St Luke's Church of England Primary School

St Luke's Church of England Primary School Inspection report

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Unique Reference Number 105805 Local Authority Rochdale Inspection number 355843 Inspection dates 12–13 October 2010 Reporting inspector Christine Millett

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This inspection of the school was carried out under section 5 of the Education Act 2005.

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Type of school Primary School category Voluntary controlled Age range of pupils 4–11 Gender of pupils Mixed Number of pupils on the school roll 212 Appropriate authority The governing body Chair Rev Matthew Carlisle Headteacher Mr Steve Bentham Date of previous school inspection 25 June 2008 School address Queen's Park Road Heywood Lancashire OL10 4XB Telephone number 01706 369443 Fax number 01706 620191 Email address office@stlukesce.rochdale.sch.uk

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Age group 4–11 Inspection dates 12–13 October 2010 Inspection number 355843 achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 1234 234, or email enquiries@ofsted.gov.uk .

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You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the documentation in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to 'Subscribe'. Royal Exchange Buildings St Ann's Square Manchester M2 7LA T: 0300 1234 234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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Introduction

This inspection was carried out by three additional inspectors. Inspectors visited 15 lessons or parts of lessons taught by seven teachers, spent time in the Early Years Foundation Stage and looked at pupils' work. Discussions took place with governors, staff, groups of pupils and parents. Inspectors looked at documents, including policies relating to safeguarding, the school's development plan and self-evaluation records, minutes of governors' meetings and the school's own assessment data. The inspectors analysed questionnaires from pupils and staff as well as those from 107 parents and carers. The inspection team reviewed many aspects of the school's work. It looked in detail at the following:  The effectiveness of the school's systems for tracking pupils' progress.  How community cohesion has broadened pupils' understanding of the world in which they live.  The improvements that have taken place in outdoor provision for the Early Years

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Introduction

Foundation Stage since the previous inspection

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Information about the school

St Luke's is a smaller than average-sized primary school. Almost all pupils are of White British heritage. Very few are from other minority ethnic groups. The proportion of pupils with special educational needs and/or disabilities is currently below average. The percentage of pupils known to be eligible for free school meals is slightly above average. There have been significant staff changes since the previous inspection, including the appointment of a new headteacher. The school has received several awards including Activemark, Healthy School status and an Eco-school award.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Main findings

St Luke's is a good school. It has many strengths, the most notable being the high quality care, guidance and support pupils receive and their high level of attendance. The school provides a safe and welcoming environment where pupils feel valued. They are proud of their school and keen to talk to visitors about their work. They have confidence in adults to help them sort out their problems. Staff are mindful of pupils' safety and good safeguarding arrangements are in place. Of the parents and carers who responded to the questionnaire, the overwhelming majority are supportive of the school and value the quality of care it provides. The school is exploring ways of engaging parents further to enable them to support their children. A range of partnership activities with other agencies makes a strong contribution to good achievement and well-being. Pupils' experiences of different cultures and beliefs are enhanced through the curriculum and links with schools

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Main findings

in India and in the United Kingdom. Many children start school with skills and knowledge that are below national expectations; skills in communication, language and literacy are well below. Children get off to a good start in the Reception class and do well in the Early Years Foundation Stage where they have access to an exciting, well-planned outdoor area. Progress from Year 1 to Year 6 continues to be good. There have been fluctuations in standards of attainment at the end of Key Stage 2 because of the differing needs and abilities of cohorts and how this impacts upon data. The school's own tracking system shows that attainment is rising. There has been a noticeable increase in the number of pupils reaching the higher levels in mathematics. Teaching is good overall with some evidence of outstanding practice seen. The daily use of assessment for learning is not yet embedded in all classes and there are

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Main findings

inconsistencies in the marking of pupils' work. Other forms of assessment are regular and feed into an effective tracking system. Senior managers use this well to identify areas for development. However, it is not always used to best effect within the classroom. Pupils with special educational needs and/or disabilities are well supported and, as a result, make similar progress to their peers. The headteacher is supported well by staff and a loyal governing body and all share an ambitious vision for future improvement. Senior teachers and the governing body know what the school does well and make good use of accurate self-evaluation to highlight areas for improvement. The impact of this is being seen, indicating a good capacity for sustained improvement.

