Colne Primet Academy

What Ofsted said

From the inspection on 16 June 2026

Pupils, including those who speak English as an additional language, are proud to belong to the 'Primet family'. They appreciate the attentive care shown to them by staff and being a member of a community that celebrates diversity. The warm relationships that staff forge with pupils, alongside carefully tailored pastoral interventions, help pupils to feel safe and protected, overcome barriers and believe in themselves. Pupils, including disadvantaged pupils, are encouraged to participate in a variety of extra-curricular activities, such as science, performance and sports clubs. Pupils are also supported by staff to engage in a range of more unique experiences, such as trips to the theatre, fundraising for local charities and taking part in sustainability projects. Pupils are keen to apply for leadership roles in the school, such as being part of the senior prefect team. Others enjoy supporting younger pupils with reading. The thoughtfully designed personal development programme helps pupils to deepen their understanding of wide-ranging religious and non-religious beliefs. Pupils enjoy learning about issues related to social justice, and engaging in moral and ethical debates. Typically, pupils enjoy learning, and more pupils are attending school regularly. Even so, there are discrepancies in how well staff support pupils, including those with special educational needs and/or disabilities, to overcome misconceptions and address gaps in their knowledge. This prevents some pupils from achieving well. Pupils, especially those in older year groups, are assured that standards of behaviour have improved considerably. For the most part, this means that during lessons they can focus on learning. Staff deal with any incidents of discriminatory behaviour or bullying quickly. The pastoral support that pupils receive helps them to handle their emotions more successfully, make positive behaviour choices and improve their conduct.

What the school should improve

• Leaders should continue their focus on increasing pupils’ rates of attendance.
• Leaders should ensure that pupils with gaps in aspects of their foundational knowledge and skills receive the targeted and bespoke support they need to catch up quickly.
• Leaders should ensure their mechanisms to support teachers to identify pupils’ gaps in learning and address misconceptions are used consistently well across the school to enable pupils to make stronger progress.
• Leaders should ensure teaching improvements are embedded consistently to raise GCSE attainment and better prepare all pupils, including the vulnerable, for their next steps.

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