St Mary's Catholic Primary School, Scarisbrick

What Ofsted said

From the inspection on 3 February 2026

Pupils feel a strong sense of belonging within this warm and caring school community. They are welcomed, valued and included as individuals. Families frequently comment on the school’s sense of 'togetherness'. Pupils describe it as a place where they feel safe, supported and able to be themselves. Positive relationships between staff and pupils underpin this culture. Pupils trust adults to listen carefully to any concerns and act swiftly, including when dealing with bullying. They treat one another with kindness and respect, acting as considerate friends and positive role models. Recent improvements to the curriculum are beginning to have a positive impact on pupils’ achievement, with many now building more securely on what they know and can do. While progress is strengthening, leaders recognise that further work is required to ensure that all pupils benefit equally. This includes ensuring that pupils have the fundamentals of reading, writing and mathematics that they need for later success. Some disadvantaged pupils, those with special educational needs and/or disabilities, and those known or previously known to children’s social care do not yet achieve as well as they could because barriers to their learning are not removed consistently. Leaders continue to refine systems so that these pupils receive timely, precise support and can make better progress through the curriculum. Pupils behave well in lessons and around the school. Their positive attitudes contribute to a calm and purposeful learning environment and support the success of others. As the curriculum has become more stimulating, pupils’ motivation has increased, which is reflected in improving attendance. Pupils also benefit from rich opportunities beyond the academic curriculum. Activities such as speaking at church events, taking part in community projects and visiting places such at a local eco-centre and Liverpool city centre broaden their experiences and deepen their understanding of life in modern Britain. These opportunities help pupils develop confidence, responsibility and the skills needed to contribute positively to their school and wider communities.

What the school should improve

• Leaders should ensure that pupils with special educational needs and/or disabilities or other vulnerabilities have their barriers identified with more precision and that they support staff to use this information to set more pertinent targets which are closely reviewed and acted upon.
• Leaders should ensure that teachers check, identify and respond swiftly and routinely to gaps in pupils' foundational knowledge, particularly in transcription and number facts, so that these gaps close quickly.
• Leaders should ensure that consistently effective teaching supports pupils to deepen and embed their knowledge and understanding so that those who are capable, achieve the higher standard and greater depth in reading, writing and mathematics by the end of key stage 2.

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