Colne Primet Primary School

LA MaintainedPrimary

Colne Primet Primary School

Ages4 – 11

187 pupils

Good· Jul 2023

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Details

Type

Community School

Local Authority

Lancashire

Head Teacher

Mr Mark Ariss

Gender

Mixed

Admissions

Non-selective

Religious Character

Does not apply

Website

www.primet.lancsngfl.ac.uk

Reference Number

119173

About This Data

•School information is sourced from Get Information About Schools (GIAS), the official UK government register maintained by the Department for Education.

View this school on gov.uk

Admissions

How many families applied and received places

Reception entry for 2025/26

On Time Applications

	Count
Total applications	46
As 1st preference	20
As 2nd preference	10
As 3rd preference	16
From another local authority	0

Offers on National Offer Day

	Count
Total offers	20
To 1st preference	19
To 2nd preference	1
To 3rd preference	0
To any preference	20
To another local authority	0

About This Data

•Data sourced from the DfE "Primary and secondary school applications and offers" statistics.
•Total applications includes all preferences (1st through 6th), not just those shown in the breakdown above.
•Applications and offers from/to another local authority may also appear in preference rows (e.g., a 1st preference from another local authority counts in both rows).
•"Oversubscribed" means the school received more 1st preference applications than places offered.
•This school is a community school, admissions are controlled by the local authority, we advise you contact the local authority or check their website for further information. This school's local authority is Lancashire.

Search for this school's admissions policy

Pupils

Summary

Total Pupils187 (89% of capacity)

Age Range4 – 11

GenderMixed

Boys / Girls53% / 47%

Free School Meals49.2%

English as Additional Language35.8%

SEN Support32.1%

SEN with EHCP3.7%

Overall Attendance92.0%

Persistent Absence28.6%

Class Sizes

Overall Average27.4

Key Stage 122.0

Key Stage 231.0

Total Pupils

The number of pupils shown in this chart has come from the National School Census; these numbers may not match exactly other pupil data shown on this site, because different sources of data are updated at different times within the academic year.

Cohort Sizes

Reception22

Year 122

Year 220

Year 332

Year 430

Year 531

Year 630

Pupil Ethnicities

White British55.6%

Pakistani24.6%

White Other5.3%

Unclassified3.7%

White & Asian3.2%

Asian Other2.1%

Other1.6%

African1.1%

Gypsy/Roma0.5%

White & Black Caribbean0.5%

White & Black African0.5%

Mixed Other0.5%

Chinese0.5%

About This Data

•Data sourced from the National School Census for 2024/25, collected each January.
•This is not live data. For current availability of places, contact the school or local authority directly.
•Capacity refers to the maximum number of pupils a school can accommodate. Schools may operate above or below capacity, and spare places may only be available in certain year groups.
•Persistent absence means a pupil missed 10% or more of their possible sessions during the academic year. Absence rates during 2020–2022 were significantly higher due to the Covid-19 pandemic.

Inspections

Ofsted Inspections

8 inspections on record

Current Rating

Good· Jul 2023

2023
School Inspection
26 July 2023
View report
Good
Category Judgements
Category Judgement
Quality of education Good
Behaviour and attitudes Good
Personal development Good
Leadership and management Good
Early years provision Requires Improvement
AI-Generated Insights
SEND
2
Pupils with SEND achieve well due to appropriate support.
Leaders identify the needs of pupils with SEND in a timely manner.
Curriculum
11
Leaders have designed an aspirational curriculum for pupils.
Some subjects lack teacher confidence in delivering the curriculum.
Leadership
2
Leaders provide support and training for staff.
The governing body provides appropriate challenge and support.
Safeguarding
2
The arrangements for safeguarding are effective.
Staff receive relevant and up-to-date safeguarding training.
Pupil Progress
11
Pupils in Years 1 to 6 achieve well across the curriculum.
Some children in the early years are not prepared well for Year 1.
Teaching Quality
11
Teachers present new learning with clarity and select appropriate activities.
In the early years, assessment techniques are not effective enough.
Personal Development
2
Pupils benefit from activities that enhance their wider development.
Pupils learn about different cultures, faiths, and people.
Behaviour & Attendance
2
Pupils behave well and live up to high expectations.
Leaders have improved pupils' rates of attendance.
Insights are generated by AI from the inspection report and may not be fully accurate.
2017
Full Inspection
12 July 2017
View report
Good
2012
Full Inspection
31 October 2012
View report
Good
2011
Monitoring Visit
21 June 2011
View report
2010
Full Inspection
30 March 2010
View report
2009
Curriculum And Development Visit
22 April 2009
View report
2007
Full Inspection
8 January 2007
View report
2002
Full Inspection
24 April 2002
View report

Category	Judgement
Quality of education	Good
Behaviour and attitudes	Good
Personal development	Good
Leadership and management	Good
Early years provision	Requires Improvement

About This Data

•Inspection data is sourced from Ofsted, the official schools inspectorate for England.
•Ratings may have changed since the last inspection. Always check the latest report for current information.
•Some inspections (monitoring visits, academy conversions) do not result in a graded judgement.

