St Anne's CofE (Aided) Primary School

Inspection of St Anne’s CofE (Aided) Primary School Ormerod Avenue, Royton, Oldham, Lancashire OL2 5DH

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Inspection dates: 28 and 29 January 2025

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The quality of education Requires improvement Behaviour and attitudes Good Personal development Good Leadership and management Requires improvement Early years provision Good Previous inspection grade Good 28 and 29 January 2025

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What is it like to attend this school?

The school is in the early stages of developing a curriculum that is ambitious. Currently, pupils do not learn consistently well across all areas. By the time that they leave the school, too many pupils do not have the mathematics and reading skills that they need for their future learning. The school is beginning to take the right actions to improve the education that pupils receive. However, it is too soon to see the impact of these actions in several subjects. Pupils do not achieve well enough across the curriculum.

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What is it like to attend this school?

Pupils conduct themselves well. They understand what staff expect of them and rise to these expectations. Pupils treat each other with respect and kindness. When pupils struggle to manage their behaviour, staff provide effective support to help them to get back on track. The school makes sure that pupils and their families understand the importance of attendance. Overall, pupils attend regularly.

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What is it like to attend this school?

Positive relationships between staff and pupils are a golden thread in this school. The school provides opportunities that enthuse pupils. Pupils enjoy well-considered visits that help to bring the curriculum to life. The school’s values of respect and compassion help to create an inclusive culture. Pupils are happy and safe in this school.

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

The school is in the process of developing the curriculum. In many subjects, the school has defined the most important knowledge that it wants pupils to learn. However, staff do not check carefully enough that pupils have understood new learning. For example, in mathematics, pupils are taught new content but they are missing the important prior knowledge that they need to apply this content successfully. Across subjects, pupils have a number of gaps in their knowledge that are not addressed. This limits what pupils know and remember.

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

In some subjects, such as history, early improvements to the curriculum are beginning to impact positively on pupils. However, the school has not ensured that staff have the secure subject knowledge they need to deliver the curriculum effectively. Sometimes, the activities that teachers select for pupils do not support them to learn the intended curriculum well enough.

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

The school provides effective support for pupils with special educational needs and/or disabilities (SEND). Pupils’ additional needs are identified accurately. A small number of pupils have different starting points. The school successfully develops these pupils’ language and communication skills. However, where the curriculum is less well developed, this impacts negatively on all pupils, including those with SEND.

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

In the early years, the school makes sure that children develop their phonics knowledge well. Children become confident readers. If pupils, including those with SEND, struggle with reading, staff give them effective support to catch up. Pupils talk enthusiastically about the books that they read in class. They enjoy ‘getting lost’ in these books. The school has improved the way that pupils are taught the skills that they need to answer 28 and 29 January 2025

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questions about the texts that they have read. Pupils increasingly use these skills, such as scanning and skimming a text, confidently.

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In the early years, staff successfully help children to build positive relationships and develop their language skills. Staff encourage children to use new vocabulary and extend their talk. Children develop their mathematical understanding well. Overall, staff help children to gain the knowledge that they need to be mostly ready for Year 1 and beyond. However, some of the resources and activities that children are given do not help them to deepen their learning sufficiently well.

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The school has a well-developed personal development offer for pupils. Pupils talk with maturity about issues such as looking after their mental health and how to stay safe online. Pupils understand the importance of consent and healthy relationships. They treat those around them as equals.

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The school broadens pupils’ experiences by providing opportunities such as a pupil parliament. Pupils apply to be parliament members and help to support their peers, for example around healthy lifestyles. The school provides pupils with opportunities to extend their interests. Some pupils take part in chess club and art club. Others participate in the various sports clubs on offer. These opportunities inspire pupils to contribute positively to their school and community.

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Governors know what the school needs to improve, but they do not have a realistic view of current standards. Over time, governors and leaders have not taken the action needed to improve education for pupils urgently enough. The workload and well-being of all staff are a priority for governors and leaders. Staff are proud to work at this school. They are committed to the community that they serve.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Some staff do not check carefully enough that pupils have understood the things that they have learned. Across a range of subjects, pupils have a number of gaps in their knowledge that are not addressed because these checks are not made. The school should ensure that staff routinely check that pupils have understood important learning before introducing new knowledge.  The school has not ensured that staff have the subject knowledge that they need to teach some aspects of the curriculum effectively. Sometimes the tasks that staff choose do not support pupils to learn the intended curriculum well enough. The school should ensure that staff develop the subject knowledge that they need to teach the intended curriculum effectively and provide appropriate tasks for pupils. 28 and 29 January 2025

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 In the early years, some staff do not provide sufficient opportunities for children to deepen their learning. As a result, some children are not fully prepared for Year 1 and beyond. The school should ensure that staff are equipped to help children to deepen their learning.

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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.

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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). 28 and 29 January 2025

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 28 and 29 January 2020, under section 8 of the Education Act 2005

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Information about this school

 The school does not currently use 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.

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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. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school. 28 and 29 January 2025

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 Inspectors met with senior leaders, subject leaders and teachers.  The lead inspector held a meeting with the governing body, including the chair of governors. The lead inspector also held a meeting with representatives of the local authority and a representative of the diocese.  Inspectors carried out deep dives in these subjects: early reading, mathematics, history, and art and design. For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. The lead inspector also listened to a sample of pupils read to a familiar adult.  To evaluate the effectiveness of safeguarding, 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

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safeguarding that puts pupils’ interests first.  Inspectors scrutinised a range of other documents, including governor meeting minutes and leaders’ evaluation of the school.  Inspectors also spoke informally to pupils to gather their views on school life.  To gather the views of parents and carers, inspectors took account of the responses from Ofsted Parent View, including free-text comments. Inspectors also met with parents at the start of the school day.  Inspectors took account of the staff survey and met formally with staff to gather their views.

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Inspection team

Jen Sloan, lead inspector His Majesty’s Inspector

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Inspection team

Tracy Beaty Ofsted Inspector 28 and 29 January 2025

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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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