Holy Family Catholic Primary School in Ingol, Preston, was inspected on March 2 and 3, 2023. The overall effectiveness of the school is rated as good, with the quality of education, behavior and attitudes, personal development, and leadership and management also rated as good. However, early years provision requires improvement. The previous inspection grade was good.
Pupils express enjoyment in attending Holy Family Catholic Primary School, highlighting positive relationships with staff who support their well-being. Leaders effectively address rare incidents of bullying, fostering a warm environment that ensures all pupils, including those with special educational needs and disabilities, feel included and safe. High expectations for pupil achievement are evident, and leaders successfully realize this ambition, as all pupils, including those with SEND, achieve well.
Pupils demonstrate politeness and eagerness to learn, showing positive attitudes in lessons. They have opportunities to engage in clubs and leadership activities, such as being well-being warriors and school councillors. The school’s therapy dog is particularly popular among pupils, and they express enthusiasm for participating in the school choir and upcoming performances.
Despite the overall positive environment, learning in the early years is less successful due to insufficient planning regarding what children should know, hindering their preparation for future learning stages. The curriculum from key stage one to key stage two is well-designed, with clear expectations for knowledge acquisition. Pupils with SEND are identified promptly and receive appropriate support, allowing them to access the same curriculum as their peers.
While most pupils achieve well, the Year 6 cohort that left in 2022 did not perform as expected in reading, writing, and mathematics assessments. Factors such as the COVID-19 pandemic and high absence rates contributed to this outcome. Leaders have recognized areas within the English and mathematics curriculum that require improvement and have taken effective actions to address these issues, resulting in more secure learning in these subjects.
Teachers receive high-quality professional development, ensuring strong subject knowledge and effective curriculum delivery. However, there are instances where assessment information is not utilized effectively, leading to gaps in pupils' learning that may go unnoticed. Leaders have prioritized reading within the curriculum, with staff trained in phonics programs and providing additional support for struggling readers, resulting in most pupils becoming fluent readers.
Despite these strengths, overall absence rates remain high, impacting learning for some pupils, including those with SEND. Pupils generally behave well and maximize their learning time, with new students feeling welcomed and safe. Personal development is supported through various experiences, teaching pupils about health, friendship, empathy, and respect, preparing them for life in modern Britain.
In the early years, while children enjoy learning and are well cared for, the curriculum lacks sufficient development and consistency, limiting opportunities for practice and knowledge building. Staff express pride in their work environment, noting support for their well-being and manageable workloads. Governors are actively involved in school life but need to address attendance issues more thoroughly.
The safeguarding arrangements are effective, with staff trained to identify and act on potential risks to pupils. Pupils are educated on safety, including online safety, demonstrating a clear understanding of how to manage risks. Overall, while the school demonstrates many strengths, it must address specific areas for improvement, particularly in early years provision and attendance, to enhance pupil outcomes further.