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What does the school need to do to improve further?

 Bring greater rigour to teachers' day-to-day assessment for learning by:

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

increasing the range of strategies used in lessons to check the extent to which pupils have understood and are making progress using marking consistently to inform pupils of their next steps in learning analysing year-end assessment data to plan activities that are closely matched to the needs of specific cohorts and which ensure progression in learning from one key stage to the next.  Help parents and carers to support the school and their children by: developing methods of consultation communicating strategies which inform and enable them to support their children's learning.

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Outcomes for individuals and groups of pupils 2

Pupils develop good attitudes towards learning as they move up through the school. They enjoy learning and collaborate well when working in groups or in pairs. Pupils were keen to engage the inspectors in conversation and expressed their views clearly and openly. The quality of learning seen in lessons during the inspection was good overall. Work seen in pupils' books confirmed the school's own analysis of pupils making good progress from the Early Years Foundation Stage to Key Stage 2. Boys and girls do equally well and those with special educational needs and/or disabilities make as much progress as others. The progress of pupils is monitored carefully to ensure all achieve well. Recent data analysis shows that most pupils across the school are on track to meet their targets with some exceeding them. Children arrive in Reception with varying levels of skills, having attended many different settings. Overall, they start school with skills and knowledge that are below

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Outcomes for individuals and groups of pupils 2

national expectations. Some aspects such as communication, language and literacy and social development, are well below. They get off to a good start in the Early Years Foundation Stage and this prepares them well for learning in Year 1, though literacy skills are still below national averages. Overall attainment at the end of Year 6 is average. Standards at the end of Year 6 in 2010 showed a marked improvement, particularly in writing. Pupils in the current Year 6 are on course to reach higher standards by the end of Key Stage 2 than in previous years. Pupils enjoy school. High attendance supports this. As one pupil said, 'This is a very friendly school. All your friends support you'. Relationships throughout school are good. A small minority of pupils expressed concerns over behaviour in school, but no instances of inappropriate behaviour were seen during the inspection and pupils were well mannered

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Outcomes for individuals and groups of pupils 2

and friendly. Pupils of all ages have a clear understanding of the importance of healthy eating and regular exercise. Pupils respond extremely well to the responsibilities they are given and make many positive contributions to the school and local communities. This is seen, for example, in their involvement in the planning of the new playground and wildlife area. Pupils' high attendance and positive attitudes along with a good grasp of basic skills, including information and communication technology (ICT), equip them well for the next stages in their education. Pupils' spiritual, moral, social and cultural development is good. Pupils have a marked sense of right and wrong and enjoy the different cultural experiences the school provides. The school's values encourage pupils to think beyond themselves and to have a keen interest in ethical issues.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for pupils' outcomes

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Pupils' achievement and the extent to which they enjoy their learning 2

Taking into account: Pupils' attainment¹

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Pupils' achievement and the extent to which they enjoy their learning 2

The quality of pupils' learning and their progress 2

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Pupils' achievement and the extent to which they enjoy their learning 2

The quality of learning for pupils with special educational needs and/or disabilities and their progress

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2

Taking into account: Pupils' attendance¹

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The extent of pupils' spiritual, moral, social and cultural development 2

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

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How effective is the provision?

Teaching, overall, is good and lessons offer a range of activities that engage pupils. As a result, pupils enjoy learning and make good progress. Teachers' subject knowledge is good and learning objectives are shared with pupils at the beginning of lessons. Planning is thorough and work is generally well matched to pupils' needs. Pupils make the best progress where teachers plan challenging lessons with high expectations for achievement. Accurate assessments are carried out regularly and used to track progress and analyse attainment. However, year-end assessments are not always used to inform planning for the next class. Pupils' work is marked regularly but does not always give them a clear indication as to how they can improve their work. Other adults in the classroom give valuable support. The curriculum places appropriate emphasis on promoting basic skills, especially literacy, as well as making links in learning across subjects. These provide imaginative

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How effective is the provision?

opportunities for learning which are popular with pupils and contribute well to personal development. Information and communication technology is well incorporated into the curriculum. The school provides a broad range of enrichment experiences through visits, visitors and extra-curricular activities. French is taught in Key Stage 2. St Luke's is an extremely caring school that places great importance on developing pupils' self-esteem and confidence to enable them to make correct choices for themselves. Adults

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

know pupils well and respond very positively to their needs. The individual needs of pupils are quickly assessed and help is given where needed. Pupils at risk of underachievement, and those with special educational needs and/or disabilities, are extremely well supported by experienced and well-trained staff and through very strong links with external agencies.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for the quality of provision

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The quality of teaching 2

Taking into account: The use of assessment to support learning

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How effective are leadership and management?