View all Ofsted reports

Primary Results

Performance measures for pupils at the end of Year 6 (Key Stage 2)

Reading, writing and maths

	School	LA	England
Pupils meeting the expected standard	34.0%	59.6%	61.0%
Pupils achieving at a higher standard	6.0%	7.3%	8.0%

Average scaled score

	School	LA	England
Reading	103	104.6	105
Maths	103	104.0	104

Progress scores

Reading

+2.9Well above average

95% confidence interval: 0.20 to 5.7

Progress in reading from KS1 to KS2

Writing

+3.6Well above average

95% confidence interval: 1 to 6.3

Progress in writing from KS1 to KS2

Maths

+2.6Well above average

95% confidence interval: 0.10 to 5.2

Progress in maths from KS1 to KS2

Grammar, punctuation and spelling

	School	LA	England
Pupils meeting the expected standard	69.0%	72.1%	72.0%
Pupils achieving at a higher standard	23.0%	29.3%	32.0%

About This Data

•School rankings are calculated by sorting schools first by the percentage of pupils meeting the expected standard, then by the percentage achieving a higher standard. Rankings help compare schools within England but do not account for school context or pupil intake.
•Progress scores measure how much pupils improved from KS1 (Year 2) to KS2 (Year 6), compared to pupils nationally with similar starting points. A score of 0 means average progress; a positive score means above-average progress. Progress scores show the value a school adds, while exam results show final attainment. Some children start higher than others due to factors like natural ability or home circumstances.
•Data sourced from the Department for Education Key Stage 2 performance tables for 2023/24. LA and England averages provide national and local context.

View full results on gov.uk

Workforce

Staff numbers and pupil-to-teacher ratios

Pupils per Teacher or Teaching Assistant

Shows how many children each teacher looks after on average. The lower line includes teaching assistants, giving you a better picture of the adult support available in classrooms.

Total Pupils

The number of children enrolled at this school over time. These figures come from financial records and may differ slightly from other pupil numbers on this site due to when data was collected.

Total Number of Teachers

The total teaching capacity at this school, including classroom teachers and senior staff who also teach. Part-time teachers are counted based on their working hours.

Teaching Assistants

Support staff who work directly with children in classrooms. This includes regular TAs, higher-level TAs with more responsibilities, and specialist support for children with additional needs.

Teachers with Qualified Teacher Status (%)

The percentage of teachers who have completed official teacher training in England. A higher percentage typically indicates a more experienced and formally trained teaching team.

Senior Leadership

The school's leadership team, including the headteacher, deputy heads and assistant heads. These staff manage the school and often still spend time in classrooms.

Non-classroom Support Staff and Auxiliary Staff

Office and admin staff who keep the school running smoothly, plus auxiliary staff like catering teams and site maintenance who look after the building and meals.

Total Headcount and Workforce

Two ways of counting staff: headcount shows total people employed (including part-timers), while workforce counts the equivalent number of full-time positions.

About This Data

•Data sourced from the DfE School Workforce Census. Numbers may not match exactly other data shown on this site due to different collection timings within the academic year.
•FTE = Full-time equivalent, representing the total working hours divided by standard full-time hours. Headcount = total number of individuals employed.
•Senior leadership includes headteachers, deputy headteachers and assistant headteachers.
•Teachers with Qualified Teacher Status (QTS) have completed accredited initial teacher training in England.

View all workforce information on gov.uk

Finances

2024/25

Income per Pupil (£)

In 2024/25 the revenue reserve was £164,931 or £882 p/pupil. Schools maintain reserves for unexpected costs, but these funds are ultimately meant to benefit pupils.

Expenditure per Pupil (£)

In 2024/25 the in-year balance was -£25,502 or -£136 p/pupil. A negative balance means the school spent more than it received, covered by drawing on reserves.

About This Data

•Financial data comes from the DfE School Financial Benchmarking service. Schools report their income and spending each year.
•Revenue reserve is the money a school has saved up over time. Schools keep reserves to cover unexpected costs, though funds are meant to benefit current pupils.
•In-year balance shows whether a school spent more or less than it received in a single year. A positive balance means the school had money left over; a negative balance means it dipped into savings.

View all financial information on gov.uk

Contact Information

Address

Tatton Street
Colne
Lancashire
BB8 8JE

Phone

01282864607

Website

primet.lancsngfl.ac.uk

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