Christ Church CofE Primary School Padgate

Christ Church CofE Primary School Padgate Inspection report

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Age group 3–11 Inspection date(s) 24–25 November 2011 Inspection number 378289 Unique Reference Number 111363 Local authority Warrington Inspection number 378289 Inspection dates 24–25 November 2011 Reporting inspector Stephen Rowland

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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 aided Age range of pupils 3–11 Gender of pupils Mixed Number of pupils on the school roll 335 Appropriate authority The governing body Chair Edward Collinson Headteacher Ian Williams Date of previous school inspection 25 June 2009 School address Station Road Padgate Warrington WA2 0QJ Telephone number 01925 492422 Fax number 01925 492421 Email address christchurch_primary@warrington.gov.uk 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 rates council children's services, and inspects services for looked after

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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.

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Introduction

This inspection was carried out by three additional inspectors. They visited 16 lessons and observed the work of 10 teachers. They evaluated the school's work, and looked at relevant policies, the school’s development plan, minutes of meetings; the school’s monitoring records and analyses of pupils’ progress and attainment. Meetings were held with staff, pupils and members of the governing body. The questionnaires returned by pupils, staff and 132 parents and carers were also analysed.

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Introduction

The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.

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Introduction

 How successfully the school ensures that all pupils, particularly the higher- attainers, achieve their full potential.  How well teaching meets the needs of all pupils, particularly in mixed-age classes.  How effectively the school uses assessment information to support good learning.  The extent to which all staff contribute to the school’s self-evaluation and planning for improvement.

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Information about the school

This is a larger than average primary school. The proportion of pupils known to be eligible for free school meals is just below the national average. Almost all pupils have White British background and none is at an early stage of learning English. The proportion of pupils with special educational needs and/or disabilities is slightly below average. The school has its own forty-place nursery provision. Since the time of the last inspection the school has assimilated a significant number of pupils from a local school which closed.

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Information about the school

The school has Healthy School status, Activemark, Artsmark, the Parish-School Partnership Award, the Eco-School Bronze Award and the Primary Quality Award. There is a privately run pre-school and out-of-school club on site. This provision will be subject to separate inspection arrangements.

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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

This is an outstanding school. It has maintained high standards of achievement over recent years and there is absolutely no sign of complacency. Senior staff and the governing body are constantly seeking ways to improve further, based on thorough self-evaluation. Teamwork is strong and the school benefits from a thorough and detailed system for tracking pupils’ progress. Planning for improvement is meticulous and progress towards the targets the school sets itself is evaluated methodically. Behaviour is excellent. Pupils are considerate and welcoming. The school’s calm and quiet atmosphere contributes to an environment where learning is very strong. Many aspects of provision including teaching are outstanding. However, links between subjects and the many educational experiences and activities offered to pupils to maximise skills development are not always clear and this sometimes limits the learning opportunities such experiences and activities present. The best practice

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Main findings

in teaching is shared systematically and the school works with a number of partners to ensure that it can provide the very highest standards of care and achievement for its pupils. The issue identified at the time of the last inspection has been successfully tackled. This, along with its outstanding outcomes and relentless focus on continuous improvement shows that the school has an outstanding capacity for sustained improvement.

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Main findings

Children enter the Early Years Foundation Stage with skills which are generally below or well below those typical for their age. This is particularly so in their language skills. They make excellent progress throughout the school and standards at the end of Year 6 are above and sometimes well above the national average. Teaching is well-planned and is often outstanding and engaging. Pupils develop a strong sense of responsibility towards others and actively support the school. They say how much they enjoy school and attendance has continued to rise so that it is now above average. Assessment systems are exceptionally strong. This means that the progress and well-being of all pupils including those who are in circumstances that make them more vulnerable are tracked meticulously.

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Main findings

Pupils greatly value their school. Many positive comments were made by them during the inspection. A typical comment was, ’The school is always safe. I have never felt worried here.’ Another said, ‘The teachers are always helpful. Any problems are quickly sorted out.’ Another wrote simply,’ I love my school.’ Parents and carers shared this very positive view of Christ Church. Many commented positively on how successfully the school had assimilated the large influx of new pupils from a nearby school which closed in 2010. One parent wrote, ‘We are very pleased how our children have settled in since the move from the other school.’ Others praised the school’s leadership: ’Very good leadership and strong ethos!’

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What does the school need to do to improve further?

 Sharpen the planning of the curriculum so that links between different subjects and educational experiences and activities are consistently clear to maximise the learning opportunities these experiences and activities present.

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Outcomes for individuals and groups of pupils 1

Pupils say they value the way that their teachers make learning fun. They enjoy learning and respond enthusiastically to the many and varied opportunities offered to them. In a highly-effective English lesson, for example, pupils talked about the world in which the diarist Samuel Pepys lived. They took turns to play the role of Pepys and responded to questions fired at them. Pupils were highly engaged and as a result learning was outstanding.

