Birchwood CofE Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Birchwood CofE Primary School The Mount, Admirals Road, Birchwood, Warrington, Cheshire WA3 6QG

p.1

Inspection dates: 21 and 22 January 2025

p.1

Outcome

Birchwood CofE Primary School has taken effective action to maintain the standards identified at the previous inspection.

p.1

What is it like to attend this school?

The school provides a caring and nurturing environment, where pupils are happy and feel safe. Pupils play a key role in maintaining the school’s harmonious and purposeful culture. They enjoy exceptionally warm and nurturing relationships with adults who know them well. Pupils know that if they have any worries or concerns, staff are there to offer support and guidance. Pupils particularly enjoy opportunities to work alongside Kobi, the school dog.

p.1

What is it like to attend this school?

Pupils, including those with special educational needs and/or disabilities (SEND), try hard to live up to the school’s high expectations of their behaviour and achievement. They are keen to learn and take pride in their work. Pupils delight in sharing their accomplishments and celebrating those of their peers in the weekly celebration assemblies. Most pupils leave Year 6 ready for the next stage of their education.

p.1

What is it like to attend this school?

Pupils access a wide range of extra-curricular activities that hone their talents and interests. For example, pupils enjoy attending chess, coding and gardening clubs. Pupils are keen to contribute to the smooth running of the school. Many pupils develop their interpersonal and leadership skills by taking on roles, such as school councillors and librarians. They show care for others who are less fortunate than themselves by raising money for a wide range of charitable causes.

p.1

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

The school has created a broad and ambitious curriculum for pupils to study. This has been designed to meet the needs of the Birchwood school community. The school has given careful consideration to the important knowledge and vocabulary that pupils will learn and when it will be taught. Pupils excitedly share their recent learning and feel 21 and 22 January 2025

p.1

2

enthused by the trips and visitors to school that enrich their experiences. Most pupils achieve well across the curriculum.

p.2

2

The curriculum is delivered by skilled teachers. There is a strong programme of professional development in place, which ensures that staff are very well supported. Staff carry out effective checks on pupils’ learning. They provide targeted support for pupils when needed to ensure that they revisit and secure prior learning. This is particularly strong in reading and mathematics. However, in a small number of subjects, some pupils have gaps in their knowledge as a result of weaknesses in the previous curriculum. On occasions, pupils experience learning that does not build on what they already know. This makes it harder for pupils to build a rich body of knowledge in these subjects.

p.2

2

The teaching of early reading is a real strength. Pupils are exposed to a wide range of high-quality texts. They particularly enjoy the books read to them by their teachers each day. Pupils recommend books for others to read in the vibrant school library. The school regularly checks pupils’ phonics knowledge to identify any gaps in learning. Pupils who fall behind with their phonics knowledge, including some pupils with SEND, are provided with support to catch up quickly. As a result, most pupils meet the national phonics screening check. However, this is not replicated in terms of early writing. Some pupils are not supported well enough in relation to their handwriting, spelling and punctuation. This then hinders their writing fluency and confidence as they move through the school.

p.2

2

The school identifies pupils with SEND quickly. Teachers and other adults support pupils with SEND to fully access the curriculum. They adapt resources to help pupils to secure their knowledge. This helps pupils with SEND progress well through the curriculum alongside their peers.

p.2

2

Children are taught the importance of good behaviour from the moment they start in the Nursery or Reception classes. They quickly settle and learn to follow routines, develop their independence and become a good friend. Pupils listen attentively to adults and enthusiastically engage in activities with their peers. They are keen to achieve their best. This academic year, attendance has improved because of the support the school provides to families. The school carefully tracks absence and identifies those pupils who struggle to attend. Its initiatives are having a positive impact on improving pupils’ rates of attendance.

p.2

2

Pupils experience many opportunities that prepare them well for life in modern Britain. They learn about healthy relationships and the importance of keeping themselves healthy. Pupils benefit from a rich and varied set of experiences that broaden their horizons, such as residentials, visiting speakers and trips. Pupils also make a positive contribution to their local community. For example, they litter pick locally and at the park nearby. During their time at the school, pupils develop into responsible, mature and well-rounded citizens.

p.2

2

Governors are knowledgeable across their areas of responsibility and have a strong focus on the quality of education. They carefully monitor the developments within school and hold the school to account effectively. Staff are extremely positive about what the school 21 and 22 January 2025

p.2

3

has done to further support their workload and well-being. They are proud to work at the school.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 In a small number of subjects, some pupils have gaps in their knowledge as a result of weaknesses in the previous curriculum. This makes it difficult for these pupils to make connections with prior learning when they learn new content. The school should ensure that teachers are equipped to use assessment strategies with accuracy, ensuring that gaps in pupils’ learning are identified and addressed quickly.  The school’s expectations for pupils’ early writing are not high enough. This means that some pupils have not mastered legible and accurate letter formation by the time that they leave Year 2. This hinders pupils’ writing fluency and confidence as they go through the school. The school should ensure that there is an increased emphasis on pupils’ writing skills from the start of their time in school.

p.3

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024 graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

p.3

Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

p.3

Background

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in January 2020. 21 and 22 January 2025

p.3

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.

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

Further information

You can search for published performance information about the school.

p.4

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). 21 and 22 January 2025

p.4

School details

Appropriate authority The governing body

p.5

School details

Dates of previous inspection 22 and 23 January 2020, under section 5 of the Education Act 2005

p.5

Information about this school

 This Church of England school is part of the Diocese of Liverpool. The last section 48 inspection, for schools of a religious character, took place in 2024. The school’s next section 48 inspection is due by the end of 2029.  The school runs a before- and after-school club for pupils.  Since the last inspection, a new headteacher and chair of governors have been appointed.  The school does not make use of alternative provision for pupils.

p.5

Information about this inspection

 Inspections are a 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. The inspector discussed the impact of the pandemic with the school and has taken that into account in their evaluation of the school. 21 and 22 January 2025

p.5

6

 The inspector visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  The inspector observed some pupils from Year 1 and Year 2 read to a familiar adult.  During the inspection, the inspector met with the headteacher, other senior leaders and staff. She also met with members of the local governing body.  The inspector spoke with representatives of the local authority and the Diocese of Liverpool.  To evaluate the effectiveness of safeguarding, the inspector: 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.  The inspector spoke with staff about their workload and well-being. She also considered the views of staff shared through Ofsted’s online staff survey.  The inspector spoke with groups of pupils about their experiences at school and their

p.6

6

views of behaviour and bullying. She also considered the responses to Ofsted’s online survey for pupils.  The inspector spoke with some parents and carers. She considered the responses to Ofsted Parent View. This included the free-text comments.

p.6

Inspection team

Julie Barlow, lead inspector Ofsted Inspector 21 and 22 January 2025

p.6

7

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