Ladybridge Community Primary School

What Ofsted said

From the inspection on 31 March 2026

Pupils are immensely proud to be members of this inclusive school community. They are keen to learn and take great care with their work. Pupils consistently maintain focus in lessons. They behave extremely well throughout the school day and contribute to the school’s calm, purposeful ethos. Pupils develop trusting, respectful relationships with their friends and with staff. Bullying is rare and is dealt with swiftly by leaders. Pupils understand and independently live out the school’s values. They cherish the opportunities they have to support each other. For example, through their roles as ‘wellbeing champions’, pupils help others to ‘blow their worries away’. Pupils feel safe at school. They know that staff will listen to them and take their concerns seriously. Leaders have high expectations of pupils’ achievement, including pupils who find learning difficult. Staff adapt teaching in lessons to reduce the barriers to learning faced by some pupils. Pupils, including those who join the school at later points, progress well in their learning. They develop a broad knowledge base and are typically well prepared for secondary school at the end of key stage 2. Leaders recognise the impact that missing school has on pupils’ achievement, both academically and personally. They have taken effective action to improve attendance and reduce persistent absence, which is now broadly in line with the national average. Pupils benefit from taking part in an extensive range of extra-curricular activities that develop their interests and talents. This includes nutrition club, debating club and crochet. Pupils also participate in external sporting events such as curling, archery, cricket and football. These opportunities enable pupils to access experiences and learn skills that they may not otherwise encounter. Leaders ensure that all pupils are able to take part in these activities. Participation in clubs is high, including for disadvantaged pupils and those with special educational needs and/or disabilities. Pupils are clear that ‘everybody gets their time to shine in this school’.

What the school should improve

• Leaders should strengthen the precision of support for pupils who face barriers to their learning so that strategies are closely aligned to individual needs and targets.
• Leaders should ensure that recent improvements in attendance, including reductions in persistent absence, are sustained so that attendance remains high over time.

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