Bamber Bridge St Aidan's Church of England Primary School

Inspection of Bamber Bridge St Aidan’s Church of England Primary School Larch Grove, Bamber Bridge, Preston, Lancashire PR5 6GX

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The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Requires improvement 25 and 26 March 2025

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What is it like to attend this school?

Pupils are happy at this small and welcoming school. They appreciate that staff know every single one of them well. They trust staff will help them if they have any concerns or worries. This helps pupils to feel well cared for and safe.

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What is it like to attend this school?

The school’s values, such as thankfulness, truthfulness and compassion, are embedded throughout the curriculum and underpin the positive relationships in the school. Pupils are well-mannered and polite. They extend a warm welcome to visitors and are kind and supportive of new pupils when they join the school.

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What is it like to attend this school?

The school has high expectations for pupils’ achievement and behaviour. Pupils work hard in class and try their best. Many children in the early years and pupils in key stages 1 and 2 achieve well. They are well prepared for the next stage of their education.

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What is it like to attend this school?

Pupils value the range of opportunities on offer. They speak excitedly about visits to museums and a wetland centre, as well as residential trips. Pupils eagerly take part in art, chess, reading and football clubs. These experiences enable them to develop exciting new interests and find undiscovered talents. Pupils flourish in their various roles and responsibilities, such as being head pupils, prefects and lunchtime helpers.

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

The school has set out an ambitious curriculum for all pupils, including pupils with special educational needs and/or disabilities (SEND). It has thought carefully about the knowledge that children in the early years and pupils in Years 1 to 6 should learn and when this should be taught.

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

Typically, pupils achieve well. However, in 2024, their attainment in reading and mathematics by the end of Year 6 was below the national average. This is because many pupils had gaps in their knowledge due to weaknesses in the previous curriculum. The school is taking appropriate and effective action to tackle this weakness head on. As a result of this work, many current pupils learn well.

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

Staff deliver the curriculum well. Most staff use the school’s strategies to identify and address pupils’ misconceptions or key gaps in their knowledge. However, from time to time, some staff do not check that pupils’ knowledge is secure before introducing new learning. This hinders how deeply some pupils, and children in the early years, learn.

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

Reading is a priority. From the beginning of the Reception Year, children benefit from reading a wide range of books that are well matched to the sounds that they already know. Staff deliver the phonics programme effectively. They routinely check pupils’ phonics knowledge and ensure that the less confident readers receive the support that they need to catch up quickly. As a result, many pupils develop into fluent readers in readiness for key stage 2. 25 and 26 March 2025

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Staff quickly forge warm relationships with children and their families when they join the Reception class. Children benefit from carefully chosen texts, songs and nursery rhymes that support their learning. Staff check regularly how well children develop in their communication and language. They provide focused support for children who may be at risk of not keeping up with the curriculum.

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Staff identify pupils’ barriers to learning accurately and efficiently. Adaptations to teaching are made to ensure that pupils with SEND get the support they need. This helps these pupils to achieve well.

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Pupils behave well in classrooms and around the school. They engage in their learning and are attentive during lessons. The school is reviewing its actions to promote higher rates of attendance. However, some aspects of this work are still being developed. Some pupils are persistently absent from school. These pupils miss out on vital learning.

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Pupils benefit from a carefully considered personal development offer. There are many opportunities for pupils to learn how to stay safe and protect their well-being. For instance, pupils learn about rail safety and keeping safe online. The school has thought diligently about how to promote pupils’ cultural development. Pupils talk confidently about faiths, cultures and celebrations from different religions to their own. They talk, in an age- appropriate way, about different families and what constitutes healthy relationships. Pupils are well prepared for their future lives.

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The school makes sure that staff receive the professional development that they need in their roles. Staff report that leaders are mindful of their workload and their well-being. The majority of parents and carers are supportive of the school. They appreciate the support that they, and their children, receive. Governors know the school well. They offer high levels of support and challenge to the school.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Occasionally, staff do not identify or address gaps in some pupils’ knowledge before introducing new learning. This means that pupils’ learning is not as secure as it could be. The school should ensure that staff are suitably equipped to check pupils’ learning so that pupils learn and achieve well across the curriculum.  Some pupils are persistently absent from school. This means that they miss important learning and have gaps in their knowledge. The school should focus on further developing its strategies to improve pupils’ attendance and, particularly, to reduce persistent absenteeism. 25 and 26 March 2025

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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). 25 and 26 March 2025

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School details

Dates of previous inspection 7 and 8 March 2023, under section 5 of the Education Act 2005

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Information about this school

 This is a Church of England voluntary-controlled primary school in the Diocese of Blackburn. The school’s most recent section 48 inspection took place in March 2020. The next section 48 inspection will occur in the next academic year.  The school does not use alternative provision.

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Information about this inspection

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). 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.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school. 25 and 26 March 2025

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 Inspectors spoke with the headteacher and other leaders. They met with members of the governing body and spoke with a representative of the local authority and the diocese.  Inspectors completed deep dives in these 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. Inspectors also discussed the curriculum in some other subjects.  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 safeguarding that puts pupils’ interests first.  The lead inspector observed some pupils read to staff.  Inspectors observed pupils at social times and when moving around the school.

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 Inspectors spoke with parents and considered the responses to Ofsted Parent View, including their free-text comments.  Inspectors spoke with pupils and staff to gather their views. Inspectors also considered the responses to Ofsted’s online surveys for staff and pupils.  Inspectors reviewed a range of documents, including those related to the governance of the school.

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Inspection team

Wendy Tracey, lead inspector Ofsted Inspector

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Inspection team

Lisa Whittaker Ofsted Inspector 25 and 26 March 2025

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