A school which had not been visited by Ofsted in 15 years has lost its outstanding rating following a recent inspection.

Bacup Thorn Primary School, in Cowtoot Lane, Bacup, had not been visited by inspectors since 2008 until they dropped in last November.

The visit has seen the school’s rating slip from outstanding to good following the visit, but Ofsted was still full of praise for the school and its staff, led by headteacher Alison Edgar.

In the report, it said: “Pupils, including children in the early years, thrive at this happy and welcoming school.

“There is a shared sense of community between staff, pupils, and their parents and carers.

“Pupils are taught how to recognise and manage their own emotions, which helps them to behave well.

“Pupils take on a range of leadership roles to support each other. For example, well-being warriors help any pupils who are struggling emotionally by engaging them in activities such as mindful colouring.

“Teachers encourage pupils to have high aspirations for their own achievement. They support and inspire pupils to work hard. Typically, pupils achieve well.”

A noted strength was the extra-curricular activities provided to pupils to aid their personal development.

The report went on: “Staff organise careers conventions where pupils interview representatives from a broad range of professions.

“Pupils enjoy a vast array of trips. These enhance their learning and develop their independence.

“The school provides a wide variety of extra-curricular activities, including computing, choir and street-dance club. These activities encourage pupils to explore their talents and interests.

“Pupils were proud of the array of sporting successes that teams from the school have achieved.”

The curriculum was described as well-designed and regular reviews ensure it is suitable for pupils, and teachers have the expertise in different subjects they need.

Provision for pupils with special educational needs or disabilities was also praised to ensure they also have success in their learning.

Marking and progress monitoring was also highlighted as effective; both in the speed at which teachers can identify a pupil’s weaknesses, and also in managing staff workload.

It did note however that in some subjects this is not carried out as effectively, hampering children’s progress, and was highlighted as an area the school needs to improve.

Bonds between staff and pupils was praised, as was behaviour and expectations placed on pupils, while the governors’ scrutiny and safeguarding arrangements were also noted to be strong.