St Luke and St Philips Church of England Primary School, located in Blackburn, Lancashire, underwent an inspection on October 1 and 2, 2024. The inspection revealed that the quality of education requires improvement, while behaviour and attitudes, as well as personal development, were rated as good. Leadership and management, along with early years provision, were also found to require improvement. The headteacher, Samantha O’Connell, leads the school, which is part of the Cidari Multi Academy Trust, overseen by CEO Peter Ashworth and chaired by John McClelland.
Pupils at the school enjoy a welcoming environment that emphasizes community support and respect for others. They understand the importance of treating others as they wish to be treated, contributing to a positive atmosphere. The school aims for all pupils, including those with special educational needs and disabilities, to achieve well. However, many pupils have learning gaps that have not been addressed, impacting their performance across various subjects. In particular, some pupils in key stage two lack the necessary knowledge to become successful readers. Despite these challenges, pupils demonstrate hard work and good behaviour during lessons.
The school offers a variety of enriching experiences, including trips to outdoor adventure centres, libraries, and orchestral performances. Pupils also have access to numerous clubs, such as family Zumba and martial arts, which enhance their engagement. Charitable activities, like fundraising for a local hospice, help pupils develop empathy and a sense of community.
Performance data from 2023 indicates that by the end of Year 6, pupils' attainment in reading, writing, and mathematics was significantly below the national average. Factors contributing to this include missed school time due to the COVID-19 pandemic and weaknesses in the previous curriculum. The school has made efforts to improve the consistency of mathematics and writing instruction, but gaps in vocabulary understanding among key stage two pupils remain unaddressed, hindering their comprehension of texts.
In subjects beyond English and mathematics, the school has outlined essential knowledge for pupils in Years 1 to 6. However, some subjects still show gaps in pupils' knowledge due to previous curriculum weaknesses and a lack of subject knowledge among some teachers. The early years curriculum also lacks clarity in key learning areas, making it difficult for staff to design effective activities that build on children's prior knowledge.
Phonics instruction is a priority, with a well-trained staff delivering the phonics programme effectively. Pupils who require additional support receive it, and new arrivals who speak English as an additional language adapt quickly. Parents appreciate the information provided by the school to help them support their children's phonics learning at home.
The school has effective systems to identify the needs of pupils with special educational needs, ensuring they have access to the same curriculum as their peers. Behaviour across the school is positive, with learning rarely interrupted. The school has implemented strategies to reduce persistent absenteeism, resulting in improved attendance.
Pupils receive various personal development opportunities, learning about diverse family structures, healthy relationships, and online safety, preparing them for life in modern Britain. The local governing body and trustees are aware of the achievement gaps and are working to enhance the school's educational quality. However, staffing instability since the last inspection has limited progress. Staff report positive support for their workload and well-being.
The safeguarding arrangements at the school are effective, ensuring a safe environment for all pupils. To improve, the school needs to address gaps in pupils' knowledge, particularly in vocabulary and comprehension, and ensure that teachers are equipped to assess and build on prior learning effectively. Additionally, the early years curriculum requires finalization to ensure children are adequately prepared for Year 1.
