational needs and/or disabilities make progress from their starting points.

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Achievement Expected standard

Pupils develop reading, writing and mathematical knowledge and skills. They apply these effectively across the curriculum. Phonics skills help pupils read with increasing accuracy and fluency. Carefully designed reading activities develop pupils' comprehension skills. A whole-school focus on sentence construction enables pupils to write accurately across a range of subjects. Leaders have further refined the curriculum to support pupils to deepen their learning; however, it is too early to see the full impact of this work.

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Achievement Expected standard

Pupils remember important knowledge over time. They speak confidently about their learning and recall key concepts from different subjects. For example, pupils can explain significant events, including the Viking invasions and features of Ancient Greek civilisation. Pupils across school are ready for the next stage of their education.

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Attendance and behaviour Expected standard

Leaders promote a culture of regular attendance and positive behaviour. Pupils’ attendance is above national averages. This includes for disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND). Leaders identify and address barriers to attendance effectively. They provide information so that parents understand the importance of attendance at school. Leaders work closely with the local authority to provide timely support for pupils and their families.

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Attendance and behaviour Expected standard

Leaders have high expectations of pupils' behaviour. Pupils rise to meet these expectations. They are polite, respectful and considerate of others. Clear rules and routines are embedded across the school. They contribute to a calm, orderly and purposeful environment. Pupils enjoy social times and play cooperatively together. Younger pupils quickly learn to take turns and share. Members of the school council contribute positively by selecting equipment that pupils enjoy using during playtimes. Bullying is rare, and pupils understand the difference between this and falling out. In lessons, pupils demonstrate positive attitudes to learning. They work independently, show resilience when faced with challenge and sustain concentration well. When needed, leaders adapt provision for pupils, including those with SEND, to help them to manage their emotions.

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Curriculum and teaching Expected standard

Leaders have established an effective curriculum. It prioritises the development of pupils' basic skills. Generally, staff deliver the curriculum consistently well across the school. Leaders monitor the quality of education closely. They have an accurate understanding of its strengths and areas for development.

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Curriculum and teaching Expected standard

Staff prioritise oracy across the curriculum. Opportunities to discuss learning in lessons support the development of spoken English. When writing, staff ensure that pupils form letters correctly from an early stage and write in a clear and legible handwriting style. Staff teach mathematical knowledge and skills for pupils to use when solving problems. Staff deliver the phonics programme consistently well. They promote a love of reading through carefully selected texts, attractive reading areas and a well-stocked library.

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Curriculum and teaching Expected standard

Staff teach with confidence and are knowledgeable about the subjects they deliver. Recent refinements to the curriculum have strengthened pupils' learning because staff are clear about what the most important learning is. Staff assess pupils' understanding accurately. They identify and address misconceptions promptly. Staff adapt learning appropriately for pupils with special educational needs and/or disabilities (SEND). They focus on the most important knowledge and skills that pupils need to learn and provide effective support. As a result, pupils with SEND access the curriculum successfully and progress from their starting points.

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Early years Expected standard

Leaders have established a coherent and well-sequenced early years curriculum. It prioritises communication, language and literacy. Staff adapt learning appropriately to meet children's starting points. This includes children with special educational needs and/or disabilities and those who are at the early stages of learning English.

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Early years Expected standard

Staff build positive relationships with children and their families. As a result, children settle quickly and feel safe. Leaders ensure that staff understand their statutory responsibilities. Well-established procedures support children's health, safety and personal care needs effectively.

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Early years Expected standard

Children engage positively with activities and use resources appropriately. They cooperate with one another during play and are beginning to develop independence. For example, children work together in the home corner. They explore concepts such as measuring and capacity through activities in the water area.

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Early years Expected standard

Children make progress through the curriculum. Staff teach phonics appropriately. They provide opportunities for children to develop their fine and gross motor skills. These experiences help children prepare for early writing and future learning. However, staff do not consistently use interactions or learning activities to extend children's thinking and deepen their understanding. Children develop the knowledge and skills they need for the next stage of their education.

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Inclusion Expected standard

Leaders have high expectations and ambition for all pupils. This includes pupils who face barriers to learning and/or wellbeing. Leaders have established effective systems to identify pupils' needs quickly. They use this information to provide support that helps pupils experience success.

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Inclusion Expected standard

Pupils with special educational needs and/or disabilities achieve well. Skilled leaders ensure that staff have the knowledge and training they need to support pupils effectively. Staff deliver carefully designed programmes. These help pupils address gaps in learning and develop the knowledge and skills they need most. Leaders monitor the impact of this support closely and change provision promptly when necessary. Leaders prioritise the academic achievement and personal development of disadvantaged pupils. They use additional funding for these pupils thoughtfully and evaluate its impact carefully. As a result, disadvantaged pupils participate fully in school life and attain well.

