Gisburn Primary School, located in Clitheroe, Lancashire, has been inspected and continues to be recognized as an outstanding institution. The recent ungraded inspection on April 17, 2024, confirmed that there has been no change to the school's overall judgment. However, the evidence suggests that if a graded inspection were conducted now, the results might not reflect the same high standards. The next inspection will be a graded one, which will provide a more definitive assessment of the school's performance.
Pupils at Gisburn Primary School are reported to be happy and well cared for in a small, welcoming environment. The school's motto, give them wings so they can fly, is actively embodied in the daily experiences of the students. The staff plays a crucial role in fostering confidence and responsibility among pupils, who take pride in their various leadership roles and responsibilities. The school maintains high expectations for academic success, and most pupils, including those with special educational needs and disabilities, achieve well and are prepared for the next stages of their education. However, some students exhibit gaps in subject-specific vocabulary and knowledge, leading to uneven overall achievement.
Behavior at the school is commendable, with pupils showing respect for one another both in lessons and during playtimes. The school has implemented a rewards system, including shining stars, to encourage positive behavior and hard work. Additionally, pupils appreciate the variety of enrichment activities available beyond the academic curriculum, such as dodgeball, running club, and sports competitions. Older pupils in key stage two take the initiative to organize lunchtime activities for younger students, fostering a sense of community and allowing them to explore new interests and talents.
The curriculum at Gisburn Primary School is ambitious and well-structured, covering the early years through to the end of key stage two. Staff receive guidance to ensure they understand what pupils should learn and when. Generally, appropriate activities and resources are chosen to facilitate learning, and staff effectively explain new concepts while checking for understanding. However, in a few subjects, some pupils lack sufficient opportunities to recap and consolidate their learning, which can hinder their ability to connect prior knowledge with new information. Occasionally, the activities selected by staff do not fully support deeper knowledge acquisition, particularly for pupils with special educational needs.
Reading is emphasized within the curriculum, with pupils benefiting from a diverse selection of engaging books that align with their phonics knowledge. Staff are trained to deliver the phonics program effectively, ensuring that less confident readers receive the necessary support to improve quickly. As a result, pupils develop into confident and fluent readers by the time they reach key stage two.
The school has effective systems in place to identify and support pupils with special educational needs, ensuring they have access to the same ambitious curriculum as their peers. Children in the early years and pupils throughout the school demonstrate sensible behavior during lessons and playtimes, with staff providing timely reminders about expectations when necessary. Most pupils attend school regularly.
Pupils are also educated on safety and well-being, learning about online safety and the importance of respecting differences among people. The governance of the school is strong, with close collaboration between the governing body and school leaders to maintain high educational standards. Staff feel supported in managing their workload, and most express pride in being part of the school community.
The arrangements for safeguarding are effective, ensuring a safe environment for all pupils. Moving forward, the school should focus on enhancing opportunities for pupils to recap their learning and address gaps in knowledge more effectively. Additionally, staff should be supported in designing learning activities that deepen pupils' understanding and retention of knowledge over time.