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Outcomes for individuals and groups of pupils 1

The school knows how well each pupil is making progress so that ambitious targets can be set for individuals and groups of pupils. Any variations in pupils’ progress are quickly identified and acted upon. For example, the school has taken effective action to increase the proportion of girls achieving the higher levels in mathematics. All pupils, including those who are higher attaining, make outstanding progress and reach their full potential. The school can cite many impressive examples of pupils who joined the school part way through their primary education and have made exceptional progress in their time at Christ Church. Tailored packages of support are closely matched to the needs of pupils with special educational needs and/or disabilities and consequently they make outstanding progress.

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Outcomes for individuals and groups of pupils 1

Pupils say how safe they feel in school and have a clear understanding of how to deal with potential risks. A group of older pupils produced a film about internet safety and cyber bullying which is shared with pupils in other schools. Many pupils have roles of responsibility in school, for example, as play leaders and by running the school shop. There is a highly-effective school council which has influenced improvements to the school’s play areas. Pupils take part in a number of activities in the local area such as singing at the local community centre. Behaviour in school is outstanding. Children are respectful and considerate; they actively support the school’s high expectations of them. Pupils talk convincingly about their responsibilities in the school and the wider world. They have a strong sense of moral duty to others, particularly those less fortunate than themselves. They benefit from a broad range of sporting, musical and cultural activities such as the

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Outcomes for individuals and groups of pupils 1

Olympic/Paralympic Values Day and involvement with the Warrington Peace Centre. These are the grades for pupils' outcomes

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

Taking into account: Pupils' attainment 1 The quality of pupils' learning and their progress The quality of learning for pupils with special educational needs and/or disabilities and their progress

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How effective is the provision?

Teaching is outstanding. Lessons are carefully planned to ensure that the pace of learning is brisk and business like. Teachers make good use of the school’s excellent tracking data to ensure the needs of individuals are met. Teachers and teaching assistants keep a close watch on pupils’ progress and are quick to intervene to deal with any misconceptions. Teaching is often active and engaging. In a highly-effective mathematics lesson, for example, pupils formed themselves into groups in line with the ownership of various kinds of pet to understand how bar charts worked.

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How effective is the provision?

Staff plan meticulously to ensure outstanding learning and to secure strong progress. Pupils are fully aware of the targets set for them and can talk confidently about what they need to do next to achieve the next steps. Marking provides detailed feedback to enhance understanding.

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How effective is the provision?

The school’s curriculum has several strengths. Provision for developing pupils’ language and mathematical skills is very strong and this ensures outstanding achievement. There is an impressive range of enrichment activities. Many pupils grow their own produce on site. All Key Stage 2 pupils benefit from a residential experience. Likewise all pupils learn French. The school is a Centre of Excellence for primary language learning.

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How effective is the provision?

The care, guidance and support of pupils are high priorities for all staff. Needs are assessed in detail and programmes of support are put in place for the more vulnerable. The impact of interventions to help those with special educational needs and/or disabilities is monitored closely so that programmes can be amended appropriately. Transition arrangements both within the school and with the local high school are highly effective.

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How effective is the provision?

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4 is low These are the grades for the quality of provision

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The quality of teaching

Taking into account: The use of assessment to support learning

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How effective are leadership and management?

The headteacher established a clear and strong sense of purpose and direction. He is ably supported by the school’s senior leaders and the governing body. Staff and governors express a unity of purpose and confidence about what can be achieved. Self-evaluation is honest and thorough. The school is constantly seeking ways to improve further and is aware of what it has to do next. Planning for improvement is detailed and comprehensive. All staff are actively engaged in the process of evaluation and planning. Teaching is monitored closely and support provided to ensure that the best practice is shared. Targets for pupils are challenging but are usually met or exceeded. Any gaps in performance, such as those between boys’ and girls’ writing have been tackled successfully. Equality of opportunity is outstanding. This is as a result of the school’s calm, cohesive atmosphere, its unrelenting commitment to high achievement for all pupils and its total rejection of discrimination

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How effective are leadership and management?

The school benefits from an experienced and committed governing body. They fulfil their statutory obligations thoroughly and can provide challenge and support when required. They are full participants in the analysis of performance and improvement planning.

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How effective are leadership and management?

The school works outstandingly well with parents and carers. The parental questionnaire responses were exceptionally positive with a very large number of positive comments. Many parents and carers commented favourably on the open and approachable nature of the school and the effectiveness of the headteacher. Effective partnerships help the school to enhance its work. These include a Family Support Worker in partnership with a cluster of local schools. The school has a Parish-School Partnership Award which supports pupils’ outstanding spiritual, moral, social and cultural development. The school’s systems to ensure the safety and well- being of pupils are outstanding. They include a thorough focus on the suitability of staff and on the appointment of new staff. The school promotes community cohesion well. It has ensured that pupils are actively engaged with those from different religious and cultural backgrounds through a number of visits and curriculum

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How effective are leadership and management?

These are the grades for the leadership and management

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driving improvement

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

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Early Years Foundation Stage

Children work with enjoyment and enthusiasm in the Early Years Foundation Stage. A group of Reception class children, for example, was keen to talk about the rocket they were making which would take a teddy to the moon. They make outstanding progress particularly in developing language skills. They learn how to work co- operatively and how to share with others and speak knowledgeably about how important it is to eat the right things such as fruit and vegetables. Children display a curiosity about their learning and are happy to talk about the choices they make.

