Horwich Parish CofE Primary School

What Ofsted said

From the inspection on 31 March 2026

Pupils are proud to belong to Horwich Parish CofE Primary and speak warmly about their school. Each morning, staff greet pupils and their families with kindness and care. Staff know pupils well and take time to check in with them. This helps pupils feel settled and ready to learn. Pupils are encouraged to 'let their light shine' and to get involved in all that the school offers. This creates a sense of belonging. Relationships throughout the school are positive and respectful. Pupils get on well with each other and trust the adults who work with them. Pupils say that they feel happy and safe in school. They are confident that staff will help them if they have any worries. Unkind behaviour is not accepted and staff deal with any issues quickly and fairly. Most pupils attend school regularly and arrive on time. In lessons, pupils are keen to learn. They listen carefully to teachers and enjoy sharing ideas with one another. Classrooms are calm and purposeful. Pupils who face challenges to their learning or wellbeing are supported with care and encouragement so that they can take part in school life. Most pupils achieve well. They leave the school well prepared for the next stage of their education and speak positively about what lies ahead for them. Pupils enjoy taking on responsibility. They develop leadership skills through roles such as eco-warrior, member of the junior leadership team or friendship ambassador. Older pupils enjoy supporting younger pupils. For example, digital leaders help pupils in key stage 1 to understand basic algorithms. Pupils enjoy a wide range of clubs, including fencing, dodgeball, flower arranging, chess and cooking. Sport is celebrated and pupils are proud to represent the school at hockey, basketball, football and tag rugby.

What the school should improve

• Leaders should continue their actions to improve attendance for pupils who are disadvantaged and those who have special educational needs and/or disabilities (SEND), ensuring that staff support pupils who return after absence to address gaps in learning.
• Leaders should ensure that staff receive the guidance that they need to make effective adaptations for pupils with SEND in subjects beyond English and mathematics.
• Leaders should use detailed analysis of school performance to evaluate the effectiveness of their provision and act on priorities to ensure that disadvantaged pupils benefit from all that the school offers to achieve and thrive.

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