Over Kellet Wilson's Endowed Church of England Primary School

Inspection of Over Kellet Wilson’s Endowed Church of England Primary School School Lane, Over Kellet, Carnforth, Lancashire LA6 1BN

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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 Previous inspection grade Good School 24 and 25 April 2024

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What is it like to attend this school?

Pupils are happy at this caring and inclusive school. The school’s values, such as friendship and respect, underpin the warm relationships that pupils have with each other. Pupils are thoughtful and kind. They make everyone feel welcome.

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What is it like to attend this school?

Pupils behave well during lessons and at playtimes. They follow the school’s rules. Pupils appreciate the praise and rewards that they receive for making the right choices.

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What is it like to attend this school?

The school has high expectations for pupils’ achievement. This includes for pupils with special educational needs and/or disabilities (SEND). Pupils enjoy learning and try their best. They typically achieve well and are ready for the next stage of their education.

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What is it like to attend this school?

Pupils benefit from a wide range of trips and clubs that go beyond the academic curriculum. For example, they spoke excitedly about archery, fencing and judo, as well as city visits and residential trips. These experiences enable pupils to develop exciting new interests and find undiscovered talents.

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What is it like to attend this school?

Pupils excel in their various roles. These responsibilities include house captains and sports leaders. Older pupils are proud to be special ‘buddies’ to children in the early years. Pupils are eager to care for their local and wider communities. They learn that they can make a positive difference by raising money for charities.

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better?

The school has worked effectively to secure improvements to the quality of the curriculum since the last inspection. These developments to the curriculum have ensured that staff in key stages 1 and 2 have greater clarity about the important learning that they need to focus on with their class. This is also the case in the early years, where the curriculum, in most areas of learning, outlines the essential knowledge that children should learn in readiness for key stage 1.

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better?

In a few subjects, including some areas of learning in the early years, the school is still determining the precise knowledge that pupils should gain and when it should be taught. This means that sometimes, staff find it difficult to design learning that helps pupils to learn all that they should. On occasion, this hampers the depth of subject knowledge that some pupils acquire.

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better?

Staff have been suitably trained to deliver the curriculum. Typically, they choose appropriate resources, activities and questions to help pupils to learn. Most staff explain new concepts with clarity and use a range of strategies to check pupils’ understanding.

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better?

The school has established systems for checking and evaluating the delivery of the curriculum. However, in a minority of subjects, the school does not use these School 24 and 25 April 2024

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systems as effectively as it could. On occasion, the school does not identify or address some inconsistencies in how staff deliver the curriculum. From time to time, this hinders how well a small number of pupils learn the intended curriculum.

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Pupils are enthusiastic about reading. They enjoy listening to adults read carefully chosen books at story times. Staff confidently deliver a well-ordered phonics programme. They make sure that pupils read from books that include the sounds that they already know. Most pupils develop into fluent, accurate readers. Staff act swiftly to help any pupils who find reading difficult. This helps these pupils to keep up with the phonics programme.

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Pupils show positive attitudes to their work. Staff support children in the early years to learn the school’s rules and routines from the start. This helps children to learn and play cooperatively alongside each other.

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The school identifies the additional needs of pupils with SEND quickly. Staff receive effective guidance to equip them with the knowledge to best support these pupils. Mostly, they adapt the delivery of the curriculum well. As a result, pupils with SEND typically achieve well across the full curriculum.

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The school provides pupils with a rich set of experiences to enhance their understanding of the wider world. Pupils learn about healthy relationships and how to stay safe. For example, they learn about the risks that they might encounter while online and when cycling on the road. Pupils learn that they can make a positive difference to the lives of others, including through church and village events. This prepares them well for life in modern Britain.

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Governors work closely with the school to improve the quality of education that pupils experience. The school makes sure that staff’s workload is not overly burdensome when it introduces new initiatives. Staff feel well supported to hone and develop their expertise.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In a small number of subjects, including areas of learning in the early years, the school is still determining the precise knowledge that pupils should learn and when this should happen. Occasionally, this prevents some pupils from developing a deep and rich body of subject knowledge. The school should refine its curriculum thinking in these subjects so that staff are clear about what pupils should know and remember. School 24 and 25 April 2024

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 In a small number of subjects, the school is not fully effective at evaluating the delivery of the curriculum. This hinders some pupils from learning all that they should in these subjects. The school should make sure that teachers consistently deliver the curriculum as well as they should.

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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.

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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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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). School 24 and 25 April 2024

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 24 January 2023, under section 8 of the Education Act 2005

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Information about this school

 This Church of England school is within the Diocese of Blackburn. The most recent section 48 inspection, for schools of a religious character, took place in May 2019. The next section 48 inspection is due from September 2024.  The school does not make use of any alternative provision for pupils.  The school runs a breakfast and after-school club.

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Information about this inspection

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

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Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with the headteacher and with other school leaders. School 24 and 25 April 2024

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 The lead inspector met with governors, including the chair of governors, and spoke with representatives of the local authority and of the diocese.  Inspectors carried out deep dives in these subjects: early reading, mathematics and geography. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke with teachers, spoke with some pupils about their learning and looked at samples of pupils’ work. The lead inspector also observed some pupils from Years 1 to 3 read to a familiar adult.  To evaluate the effectiveness of safeguarding, the inspectors reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors observed pupils’ behaviour during lessons and at lunchtime.  Inspectors spoke with pupils during meetings and around school at lunchtime.

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 Inspectors reviewed a range of documents, including leaders’ evaluation of the school’s strengths and areas for improvement and documents relating to pupils’ behaviour and attendance.  Inspectors considered the responses to Ofsted Parent View, including the free- text comments. Inspectors also spoke with some parents during the inspection.  Inspectors reviewed the responses to Ofsted’s online survey for staff. There were no responses to Ofsted’s online survey for pupils.

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Inspection team

Victoria Burnside, lead inspector His Majesty’s Inspector

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Inspection team

Haroon Asghar Ofsted Inspector School 24 and 25 April 2024

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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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