St Clare's Catholic Primary School, Preston

What Ofsted said

From the inspection on 10 March 2026

Pupils come into St Clare’s happy and eager to find out what each day holds. They are warmly greeted by staff at the door each morning and settle quickly to their tasks. From the moment pupils join the school, staff take time to get to know them well. As a result, pupils, including those who face barriers to their learning, feel safe, valued and well cared for. Pupils are confident that there is always a trusted adult available to support them if they need it. Behaviour across the school is exemplary. Pupils enjoy learning and approach each lesson with curiosity. Those with special educational needs and/or disabilities (SEND) make commendable progress from where they begin. Pupils work hard in lessons and achieve extremely well. They are thoroughly prepared for whatever comes next in their learning journey. Pupils talk enthusiastically about the opportunities they enjoy, such as their outdoor learning sessions and spending time with their school dog, Blu. Disruption to learning is rare because pupils understand leaders’ high expectations and respond positively to them. Pupils say that bullying seldom happens and they trust that adults will deal with any concerns they have swiftly and effectively. High attendance rates reflect pupils’ positive attitudes towards school. Pupils play an active role in the life of the school. Older pupils are confident socially and rightly proud to show off their school. They act as role models to younger pupils, taking on a wide range of leadership roles. Pupils are elected democratically to positions on the school and sports councils and as road safety ambassadors. This helps to prepare them for life beyond school. Parents and carers, including those of pupils with SEND, speak very positively about the school. They say that staff genuinely care and ensure every child and family feels listened to.

What the school should improve

• Leaders should further refine their systems to measure the progress that pupils with barriers to learning, including those with special educational needs and/or disabilities, make in order to better inform the next steps in their learning.
• Leaders should further support staff to consistently make effective choices about what to teach, and when and how to teach it, including in the early years.

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