Ashton-on-Ribble St Andrew's Church of England Primary School

Inspection of Ashton-on-Ribble St Andrew’s Church of England Primary School Tulketh Road, Ashton-on-Ribble, Preston, Lancashire PR2 1EQ

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Inspection dates: 19 and 20 November 2024

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

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Until November 2020, the school was exempt from routine inspection because it was judged as outstanding at its previous inspection under section 5 of the Education Act 2005. The school has not been inspected under section 5 of the Act since February 2014. Since September 2024, schools have not been awarded an overall effectiveness grade 19 and 20 November 2024

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What is it like to attend this school?

Pupils are extremely proud of their school and there is a tangible family atmosphere. The warm and nurturing relationships between staff and pupils are at the heart of the school’s effectiveness. Everyone is welcome, regardless of any differences and, as a result, pupils feel happy and safe.

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What is it like to attend this school?

Pupils conduct around school is impeccable. Pupils rise to meet the school’s high expectations for their behaviour and learning. Pupils are highly respectful of staff and each other. This allows everyone to learn without distraction.

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What is it like to attend this school?

Pupils are enthusiastic to learn. They work hard and enjoy school. Pupils speak confidently about their learning and are keen to learn more every day. Pupils, including those with special educational needs and/or disabilities (SEND), achieve well. In the early years, children settle quickly into school routines and get along well together.

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What is it like to attend this school?

Pupils enjoy being with their friends. They care deeply for each other and the wider world. They enjoy the opportunities they have to visit the eco-garden together or spend time on the many school trips that the school offers, including museums and residential centres.

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What does the school do well and what does it need to do better?

The school has developed a broad and ambitious curriculum. It has clearly identified the key knowledge that pupils should learn from the beginning of Reception to the end of Year 6. Learning builds in a logical way and this ensures pupils have strong foundations for future learning.

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What does the school do well and what does it need to do better?

In most subjects, teachers deliver the curriculum very effectively. They select appropriate activities to spark pupils’ interest. This helps pupils learn and remember important information. For example, in early years children are given opportunities to learn about early mathematics and the world around them as they play with their friends. Occasionally, in a small number of subjects the curriculum is not delivered as intended. This means that some elements of the curriculum are missed out or not taught in sufficient detail. As a result, pupils’ work is not of the high standard seen in most subjects.

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What does the school do well and what does it need to do better?

Staff make regular checks on what pupils know and remember. Gaps and misunderstandings that some pupils develop in their learning are addressed promptly. This means that pupils learning is secure.

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What does the school do well and what does it need to do better?

The school has equally high expectations for pupils with SEND. Pupils’ needs are quickly and accurately identified. Staff adapt the delivery of the curriculum so that pupils with SEND can thrive and achieve alongside their peers. Consequently, these pupils progress well through the curriculum and participate fully in school life. 19 and 20 November 2024

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Reading is at the heart of the curriculum. Starting from early years, staff foster pupils’ enjoyment of reading. From the beginning of the Reception Year, children follow a well- structured phonics programme. Pupils practise their reading using books that contain the sounds that they already know. Staff provide additional help, should pupils find reading difficult. This enables pupils to develop into fluent readers in readiness for key stage 2. Older pupils talk enthusiastically about their favourite books and authors.

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Pupils’ behaviour is exceptional. They are extremely polite and well mannered towards each other, staff and visitors. Pupils support each other particularly well and live out their values to love and nurture. Pupils are able to learn without distraction. The school is tenacious in its approach to making sure pupils attend school. This means that pupils attend as much as they should.

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The thought given to pupils’ personal development in school is exceptional. Pupils, including those with SEND, are ambitious about their future and embrace learning about jobs and careers. They have a deep understanding of difference and treating everyone with respect. Pupils are given an opportunity to complete a personal passport to develop their character. Activities include learning sign language, visiting theatres and restaurants, and writing letters.

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The school prioritises staff’s well-being and considers their workload carefully. Staff carry out their roles with enjoyment and pride. Leaders, including governors, ensure that the school’s work has a positive impact on pupils. However, occasionally checks that leaders make on the quality of pupils’ work do not always identify gaps in the delivery of the curriculum.

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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, the curriculum is not taught as intended and leaders do not check everything has been delivered in sufficient depth. This means there is variability in the quality of pupils’ work. The school should ensure that the intended curriculum is taught in its entirety across all subjects.

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How can I feed back my views?

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. 19 and 20 November 2024

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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). 19 and 20 November 2024

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 11 February 2014, under section 5 of the Education Act 2005

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Information about this school

 This is a Church of England School. The last section 48 inspection for schools of a religious character too place in May 2017. The next scheduled inspection should take place in the academic year 2024 to 2025.  The school provides a breakfast club for pupils.  The school does not use any providers of alternative provision.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade. 19 and 20 November 2024

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 Inspections are point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  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 conducted deep dives into these subjects: reading, mathematics, art, English and history. For each deep dive, they discussed the curriculum with subject leaders, visited a sample of lessons, spoke with teachers, spoke with some pupils about their learning and looked at samples of pupils’ work. They listened to pupils from Years

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1 to 3 read to a familiar adult.  Inspectors met with the headteacher, subject leaders, teachers and support staff.  An inspector met with members of the governing body, including the chair of governors.  An inspector spoke with a representative of the local authority.  An inspector spoke with a representative from the Diocese.  Inspectors spoke with pupils about their experiences of school, during meetings and around school.  Inspectors considered the responses to Ofsted Parent View, including the free-text comments. They also reviewed the responses to Ofsted’s surveys for staff and for pupils.

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Inspection team

Emma Jackson, lead inspector Ofsted Inspector

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Inspection team

Alison Dickinson Ofsted Inspector 19 and 20 November 2024

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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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