Penwortham Primary School

What Ofsted said

From the inspection on 6 May 2026

Pupils feel safe and happy at school. They enjoy breaktimes, especially when they can play games or take part in other physical activity within the school grounds. Pupils typically behave well during lessons and at social times. Most attend school regularly and on time. Some pupils do not achieve as well as they could. They do not make the progress through the curriculum that they are capable of. This is especially true for some disadvantaged pupils and for some pupils with special educational needs and/or disabilities. Leaders do not make sure that these pupils consistently receive the support that they need to access the curriculum successfully. The degree to which these pupils feel part of the school community varies as a result. Leaders make sure that pupils benefit from trips and visitors that enrich their learning. Pupils also take part in activities that broaden their understanding of the wider world. These include learning about pupils’ experiences in their twinned school in Gambia or keeping up to date with current national and international news. Leaders prioritise pupils’ emotional wellbeing. They provide a range of resources and strategies to help pupils to regain their composure if they begin to feel anxious. Pupils build positive relationships with caring staff. They trust staff to deal with problems that they may have at school. For example, if bullying occurs, pupils know that leaders will deal with it quickly and well. Most pupils participate in the many opportunities on offer to develop their skills and interests. Pupils take part in craft, baking and sports clubs. Many pupils are keen to take up leadership roles on offer. These include acting as a sports ambassador, eco-councillor or digital leader. Activities such as these support pupils to make a positive contribution to society in later life.

What the school should improve

• Leaders should ensure that teachers identify and address gaps in pupils’ knowledge so that they are fully prepared for their next stages of education.
• Leaders should make sure that all pupils achieve the highest standards that they are capable of across the curriculum. This is particularly important for disadvantaged pupils and for those with special educational needs and/or disabilities.
• Leaders should ensure that pupils’ additional needs are identified accurately and in a timely fashion so that teachers know how best to help them.
• Leaders should make sure that the checks that they carry out on the effectiveness of the curriculum and support for pupils are rigorous and make clear where improvements need to be made.

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