St Cuthbert’s Church of England Primary School in Darwen, Lancashire, was inspected on May 1 and 2, 2024, and received an overall effectiveness rating of Requires Improvement. The school has faced challenges since its last inspection seven years ago, where it was rated Outstanding. The gap between inspections was extended due to legal exemptions from routine inspections. The current report reflects the school's performance under the latest inspection framework and acknowledges changes that may have occurred since the previous evaluation.
Pupils at St Cuthbert’s are generally happy and feel safe, enjoying their time during breaks. However, some students reported experiencing unkind behavior, although the school typically addresses these issues appropriately. Following a period of staffing instability, the school is working to raise expectations for all pupils, including those with special educational needs and disabilities. The curriculum has been revised to be more ambitious, but it is too early to assess the full impact of these changes on student outcomes. Recent national assessments indicate that pupils in key stages one and two have not performed as well as expected.
The school offers a variety of extracurricular activities, including sports clubs and a choir, and encourages pupils to engage in community initiatives. Despite the positive aspects, the impact of the COVID-19 pandemic has been significant, leading to learning gaps that the school has struggled to address effectively. Staffing has begun to stabilize, and new leadership is becoming more effective. The school has engaged with local authorities and external partners to tackle various issues, indicating a capacity for improvement.
The curriculum has been broadened to provide a more balanced education, although refinements are still needed to better meet pupils' needs. There is variability in the delivery of the curriculum, and some deficiencies are not being addressed quickly enough. The school has not implemented effective checks on pupil progress, which sometimes results in students not receiving timely support when needed. Recent improvements in identifying pupils with special educational needs are promising, but the transition of the specially resourced provision to another school raises concerns about continuity.
In the early years, children are starting positively, unaffected by past issues. Staff are skilled in creating appropriate learning activities, although some shortcomings remain in the curriculum. Phonics instruction begins in Reception but lacks consistency in key stage one, with some pupils reading books that do not match their phonetic knowledge. This inconsistency hampers the development of fluent reading skills.
The school has made strides in improving behavior expectations, with many staff noting positive changes. However, some pupils still disengage from learning, and the school does not consistently support them in refocusing. Attendance is prioritized, and most pupils attend regularly, with effective systems in place to support families.
While the school promotes personal development and health awareness, its efforts to foster respect and tolerance are insufficient, leading to instances of unkind behavior among pupils. Staff feel supported by leadership, particularly regarding workload considerations. The safeguarding arrangements are effective, ensuring pupil safety.
To improve, the school must enhance its understanding of curriculum delivery and respond more swiftly to weaknesses. Subject leaders need the expertise to oversee their areas effectively. The phonics program requires better implementation, and strategies to assess pupil understanding must be strengthened. Additionally, the school should raise behavior expectations and foster an environment of respect and appreciation for diversity among pupils.