Members of the leadership team are united in their determination to bring about improvement. Systems for analysing and recording pupils' attainment are in place and provide a sharp focus on the achievements of different groups of pupils. As a result, the gap between the different groups is closing. The governing body understands the challenges facing the school and works hard to support the school. Although some of the governors are relatively new to their roles, they are committed to improving the school further. The school development plan focuses on the most important areas for improvement and is clear about how targets are to be achieved. There are effective links with a range of external agencies, including the local secondary school, that support the progress and well-being of the pupils. The school enjoys a positive relationship with parents and carers and endeavours to keep them informed of developments within school. However, the

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How effective are leadership and management?

school recognises more could be done to enable them to support their children's learning. The school demonstrates a deep commitment to equal opportunities for all. This is seen in the harmonious and inclusive atmosphere. The monitoring of pupils ensures that any unevenness in academic performance or personal development is addressed. Community cohesion is good. Pupils from all backgrounds get on well with each other and there are regular celebrations of other cultures. The school ensures that pupils understand their local community and have an understanding of the diversity of life in, and beyond, the United Kingdom. Safeguarding procedures, policies and practice are securely in place. The school deploys its resources well and gives good value for money.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for leadership and management

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2

Taking into account: The leadership and management of teaching and learning

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Early Years Foundation Stage

The overall effectiveness of the Early Years Foundation Stage is good. Provision, however, is outstanding. The new Foundation Stage manager and staff have introduced a programme of rich and varied experiences for the children which is yet to impact fully upon outcomes. Children thrive in this stimulating and thoroughly enjoyable environment. They work and play happily alongside each other and respond quickly to instructions from adults. Children settle in well as they start school due to the warm relationships that adults establish quickly with them. Adults encourage children to be independent, make choices in activities and develop social skills that ensure good behaviour. Children start the Reception class with skills and knowledge that are below and, in some areas, well below age-related expectations. Excellent teaching and an extremely well- organised curriculum ensure the gap is closing by the end of Reception. Children are

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Early Years Foundation Stage

presented with many positive learning experiences and have numerous opportunities to develop writing skills through mark making as part of their play. Thorough assessment ensures that individual children's progress is tracked regularly and well-targeted support given. Achievements are recorded as attractive 'learning journeys' which provide parents and carers with an ongoing record of their child's development. The bright and attractive learning environment enables children to have fun while making choices about their learning, such as whether to join in with the hunt for pirate treasure or write messages to go in bottles. Learning moves easily between the indoor and outdoor areas giving all children the opportunities to have fun and learn from each other. A relatively new team has quickly established strong working relationships. Good leadership is focused strongly on continuous improvement. Staff are vigilant and children's

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Early Years Foundation Stage

welfare has a high priority. The unit is fully incorporated into school life, which ensures

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

smooth transitions from Reception into Year 1. Good links are developed with parents and carers, who speak appreciatively of the 'friendly, helpful staff'.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation Stage 2

Taking into account: Outcomes for children in the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation Stage 2

The quality of provision in the Early Years Foundation Stage 1

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Overall effectiveness of the Early Years Foundation Stage 2

The effectiveness of leadership and management of the Early Years Foundation Stage

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Views of parents and carers

Over half of the school's parents and carers responded to the questionnaire. Some did not respond as their child had only been in school a short time and they felt unable to comment. However, of those who did respond, all agreed that teaching in school is good. The vast majority were happy with the school and of the opinion that their children are making good progress, enjoy school and are kept safe. Most believed that the school keeps parents and carers informed about progress being made. A very small minority felt they would like more help in supporting their children's learning and that their concerns are not taken into account. Inspectors found that relationships between the school and parents and carers are positive. The school is working towards greater engagement with parents and carers and is happy to meet with them to discuss any matter. A few parents and carers raised individual concerns and these were followed up by the inspectors. It was

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Views of parents and carers

found that the school has effective procedures in place in relation to the issues raised.

