Whalley Church of England Primary School

What Ofsted said

From the inspection on 10 March 2026

Pupils at Whalley Church of England Primary School are happy, safe and well cared for. Staff know every pupil by name. The 'Whalley Way' shapes how everyone here behaves. Its four values, 'do your best, respect others, make good choices, be thankful', give the school a clear identity. Pupils say they feel safe. They know who to speak to if something is wrong. Adults listen and act in a timely manner. Bullying is rare. When it does occur, it is dealt with swiftly. Pupils generally behave well in lessons and around school. They show positive attitudes to their learning. Attendance is above the national average. Pupils come to school regularly and on time. Pupils enjoy their lessons and the wide range of experiences beyond them. Trips bring their learning to life. For example, pupils visit Hadrian's Wall and toast marshmallows in outdoor learning. Year 6 pupils finish primary school with a 3-day residential. Clubs throughout the day allow pupils to experience sports, art, cooking and more. Older pupils take on important responsibilities. They read with younger children and lead playground activities. They also represent their peers on the school council. In Year 6, every pupil has a leadership role. Pupils generally understand the world beyond their school and community. Most can explain what fundamental British values mean and give examples from their own lives. They hear directly from classmates about different faiths and cultures. Pupils understand how to stay safe online and how to recognise unhealthy relationships. Pupils progress steadily through the curriculum. In national tests, outcomes are consistently above national averages. Pupils with special educational needs and/or disabilities are fully included in every aspect of school life. So are those who are disadvantaged. No child is left on the sidelines. Children in the early years make a confident start to their education.

What the school should improve

• Leaders should ensure that staff address occasional gaps in some pupils' knowledge beyond English and mathematics.
• Leaders should ensure that staff consistently have high enough expectations for all children in the early years, particularly in writing, so that those who are capable of achieving more are given the opportunity to do so.

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