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Inclusion Expected standard

Pupils who are at the early stages of learning English make progress through the curriculum. Leaders provide effective induction and support programmes. These help pupils integrate successfully and access the curriculum alongside their peers. Leaders work closely with external agencies and other professionals. This collaborative approach helps to ensure that pupils receive the right help at the right time and achieve positive outcomes.

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Leadership and governance Expected standard

Leaders and governors understand the school's context well. They use this understanding to shape an ambitious curriculum that reflects the needs of the community. The curriculum supports pupils to succeed. This is seen in the improved attainment of pupils across the curriculum over time. This includes disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND). Leaders evaluate the school's work accurately and identify strengths and areas for development. Recent actions have strengthened pupils' outcomes, particularly in handwriting, behaviour and attendance.

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Leadership and governance Expected standard

Leaders prioritise professional learning for staff. They draw on relevant research, professional networks and external partnerships to improve practice. As a result, staff develop the knowledge and skills they need to carry out their roles effectively. Staff value the training and support they receive. They appreciate leaders' consideration of workload and wellbeing.

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Leadership and governance Expected standard

Governors carry out their statutory responsibilities effectively. They have a clear understanding of the school's priorities. They maintain appropriate strategic oversight. Governors pay close attention to the experiences of disadvantaged pupils and pupils with SEND. They provide constructive support and challenge for leaders while remaining mindful of leaders' wellbeing.

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Leadership and governance Expected standard

Parents and carers value the education and wider opportunities that the school provides. Leaders communicate regularly with families through initiatives such as curriculum workshops. These partnerships support pupils' learning and development. Leaders also work effectively with external professionals and community organisations. These links contribute positively to pupils' experiences and outcomes.

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

The school is a welcoming, friendly and calm place. Pupils feel safe and valued. They quickly develop a sense of belonging. Staff build positive relationships with them and promote mutual respect among pupils. Well-established routines help pupils understand what is expected of them and contribute to an orderly environment. Pupils attend regularly and arrive at school ready to learn. Pupils who join the school at different points during the year settle quickly.

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

Pupils are kind, polite and considerate. They concentrate in lessons and walk sensibly around the school. During social times, pupils play happily together and share equipment. Older pupils act as positive role models for younger pupils. Pupils understand the school's expectations and usually make sensible choices. When issues such as bullying arise staff deal with them quickly. Pupils enjoy their learning and take pride in their work. They speak confidently about what they have learned. For example, their understanding of conductors and insulators in science clearly shows the depth of their learning. Pupils attain well and are ready for the next stage of their education. This includes disadvantaged pupils and pupils with special educational needs and/or disabilities. They make progress through the curriculum because they receive the right support at the right time.

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

Pupils benefit from a wide range of opportunities that enhance the curriculum. Visits to libraries and author events encourage pupils to develop an interest in reading and writing. Pupils enjoy taking part in poetry recitals, educational visits to theatres and museums and a variety of extra-curricular clubs. These activities help pupils develop their sporting, creative and musical talents. Pupils value opportunities to take on leadership responsibilities, including roles such as prefects and ethos leaders. They are proud to contribute to the life of the school and support local and national charitable causes.

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Next steps

Leaders should ensure that learning opportunities in the early years are maximised through purposeful activities and high-quality interactions. Leaders should ensure that the recent improvements in the school’s curriculum lead to pupils deepening their learning.

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About this inspection

The chair of the board of governors in this school is Bhawna Patel.

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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 22 and 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 the headteacher, other leaders and staff. The lead inspector also spoke with members of the governing board, including the chair of governors. They also spoke with representatives from the local authority and the diocese during the inspection.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

This 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 January 2023.

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About this inspection

The school currently uses no alternative provision.

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Team inspectors:

Mike Tonge, Ofsted Inspector Sarah Greer, Ofsted 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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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?

National average: 300 Headteacher: Sarah Murphy

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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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average

2022/23 (final) 60% 60% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2023/24 (final) 79% 74% Close to average

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average

2022/23 (final) 71% 73% 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) 76% 72% Close to average

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average

2022/23 (final) 67% 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) 81% 74% Close to average

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average

2022/23 (final) 78% 73% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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average

2024/25 (final) 56% 47% 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

2024/25 (final) 69% 63% Close to average

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average

2022/23 (final) 70% 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) 60% 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

2024/25 (final) 63% 61% Close to average

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average

2023/24 (final) 71% 59% Close to average

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average

2022/23 (final) 70% 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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national average

2024/25 (3 term) 5.9% 5.2% Close to average

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national average

2023/24 (3 term) 5.3% 5.5% 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

2023/24 (3 term) 14.3% 14.6% 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

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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