Clitheroe Brookside Primary School

What Ofsted said

From the inspection on 21 April 2026

Pupils enjoy school and most attend well. They describe the school as a safe place where ‘nobody is judged for who they are’. Children in the early years flourish from the nurturing relationships that staff build with them. Pupils feel confident that staff listen to their views. For example, pupils appreciate the ‘tell us’ box that they use to communicate worries or suggestions about school life. Pupils understand the newly developed school rules. They value the opportunity to become a ‘VIP’ when they demonstrate positive behaviours. There is a typically calm atmosphere around school. However, while pupils’ behaviour in lessons is generally calm, some pupils struggle to remain focused. This impacts on their learning. Pupils generally get along well together. However, at times, some pupils struggle to resolve conflicts with other pupils when minor fall outs occur. Nonetheless, pupils are confident that leaders quickly resolve any incidents of bullying. The delivery of the curriculum in key stage 1 and 2 is inconsistent. This includes how well pupils who face barriers to learning are supported. Leaders have taken swift action to improve how well pupils learn the curriculum. However, many of these changes are new and are not fully embedded. Consequently, while leaders and staff have begun to address the gaps in pupils’ learning, these are not yet closed. This is reflected in the school's published outcomes for key stage 2, which are below average. This means that pupils are not well prepared for their next steps. Children achieve well in the early years. There are also positive signs of older pupils’ gaining more detailed knowledge. Pupils take part in a broad range of extra-curricular activities. For example, pupils develop their interests and skills through attending clubs, such as archery, dodgeball, dance and science. They are proud of the progress they make in learning to play an instrument. Pupils who face barriers to learning receive the help they need to support them to participate fully in these opportunities.

What the school should improve

• Leaders should ensure that staff use assessment effectively to inform teaching and to address gaps in pupils' knowledge so that pupils, including those who are disadvantaged, achieve well.
• Leaders should ensure that activities match pupils’ next steps in learning and effectively reduce any barriers to learning they face, so that they can build on their learning securely.
• Leaders should continue to improve the culture of pupils' behaviour so that expectations are consistently clear and pupils develop independent strategies to maintain focus and build effective relationships.
• Governors should develop their approaches towards checking the quality of the school’s work, so that they have a precise picture of the impact of leaders’ actions.
• Leaders should ensure that the personal development programme has the impact they intend, so that pupils develop the knowledge they need, including in their understanding of fundamental British values.

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