Morecambe Bay Community Primary School

What Ofsted said

From the inspection on 6 January 2026

Pupils arrive at school each morning happy and eager to learn. Staff build warm and caring relationships with pupils. Pupils know who to talk to if they have any worries. This helps pupils feel safe. If bullying happens, staff deal with it effectively. Too many pupils do not learn as well as they should. In the early years, children do not learn to read and write as well as they should. This means that too many children are not ready for Year 1. These problems persist as pupils move through the school. In Years 1 and 2, some pupils do not remember their early writing and mathematics skills. This means they cannot write their letters correctly or work with numbers accurately. A number of pupils with special educational needs and/or disabilities (SEND) receive helpful support. However, the adaptations that teachers make are not consistently effective across the school. This means that some pupils with SEND do not learn as well as they should. Pupils are beginning to benefit from changes that help them behave well. Nevertheless, in some lessons, too many pupils are distracted and cannot concentrate on their learning. This is because the activities that teachers choose do not help pupils build on what they already know. Many pupils are attending school more regularly. Their attendance has improved. Despite this, too many pupils still miss too much school. They miss out on important learning and experiences. Pupils benefit from a range of opportunities that help their personal development. For example, pupils learn about different religions to help them understand tolerance. Pupils take on leadership roles, such as being lunchtime monitors and play leaders. They enjoy trips and visits that help them learn beyond the classroom. These experiences help pupils develop confidence.

What the school should improve

• Leaders should ensure that pupils receive the support they need to catch up quickly so that they learn to read well. • Leaders should ensure that teachers design and set activities that will address gaps in pupils' knowledge so that pupils build their knowledge securely over time. • Leaders should increase the rigour in their procedures to ensure that pupils, particularly disadvantaged pupils, attend school more regularly. • Leaders should ensure that all monitoring activities have a clear focus on evaluating the impact of the school's work, so that this information can be used to celebrate effective practice and to identify quickly further action that needs to be taken.

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