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Early Years Foundation Stage

Provision indoors and out is varied and engaging. There is a clear balance of adult- led and child-initiated activities. Provision allows for a seamless flow through the setting with an appropriate element of more directed learning. For example, some Reception class children were supported in writing an invitation to a party whilst others wrote a shopping list for party food. Assessment is based on rigorous observations and the recording of learning. Behaviour is managed skilfully so that children learn how to act appropriately in a complex setting.

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Early Years Foundation Stage

The Early Years Foundation Stage leader has a clear vision about what has to be done and communicates this to her team with passion. The success of the Early Years Foundation Stage is seen to have a critical impact on the success of the whole school and staff are encouraged and supported to develop their professional skills. This leads to a sense of ownership and commitment. Tracking of progress is carried out meticulously and, performance data is analysed in depth. The team evaluate their effectiveness regularly and systematically and share a clear understanding about what is working well and what could be improved. A number of governors are actively involved in the work of the Early Years Foundation Stage and deliver timely support and challenge.

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Early Years Foundation Stage

These are the grades for the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation stage

Taking into account: Outcomes for children in the Early Years Foundation Stage The quality of provision in the Early Years Foundation Stage The effectiveness of leadership and management in the Early Years Foundation Stage

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Views of parents and carers

Just fewer than 40% of parents and carers responded to the parental questionnaire. This a high rate of return for primary schools. The responses were overwhelmingly positive. A very small number of respondents felt that the school did not deal effectively with unacceptable behaviour. Inspectors gathered evidence from discussions with staff and pupils and from observations around the school. They did not find any evidence to suggest that the school does not deal with unacceptable behaviour effectively. Likewise, a very small number of parents and carers felt that the school did not respond to their concerns. The inspection team gathered evidence from discussions with staff, parents and pupils. No evidence was found which suggested that the school did not respond thoroughly to any concerns raised. All those who replied felt that the school kept their children safe. All felt that teaching was good and that their children made good progress. All felt that the school kept

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Views of parents and carers

them well-informed about their children’s progress and that the school was well led and managed.

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questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Christ Church CofE Primary School Padgate 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. The inspection team received 132 completed questionnaires by the end of the on-site inspection. In total, there are 335 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 105 80 24 18 2 2 0 0 The school keeps my child safe 117 89 14 11 0 0 0 0 The school informs me about my child's progress 94 71 37 28 0 0 0 0 My child is making enough progress at this school 97 73 33 25 1 1 0 0 The teaching is good at this school 103 78 28 21 0 0 0 0 The school helps me to support my child's learning 94 71 35 27 1 1 0 0 The school helps my child to have a healthy lifestyle 90 68 41 31 0 0 0 0 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) 92 70 33 25 1 1 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 97 73 33 25 1 1 0 0 The school deals effectively with unacceptable behaviour 91 69 35 27 2 2 0 0

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 89 67 35 27 2 2 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 114 86 16 12 0 0 0 0 Overall, I am happy with my child's experience at this school 114 86 16 12 0 0 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. Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well. Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils. 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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Outstanding Good Satisfactory Inadequate

Nursery schools 43 47 10 0 Primary schools 6 46 42 6 Secondary schools 14 36 41 9 Sixth forms 15 42 41 3 Special schools 30 48 19 3 Pupil referral units 14 50 31 5 All schools 10 44 39 6

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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.

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Outstanding Good Satisfactory Inadequate

The data in the table above are for the period 1 September 2010 to 08 April 2011 and are consistent with the latest published official statistics about maintained school inspection outcomes (see www.ofsted.gov.uk ).

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Outstanding Good Satisfactory Inadequate

The sample of schools inspected during 2010/11 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools.

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Outstanding Good Satisfactory Inadequate

Percentages are rounded and do not always add up exactly to 100. Sixth-form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary schools, special schools and pupil referral units.

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

findings from the inspection of their school.

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

Inspection of Christ Church C of E Primary School, Padgate, Warrington.

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WA2 0QJ

Thank you for making the team so welcome during our recent visit to Christ Church C of E School. We were particularly grateful to those of you who agreed to give up part of your lunch break to meet us. Also, thank you to those of you who completed the questionnaire. All your responses were very helpful.

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WA2 0QJ

Christ Church is an outstanding school. We were impressed by many things. Your behaviour is mature and responsible. Your excellent behaviour helps the school to keep up its outstanding standards. Your teachers make lessons interesting and enjoyable and this helps you to make outstanding progress. You take part in many interesting activities. We were impressed by opportunities you have to participate in residential trips.

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WA2 0QJ

Your teachers organise many exciting opportunities for you. We felt that you would learn even more if the links between what you learn from these experiences and the skills you develop in different subjects were made clearer for your teachers in the school’s curriculum planning.

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WA2 0QJ

You are right to be proud of your school. Please help your teachers by continuing to behave so well, by always trying your best and by helping each other. Once again, thank you for your kindness and help.

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from Ofsted's website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy

of the guidance, please telephone 0300 123 4234 , or email enquiries@ofsted.gov.uk .

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