St Stephen's Church of England Primary School

Inspection of St Stephen’s Church of England Primary School Robinson Street, Blackburn, Lancashire BB1 5PE

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Outstanding Leadership and management Good Early years provision Good Previous inspection grade Good 8 and 9 February 2022

p.1

What is it like to attend this school?

Pupils enjoy attending this school. Pupils concentrate and work hard in lessons to live up to the high expectations that leaders and staff have of them. Pupils achieve well. They appreciate the way that teachers help them if they get muddled.

p.2

What is it like to attend this school?

Pupils’ behaviour is good. They move around the school calmly and with purpose in line with teachers’ high expectations. Pupils show great respect for each other and adults. Pupils are confident and eager to share their learning with visitors.

p.2

What is it like to attend this school?

Pupils feel safe in school. This is because they know that there is always a trusted adult with whom they can share any worries or concerns. Pupils are certain that staff will act swiftly to stop any bullying that may occur.

p.2

What is it like to attend this school?

Leaders provide many opportunities to promote pupils’ personal development. These include a varied range of clubs at lunchtime and after school. These clubs are complemented by a strong curriculum that enables pupils to develop as well- rounded youngsters who understand fundamental British values. Pupils are passionate about contributing to school life. For example, they work as school councillors and ‘well-being champions’ who support and promote the positive mental health of others.

p.2

better?

Leaders have designed an ambitious curriculum for all pupils, including those in the early years. The curriculum matches the national curriculum and meets the varied needs of pupils who attend the school. The curriculum places a strong emphasis on developing pupils’ vocabulary and reading knowledge so that they can easily access learning in other subjects. In most subjects, the curriculum is well ordered. It allows pupils to build on what they already know. This means that pupils, including those in the early years, achieve well.

p.2

better?

In a few subjects, pupils sometimes struggle to link the knowledge that they already have to more complex ideas. This is because the curriculums for these subjects do not make it clear what pupils should be taught and when this should happen. Some subject leaders are new to their roles. They have limited knowledge and experience of how to check the impact of the curriculum on pupils’ learning.

p.2

better?

Children in the early years benefit from a well-organised curriculum and a stimulating environment that is rich in vocabulary. Activities are carefully planned to build on what children can do and what is being taught.

p.2

better?

From the time that children start in the Reception class, they follow a carefully thought-through phonics curriculum. The books that pupils read are closely matched to their knowledge of phonics. Pupils practise their reading frequently. Pupils who find learning to read more difficult, including those pupils who speak English as an additional language, benefit from appropriate support. They quickly become fluent 8 and 9 February 2022

p.2

3

readers. Pupils in key stage 2 enjoy reading. They spoke confidently about their favourite authors and how these authors use vocabulary well to captivate the reader.

p.3

3

Teachers regularly check what pupils know using a variety of well-considered strategies. Leaders use this assessment information to help them to identify gaps in pupils’ learning. Leaders and staff have adapted the curriculum effectively to help pupils to learn the essential knowledge that they may have missed during the COVID-19 pandemic restrictions.

p.3

3

Leaders pride themselves on the fact that everyone is included in all aspects of school life. They use well-established procedures to swiftly identify pupils with special educational needs and/or disabilities (SEND). Pupils with SEND get the support that they need to succeed in their learning and wider development.

p.3

3

Pupils have positive attitudes to learning. They focus on their learning in lessons free from disturbance. Pupils engage eagerly in discussions and debates about their learning. Parents and carers are positive about the work of the school and the support that they receive. For example, parents appreciate the help that they receive to access external agencies for additional guidance and support.

p.3

3

Leaders have carefully considered the needs of the pupils and placed personal development at the heart of the curriculum. Pupils benefit from a well-considered and extensive programme of activities that are carefully woven throughout all aspects of school life. Activities such as cultural visits and charitable actions ensure that pupils develop as empathetic and tolerant youngsters who are well prepared to take their place in modern Britain. The annual residential trip for Year 6 and the ‘Passport for Life’ activities for all help to develop pupils’ self-confidence and resilience. Pupils from all year groups have opportunities to develop their leadership skills by taking on one of the many responsibilities available in the school.

p.3

3

Governors know the school well. This helps them to hold leaders to account for the impact of their actions to improve the school further.

p.3

3

Staff are extremely proud to work at the school. They are committed to providing only the best education for pupils. Staff very much appreciate how leaders carefully consider workload when planning additional actions to improve the school.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Frequent training ensures that leaders and staff have up-to-date knowledge of what to look for to ensure that pupils are safe from harm. Staff use well-established systems to share any concerns that they might have about a pupil’s safety. Leaders regularly analyse the information that they receive to help them spot any emerging concerns. They work effectively with other agencies to help protect pupils. 8 and 9 February 2022

p.3

4

Pupils know how to keep themselves safe, particularly while using the internet. This is because leaders have designed a curriculum that promotes online safety effectively.

p.4

(Information for the school and appropriate authority)

 In a small number of subjects, the order in which some key knowledge should be taught is unclear. This means that pupils are not able to build well enough on what they know. They struggle to link their previous learning to more complex concepts. Leaders should ensure that all subject curriculums clearly show what should be taught and when this should happen.  Some subject leaders are new to their role. This means that they lack experience and knowledge in leading and monitoring the impact of their subjects’ curriculums. Senior leaders should ensure that all subject leaders have the knowledge and skills to evaluate the impact of the subject curriculums effectively.

p.4

How can I feed back my views?

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

p.4

How can I feed back my views?

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

p.4

How can I feed back my views?

If you are the school and you are not happy with the inspection or the report, you can complain to Ofsted .

p.4

Further information

You can search for published performance information about the school.

p.4

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. 8 and 9 February 2022

p.4

School details

Appropriate authority The governing body

p.5

School details

Website ststephenscofeblackburn.co.uk Date of previous inspection 17 January 2019, under section 8 of the Education Act 2005

p.5

Information about this school

 Since the previous inspection, the senior leadership team has dealt with some considerable challenges that have resulted in periods of long-term absence for some staff.  School leaders do not make use of any alternative education provision.  The school was last inspected under section 48 of the Education Act 2005 in November 2019.

p.5

Information about this inspection

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

p.5

Information about this inspection

This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school.

p.5

Information about this inspection

 During the inspection, inspectors spoke with pupils about their work and school life. Inspectors spoke with the chair of the governing body and another governor. Inspectors also spoke with the headteacher, other senior leaders, including the 8 and 9 February 2022

p.5

6

deputy headteacher, the assistant headteacher and the school inclusion manager, who is also the school’s special educational needs coordinator.  The lead inspector held a telephone conversation with a representative of the local authority and the Diocese of Blackburn.  Inspectors carried out deep dives in these subjects: early reading, mathematics, modern foreign languages, science and computing. For each deep dive, an inspector discussed the curriculum with subject leaders, visited lessons, spoke with teachers and spoke with some pupils about their learning. Inspectors also looked at pupils’ work and listened to pupils read to a familiar adult.  Inspectors also met with the leaders of a range of other subjects to consider the curriculum and pupils’ work.  Inspectors reviewed a range of documentation related to the work of the school and scrutinised documentation relating to safeguarding.  Inspectors considered the responses to Ofsted Parent View, including the free-

p.6

6

text comments. Inspectors also spoke with parents at the start of the school day. Inspectors considered the responses to Ofsted’s staff and pupil surveys.

p.6

Inspection team

John Nixon, lead inspector Her Majesty’s Inspector

p.6

Inspection team

Alex Reed Ofsted Inspector 8 and 9 February 2022

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7