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Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at St Luke's Church of England Primary School to complete a questionnaire about their views of the school. In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school.

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Responses from parents and carers to Ofsted's questionnaire

The inspection team received 136 completed questionnaires by the end of the on-site inspection. In total, there are 212 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 91 67 43 32 1 1 1 1 The school keeps my child safe 79 58 56 41 1 1 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 48 35 75 55 10 7 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 70 51 58 43 6 4 0 0

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Total % Total % Total % Total %

The teaching is good at this school 70 51 65 48 0 0 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 55 40 72 53 5 4 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 54 40 77 57 4 3 0 0

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Total % Total % Total % Total %

The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment) 44 32 81 60 1 1 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 63 46 63 46 8 6 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 49 36 68 50 15 11 1 1

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 39 29 82 60 10 7 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 58 43 73 54 5 4 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 69 51 64 47 2 1 0 0

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Total % Total % Total % Total %

The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%.

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Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils' needs.

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Grade Judgement Description

Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well.

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Grade Judgement Description

Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils.

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Grade Judgement Description

Grade 4 Inadequate These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.

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Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously. The data in the table above are for the period 1 September 2009 to 31 March 2010 and are the most recently published data available (see www.ofsted.gov.uk ). Please note that the sample of schools inspected during the autumn and spring terms 2009/10 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Percentages are rounded and do not always add exactly to 100. Secondary school figures in clude those that have sixth forms, and sixth form figures include only the data specifically for sixth form inspection judgements.

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Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning, development or training.

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Common terminology used by inspectors

Attainment: the standard of the pupils' work shown by test and examination results and in lessons.

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Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving. Inspectors base this judgement on what the school has accomplished so far and on the quality of its systems to maintain improvement.

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Common terminology used by inspectors

Leadership and management: the contribution of all the staff with responsibilities, not just the headteacher, to identifying priorities, directing and motivating staff and running the school.

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Common terminology used by inspectors

Learning: how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.

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Common terminology used by inspectors

Overall effectiveness: inspectors form a judgement on a school's overall effectiveness based on the findings from their inspection of the school. The following judgements, in particular, influence what the overall effectiveness judgement will be.

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Common terminology used by inspectors

 The school's capacity for sustained improvement.  Outcomes for individuals and groups of pupils.  The quality of teaching.  The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships.  The effectiveness of care, guidance and support.

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Common terminology used by inspectors

Progress: the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils' attainment at the end of a key stage with their attainment when they started.

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carers to share with their children. It describes Ofsted's

main findings from the inspection of their school.

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Inspection of St Luke's Church of England Primary School, Heywood, OL10 4XB

Thank you for all your help when we visited your school. We thoroughly enjoyed our time with you. You were very polite and helped us to understand how you feel about your school. You told us how much you enjoy school and how special you think it is. We agree with you and think that St Luke's provides you with a good education.  You get off to a good start in the Reception class and make good progress during your time in the school.  Standards at the end of Year 6 are average but improving.  You enjoy coming to school, are keen to learn and attendance is high.  Your behaviour is good both in the classroom and around school.  Adults look after you extremely well and make sure you are safe.  Teaching is good and teachers try to make lessons interesting.  You show a good understanding of healthy lifestyles and know how to keep yourselves and others safe.  You contribute well to the life of the school and the local community.

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Inspection of St Luke's Church of England Primary School, Heywood, OL10 4XB

 Your school is helping you prepare for the next stages in your education. To make your school even better we would like your teachers to keep checking how much progress you are making in lessons and when they mark your work, to let you know what your next steps are. We would also like the school to let your parents and carers know how they can help you. We know that you are proud of your school and will do your best to help your teachers make it even better. Very best wishes for the future

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www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please

telephone 0300 1234 234, or email enquiries@ofsted.gov.uk .

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