Anderton Primary School

Inspection of Anderton Primary School Babylon Lane, Adlington, Babylon Lane, Adlington, Lancashire PR6 9NN

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Overall effectiveness at previous inspection Requires improvement 25–26 September 2019

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What is it like to attend this school?

Leaders and governors have high expectations for every pupil. At this school, leaders ensure that pupils are at the centre of the school’s work. Pupils are well prepared for the next stage of their education.

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What is it like to attend this school?

Everyone in school does their best to live up to the school’s values of self-reflection, trust, kindness, respect and perseverance. Pupils say that they enjoy being in school and feel safe. They feel free from bullying and say that they make friends again quickly if they fall out. Pupils know about different types of bullying. They have a good understanding of how to keep themselves safe, including when they are using the internet.

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What is it like to attend this school?

Pupils’ behaviour and attitudes to learning are good. In Years 4, 5 and 6, for example, I saw pupils persevere in solving some challenging mathematical problems. They talked through their reasoning, calling on what they had previously learned. In Years 1 and 2, pupils took part in phonics sessions enthusiastically. They then applied their learning to reading and writing.

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What is it like to attend this school?

Pupils enjoy school and attend regularly. Relationships in school are kind and caring. Older pupils look after younger pupils and newcomers. Pupils are friendly and respectful.

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better?

The new headteacher and senior leaders provide the school with clear direction. Governors support and challenge leaders effectively. Almost all leaders and staff have joined the school since the last inspection. Since the last inspection, the quality of education has improved and leadership at all levels has been strengthened.

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better?

Senior leaders understand how well pupils achieve and the priorities for further improvement in each subject. All teachers have a leadership role. Middle leaders know their subjects well, they are enthusiastic and they have detailed plans in place to sustain improvements.

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better?

Leaders have completely changed the curriculum, so that pupils now have broad, relevant experiences in all subjects. The curriculum successfully promotes pupils’ safety, wellbeing and all-round achievement.

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better?

Since the last inspection, leaders have developed the wider curriculum, with the support of local authority advisers. Teachers build on pupils’ knowledge and skills over time because they carefully plan the curriculum. They accurately check on pupils’ learning in most subject areas. Planning is well established in English, mathematics, science, music and physical education. The plans for other subjects have been introduced more recently and are not yet fully implemented. 25–26 September 2019

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Pupils’ personal development is a key focus. Pupils have many good opportunities to develop their social and leadership skills and discuss moral issues. They have a basic understanding of different faiths and cultures. Pupils enjoy taking part in a wide range of interesting after-school clubs and trips, which sparks their interests and helps their learning.

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Overall, teaching closely follows curriculum planning. This ensures that learning is taught in a logical order to build effectively on pupils’ learning as they move through the school. Teachers have good subject knowledge and a good understanding of what helps children to remember and apply their knowledge. Staff training is a strength. Leaders support staff well to develop their skills. Teachers and teaching assistants are positive about their opportunities for training and say that leaders are mindful of their wellbeing.

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Pupils of all abilities, including disadvantaged pupils, achieve well across the curriculum as a result of effective teaching. Leaders have improved provision for pupils with special educational needs and/or disabilities (SEND), and they ensure that the curriculum is adapted effectively for pupils with SEND. Pupils’ results in national tests in reading, writing and mathematics have improved considerably. Pupils in key stages 1 and 2 are prepared well for the next stage in their education.

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Effective teaching of early reading and phonics makes sure that pupils gain the skills they need to read with fluency. This ensures that pupils are able to read accurately and with understanding across the wider curriculum. However, older pupils are less skilled in analysing texts, finding information and reading for deeper meaning. These skills have not been learned effectively in the past.

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Children are happy, feel safe and are safe in early years. They behave well and play together constructively. Staff ensure that children experience a broad curriculum that follows the early years guidance and captures their interest. As yet, however, the early years curriculum does not take sufficient account of children’s prior learning and experiences. The outdoors area is not used to best effect to develop children’s learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff are vigilant and ensure that any safeguarding concerns are followed up carefully. All staff have completed the required safeguarding training and follow the school’s policies and procedures. All staff have been appropriately vetted before taking up their post in the school. Leaders engage with a range of external agencies to support families who are at risk or in need. Pupils are taught how to keep themselves safe and recognise risks, especially those associated with being online.

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(Information for the school and appropriate authority)

 The detailed curriculum planning and assessment procedures have not had sufficient time to become embedded in practice across the school in art, history, geography, computing and design and technology. This is because some of the unit plans have only just been introduced. Leaders should ensure that the curriculum plans are successfully implemented, drawing on the effective practice that is already in place in other subjects.  In the early years, the curriculum is broad and provides children with activities that they enjoy. However, some activities do not take enough account of children’s prior learning. The outdoor area is still being developed and does not support children’s progress in all areas of learning. Leaders and staff should ensure that the curriculum supports children to get off to a good start right from the beginning of their time in Reception. Leaders need to check that children make the progress of which they are capable so that they are prepared well for

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(Information for the school and appropriate authority)

further learning in Year 1.  Pupils’ achievement in reading has improved since the last inspection. However, older pupils have some gaps in their understanding of how to analyse texts and read for deeper meaning. Leaders should ensure that pupils of all ages develop their comprehension knowledge and skills and improve their ability to read for deeper meaning.

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How can I feed back my views?

or to find out what other parents and carers think. We use Ofsted Parent View information when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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How can I feed back my views?

If you’re not happy with the inspection or the report, you can complain to Ofsted .

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 25–26 September 2019

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School details

Inspection number 10110897 Type of school Primary

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School details

Appropriate authority The governing body

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governing body

Date of previous inspection 21–22 June 2017

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Information about this school

 Since the last inspection, almost all teachers and leaders are new to the school. The headteacher and three other staff, including two subject leaders, took up their posts in September 2019. They worked with the school and local authority advisers to develop curriculum planning prior to their appointments.  Since the last inspection, Lancashire local authority advisers have worked closely with the school to develop the curriculum and support staff appointments.

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Information about this inspection

We carried out this inspection under section 5 of the Education Act 2005.

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Information about this inspection

 Inspectors met with governors, the headteacher, deputy headteacher, curriculum leader, the special educational needs leader and all subject leaders. We spoke with local authority advisers by telephone.  We spoke with all teachers and most teaching assistants during the inspection. We took account of 15 responses to the staff questionnaire.  We considered the following subjects in depth as part of the inspection: early reading and phonics, mathematics, science and art. Inspection activity in these 25–26 September 2019

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subjects included: evaluation of curriculum planning; visits to lessons; scrutiny of pupils’ work; listening to pupils read; discussion with subject leaders, teachers and teaching assistants; and discussions with pupils about their learning in these subjects.  Inspectors looked at safeguarding procedures and records of safeguarding and behaviour. We checked pupils’ attendance and teachers’ training records. We spoke to staff and pupils to evaluate their understanding of safeguarding procedures.  In addition to the subject-focused activity, we checked the quality of provision in the early years and implementation of the wider curriculum across the whole school. We looked at improvement planning and school polices.  We observed pupils’ behaviour in lessons and around school and spoke to them about school life and their views on personal development and behaviour.  We took account of 28 responses to ‘Parent View’, Ofsted’s online questionnaire.

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Inspection team

Jean Olsson-Law, lead inspector Ofsted Inspector

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Inspection team

Jennie Platt Ofsted Inspector 25–26 September 2019

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regulates and inspects to 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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