Drighlington Primary School is an inclusive institution where staff demonstrate genuine care for their pupils. The school environment fosters confidence and happiness among students, who exhibit good attendance and polite behavior towards adults and peers. Pupils navigate the school calmly and sensibly, displaying attentive listening skills during lessons. While the school has made strides in raising behavioral expectations and reducing incidents of misbehavior, some students still report not feeling entirely safe. The school effectively addresses bullying incidents, ensuring they are dealt with promptly.
Despite the positive atmosphere, the school faces challenges in academic achievement, particularly due to historical weaknesses in certain curriculum areas. This has resulted in some pupils, including those with special educational needs and disabilities, experiencing gaps in their learning, particularly in subjects like mathematics. The school has recognized these issues and is actively working to address them.
Pupils appreciate the variety of extracurricular activities available, including clubs and educational trips, which enhance their learning experience. Events such as author visits and access to a diverse range of books contribute to a strong culture of reading within the school. The curriculum is ambitious, with a focus on developing reading and mathematics skills. In these areas, the curriculum is well-structured, allowing pupils to recall their learning effectively. However, in other subjects and early years education, the planning and sequencing of the curriculum are less effective, leading to difficulties in retaining essential knowledge.
The school has undergone significant leadership changes since the last inspection, with governors taking swift action to establish a strong leadership team. They are currently developing a revised curriculum and closely monitoring the impact of these changes. The school has prioritized reading and mathematics, ensuring that the curriculum in these subjects is well-planned and sequenced. However, there is a need for improvement in the planning and sequencing of other subjects to ensure that pupils retain important content.
Pupils are supported in their reading development through a robust phonics and reading curriculum, which begins in the early years. Children are encouraged to develop a love for reading, with access to a wide range of high-quality literature. The school effectively identifies the needs of all children, ensuring that staff are trained to support pupils with additional needs. This includes strategies to help pupils manage their behavior and learn alongside their peers.
In the early years, children learn routines and expectations effectively, although some gaps in the curriculum affect their overall development. Behavior in the school is generally calm, with pupils displaying positive attitudes towards learning. However, during unstructured times, behavior can become boisterous, prompting the school to take action to reduce incidents.
The school offers a strong personal, social, and health education program, teaching pupils about health, safety, and respect for others. Most staff feel supported and appreciate the consideration given to their workload and well-being. The school has established communication channels with parents, particularly those of pupils with special educational needs.
To improve, the school must continue to refine its strategies for managing complex behaviors that disrupt the learning environment. Additionally, the curriculum needs further development to ensure that essential knowledge is sequenced and assessed effectively across all subjects. The school is aware of these challenges and has clear improvement plans in place to enhance the quality of education for all pupils.
