Park Primary School

Park Primary School is a community-focused primary where pupils feel safe, supported and included. Inspectors found strong provision in the early years and for inclusion, with a well-designed curriculum and high-quality support for disadvantaged pupils and those with special educational needs and/or disabilities (SEND). Personal development is also a strength, offering a rich programme of experiences that build character, community pride and pupils' understanding of fundamental British values. Leaders are ambitious and effective, governors know the school well, and staff benefit from strong training and manageable workload. Overall, pupils achieve in line with national averages by the end of Year 6 and are generally well prepared for secondary school. However, a small number of key stage 2 pupils have gaps in their times tables and writing, which can reduce confidence and limit progress. Teaching of basic skills such as handwriting, spelling and punctuation is less consistent in key stage 2, and some activities in Years 3 to 6 do not fully support pupils to learn the intended curriculum. Attendance is improving and persistent absence is reducing, though it remains above the national average. The school serves a community with high levels of disadvantage and a higher-than-average proportion of pupils with education, health and care (EHC) plans. It acts as an anchor for families, with strong pastoral support and close partnerships with local organisations. Behaviour is calm and orderly, bullying is rare, and pupils demonstrate positive attitudes to learning.

Strengths

• Early years induction and curriculum are strong, with a high priority on communication and language.
• High-quality support for pupils with SEND, including specialist provision such as The Lodge.
• Disadvantaged pupils are well supported to participate fully in the school's enrichment offer.
• Personal development programme builds pride, British values and community involvement.
• Pupils feel safe, behaviour is calm and orderly, and bullying is rare.
• Leaders are ambitious, provide extensive staff training, and manage workload carefully.
• Governors know the school well and provide effective support and challenge.
• Strong pastoral support helps pupils and families navigate challenging circumstances.
• Reading and phonics are prioritised, with well-matched books and effective teaching.
• Attendance is a high priority, with proactive support for families to overcome barriers.

Areas for Improvement

• A small number of key stage 2 pupils have gaps in times tables and writing, limiting their progress.
• Teaching of handwriting, spelling and punctuation is less secure in key stage 2.
• Some activities in Years 3 to 6 do not fully support pupils to learn the curriculum content.
• Persistent absence remains above the national average, although it is reducing.
• Disadvantaged pupils' attainment in reading, writing and mathematics can be below that of non-disadvantaged pupils nationally.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Park Primary School attended 94.0% of sessions (the national figure for primary schools was 94.8%). 18.4% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 0.9% of pupils at Park Primary School were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Park Primary School had 17.7 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 16.7% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 13.8% of pupils at Park Primary School were on SEN support (nationally 15.4%) and 5.3% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2025–26 Park Primary School received £8,220 and spent £8,461 for each of its 319 pupils. It ended the year with reserves of £197,000 (£619 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

• Primary Schools
• Secondary Schools

All schools in Colne · Lancashire local authority: places and applications

What is Park Primary School's Ofsted rating?

The latest Ofsted rating for Park Primary School is Expected standard, from an inspection in September 2026.

When was Park Primary School last inspected by Ofsted?

Park Primary School was last inspected in September 2026.

How many pupils does Park Primary School have?

Park Primary School has 319 pupils on roll.

What age range does Park Primary School cover?

Park Primary School for pupils aged 4 to 11.

What are Park Primary School's SATs (KS2) results?

In 2025, 57% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Park Primary School?

Park Primary School is at Rutland Street, Colne, Lancashire, BB8 0QJ.