Heskin Pemberton's Church of England VA Primary School

Inspection of Heskin Pemberton's Church of England VA Primary School Withington Lane, Heskin, Chorley, Lancashire PR7 5LU

p.1

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Good 11 and 12 March 2025

p.1

What is it like to attend this school?

The school has high expectations of pupils’ behaviour. Part of the school’s vision is for pupils to understand and model respect. They do this in a number of ways. For example, children in the Reception Year quickly follow instructions from staff and share with their classmates. Across the school, behaviour is positive and learning is rarely interrupted. Pupils are well mannered, considerate and aim to treat others in the same way that they would like to be treated themselves. This helps pupils to feel happy and safe in school.

p.2

What is it like to attend this school?

The school is ambitious for pupils to achieve well. This includes those pupils with special educational needs and/or disabilities (SEND). Pupils make the most of the learning opportunities that the school provides for them. Across much of the curriculum, pupils achieve well.

p.2

What is it like to attend this school?

Pupils benefit from the broad range of clubs available to them. These include storytelling, jujitsu and fencing. Pupils learn about the positive difference that they can make for others through charitable fund raising. They understand how some charities help those in their own local community and they are proud of their contributions to supporting this. Such opportunities help to build pupils’ understanding of empathy.

p.2

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

The school has carefully considered the important knowledge that pupils should learn across the curriculum. In different subjects, the curriculum is designed well to meet the needs of the three mixed-age classes in the school. In the Reception Year, the curriculum is delivered by staff who are knowledgeable about child development. They help children to build up their vocabulary and support their personal, social and emotional development well. Children leave the Reception Year well prepared for the demands of Year 1.

p.2

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

The school ensures that many pupils leave Year 6 with the knowledge they need for secondary school in reading, writing and mathematics. In these subjects, teachers effectively check on pupils’ understanding of the important knowledge. Timely support is provided to address any gaps in knowledge that they have. Effective systems identify the needs of pupils with SEND. Pupils with SEND benefit from well-chosen resources that help them to access the same curriculum as their peers. This has been supported by high- quality training for staff. Overall, in many subjects, pupils learn well.

p.2

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

There remain a small number of subjects where some pupils do not learn as well as they could. There are different reasons for this. For example, sometimes the activities that some pupils complete do not focus sufficiently on the important knowledge that is set out in the curriculum. Consequently, some pupils’ knowledge is insecure. In other cases, the school has recently developed the curriculum. Weaknesses in the previous subject curriculum have led to some pupils having gaps in their knowledge. These gaps have not been identified and addressed. As a result, these pupils are not as well prepared for the next stage of education as they could be. 11 and 12 March 2025

p.2

3

Pupils in the Reception Year and key stage 1 get off to a strong start with reading. Knowledgeable staff teach the phonics programme as the school intends. Pupils promptly learn the sounds that letters represent. The school’s sharp focus on writing also ensures that pupils learn how to write the letters accurately as they learn their sounds. Pupils read books that are well matched to the sounds that they know. This helps them to experience success when reading. Many pupils become confident and fluent readers by the end of key stage 1.

p.3

3

Children in the Reception Year follow well-established routines and are keen to help out at tidy-up time. Pupils understand the school rules and work hard to realise them. This helps to create calm and purposeful classrooms. The school’s systems and procedures to promote regular attendance are effective. Any attendance concerns are quickly identified and addressed. Most pupils attend school regularly.

p.3

3

The school has carefully selected opportunities to enhance pupils’ personal development. For example, the school ensures that pupils learn about healthy relationships. Pupils know how to keep themselves safe online. The school develops pupils’ confidence, resilience and independence. This helps pupils to be well prepared for life beyond the school.

p.3

3

Governors are effective in the way that they support and challenge the school. They have a clear focus on the quality of education that the school provides. Staff value what the school does to support their workload and well-being. Being a small school, teachers take on the leadership role for several subjects. They appreciate the training and time that the school provides for them to fulfil these responsibilities well.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 In a small number of foundation subjects, some of the learning activities that pupils experience do not build up their understanding of the key knowledge set out in the curriculum. As a result, some pupils’ knowledge is insecure and they do not learn as well as they could. The school should ensure that teachers are equipped to design learning activities that sufficiently cover the key curriculum content, so that pupils achieve well in these subjects.  In a small number of foundation subjects, pupils have gaps in their knowledge as a result of weaknesses in the previous curriculum. Some of these gaps have not been identified and addressed. The school should ensure that teachers are able to swiftly identify and remedy these gaps in pupils’ knowledge. This is so that pupils can build and further strengthen their knowledge in these subjects in readiness for the next stage of education. 11 and 12 March 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). 11 and 12 March 2025

p.4

School details

Appropriate authority The governing body

p.5

School details

Chair of governing body Jonathan Ormesher

p.5

School details

Date of previous inspection 22 November 2023, under section 8 of the Education Act 2005

p.5

Information about this school

 This is a Church of England primary school in the Diocese of Blackburn. The previous section 48 inspection took place in July 2023. The next section 48 inspection is due to take place by the end of 2029.  The school does not currently use alternative provision.  The governing body operates a breakfast club and after-school provision.

p.5

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 provision). Schools receiving a graded inspection from September 2024, will not be given an overall effectiveness grade. 11 and 12 March 2025

p.5

6

 Inspections are a point-in-time evaluation 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.  The inspectors completed deep dives in the following subjects: early reading, mathematics and history. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  The inspectors also looked at the curriculum and pupils’ work in some other subjects. The lead inspector observed some pupils read to a familiar adult.  The inspectors spoke with the headteacher, other school leaders and members of staff.  The lead inspector spoke with members of the governing body. He also spoke with representatives of the diocese and the local authority.

p.6

6

 To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record and took account of the views of leaders, staff and pupils. They also 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 in lessons. They spoke with groups of pupils about their experiences at school. They also considered the views of pupils shared through Ofsted’s online pupil survey.  Inspectors spoke with staff about their workload and well-being. They also considered the views of staff shared through Ofsted’s online staff survey.  Inspectors spoke with some parents. They considered the responses to Ofsted Parent View. This included the free-text responses.

p.6

Inspection team

David Robinson, lead inspector His Majesty's Inspector

p.6

Inspection team

Dawn Davies Ofsted Inspector 11 and 12 March 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