Accrington Hyndburn Park Primary School

What Ofsted said

From the inspection on 30 June 2026

Pupils are greeted warmly as they arrive at school each morning. Those who join the school at different times through the year, including those who speak English as an additional language, settle quickly. Pupils trust caring staff to listen to their worries. If bullying happens, staff deal with it effectively. This helps pupils to feel safe. Pupils’ behaviour and the support that is provided to them is improving. They are proud to receive house points and ‘Wow’ certificates for their efforts each week. However, pupils’ experiences in school, including at breaktimes can be disrupted and unsettled due to behaviour incidents. Some pupils’ attendance has improved recently. Despite this, many pupils still do not attend regularly enough. They miss out on important learning and experiences. Pupils, including children in the early years, do not achieve as well as they should. This is because, over time, their experiences in lessons are uneven. In addition, some pupils who face barriers to their learning, do not receive the support that they need to succeed. These variable experiences lead to some pupils not engaging or enjoying their learning. Leaders are beginning to take action to increase the consistency of teaching approaches to address this issue. However, it is still early days in terms of these new strategies. Currently, some pupils are not prepared well enough for their next steps. Pupils who represent their classmates on the school council, or have other responsibilities in school, take their roles seriously. These roles develop pupils’ confidence. They enjoy visits to museums and farms. Pupils also speak positively about being eco-warriors and attending the ‘FBA’ club. Leaders are currently working to further increase pupils’ participation in these opportunities. Pupils learn that everyone should be treated with respect, regardless of their differences. However, due to inconsistencies in the teaching of the curriculum, they do not develop all of the knowledge that they require for life in modern Britain.

What the school should improve

• Leaders should continue to build on their recent improvement work, so that the shortcomings in pupils’ education and care across the school are resolved, leading to sustainable improvements.
• Those responsible for governance should continue to enhance their knowledge and expertise so that they are better able to hold leaders to account for the quality of the school’s work and pupils’ achievements.
• Leaders should further raise the aspirations of what pupils can and should achieve, so that pupils, including those with special educational needs and/or disabilities and those who are disadvantaged are supported to achieve all that they can so they are ready for their next steps in learning.
• Leaders should ensure that gaps in pupils’ foundational knowledge and skills are identified and addressed quickly.
• Leaders should support staff to provide suitable adaptations for pupils who face barriers to their learning, so that the aims of the curriculum are realised and pupils are supported to learn and apply more of what they are taught.
• Leaders should ensure that staff are supported to implement the early years curriculum effectively and engage in high-quality interactions with children within the provision, so that children are supported to learn all that they need to prepare them for Year 1.
• Leaders should ensure that staff are supported to apply agreed behaviour systems and procedures consistently well, so that pupils behave well across the school day, including at social times.
• Leaders should ensure that persistent absenteeism reduces, so that pupils' attendance improves and they do not miss important learning and attend school more regularly.
• Leaders should ensure that the programme to promote pupils' personal development is taught consistently well, so that pupils gain an understanding of fundamental British values and are well prepared for life in modern Britain. Leaders should also further develop their work to remove barriers to pupils’ participation in the school’s offer beyond the curriculum.

Read the full Ofsted report (opens in a new tab)