St James' Church of England Primary School

St James' Church of England Primary School

Address: Crossfield Road, Wardle, Rochdale, Lancashire, OL12 9JW Unique reference number (URN): 144689

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Achievement Expected standard

Pupils typically achieve well. They know more and remember more of what they have been taught by the time they leave school. They are well prepared for the next stage in their education.

p.2

Achievement Expected standard

Over time, pupils, including those pupils with special educational needs/and or disabilities, usually attain as well as other pupils nationally in reading, writing and mathematics by the end of Year 6. Even so, pupils’ success in the end of key stage 2 mathematics test is not as strong as it is in other areas of the curriculum. This is especially true for disadvantaged pupils. Recent improvements to the mathematics curriculum are resolving this issue quickly.

p.2

Achievement Expected standard

Children in the early years, and those in key stage 1 are building a secure knowledge of reading and basic skills in writing. However, some older pupils are less assured in forming letters correctly when they write.

p.2

Attendance and behaviour Expected standard

Pupils’ attendance rates are generally close to the national average. Leaders track attendance and check the reasons for pupils’ absence. They know pupils and their families well. This helps them to support pupils to attend school regularly. For example, they have increased the number of places at the breakfast club. They have also introduced initiatives such as the early learning club to encourage pupils to be in school each day and on time. Pupils who are persistently absent, including some pupils with special educational needs and/or disabilities and disadvantaged pupils, are benefiting from these new strategies. This is helping to improve their attendance.

p.2

Attendance and behaviour Expected standard

Pupils enjoy coming to school. This is because of well-established morning routines and the warm manner in which they are welcomed into school. Staff follow the clear behaviour policy consistently well. On the whole, pupils play well together at playtimes. Any negative behaviour incidents, including bullying, are dealt with swiftly by staff. Leaders carefully monitor any poor behaviour, including online incidents. This helps staff put in place the right support quickly. As a result, pupils know when to take time out when they get upset.

p.2

Curriculum and teaching Expected standard

Leaders make careful checks on teaching. This ensures they take the right action to bring about improvement. Leaders have thought carefully about each area of the curriculum and what pupils need to know. As a result, teachers know what to teach and when to teach curriculum content. Leaders have ensured that the curriculum is well designed so that pupils can build on what they learned before. Reading is prioritised and taught effectively from the early years through to Year 6.

p.2

Curriculum and teaching Expected standard

Leaders make sure that staff have the expertise that they need to deliver the curriculum well. Teachers typically adapt learning so that all pupils, including those with special educational needs and/or disabilities (SEND), make the progress that they should through the curriculum. For example, teachers make sure that pupils with SEND have access to suitable resources, such as visual prompts and writing frames, to help them with their work.

p.2

Curriculum and teaching Expected standard

Staff ensure that pupils know new vocabulary and what new words mean. They also design activities that help pupils to build on their prior knowledge. The recent introduction of a new mathematics curriculum is being followed by staff to make sure that pupils gain a secure grasp of number on which they can build as they move through this programme.

p.3

Early years Expected standard

Leaders’ well-thought-out curriculum ensures that staff know what children should learn. Leaders make links with other settings and external professionals to make sure that children’s needs are met. Staff forge positive relationships with parents and carers to help them support their children’s wellbeing and learning.

p.3

Early years Expected standard

Staff know how well children are progressing academically, socially and emotionally. This is because they talk to children and model the use of important words to develop communication. They help children to hold a pencil and form letters correctly. Staff also teach phonics consistently well so that children learn how to read. Children are taught to recognise numbers and to count.

p.3

Early years Expected standard

Children's needs are identified accurately. Staff support children with special educational needs and/or disabilities so that barriers to learning are reduced and these children progress well through the curriculum. Teachers design activities carefully, so that children gain the knowledge that they need across all areas of learning.

p.3

Early years Expected standard

Leaders have recently developed an exciting outdoor area, which children enjoy using immensely. The activities they access allow them to learn about the importance of keeping safe and taking turns. Children feel safe in the early years because of the routines that staff have put in place and the friendships that they make. Overall, the time that children spend in the Reception class prepares them well for their move into Year 1.

p.3

Inclusion Expected standard

Leaders make sure that everyone is welcomed and included at school. Pupils feel valued as a result. Leaders hold high aspirations for all pupils. They quickly identify the barriers that pupils with special educational needs and/or disabilities (SEND), disadvantaged pupils and those known to social care may face to their learning and wellbeing. Leaders work well with professionals, for example speech and language therapists, to make sure that pupils receive the support that they need to succeed. This work is effective in reducing the obstacles that hinder some pupils during their time in school.

p.3

Inclusion Expected standard

Leaders track pupils' progress carefully and ensure that staff receive relevant training to help pupils learn. This means that staff generally meet the needs of the pupils that they teach. On the whole, pupils who face barriers to learning typically progress as well as they should through the curriculum. Over time, pupils with SEND become more independent because of leaders’ actions. Leaders work with parents and carers to make sure they know how their children are getting on in school. Leaders use additional funding well. They provide activities for disadvantaged pupils to help improve their learning and wellbeing.

p.3

Leadership and governance Expected standard

Leaders have an accurate understanding of the school's strengths. They have also identified and prioritised the right actions for further improvement. For example, they have introduced a new mathematics curriculum and strengthened their approach to attendance to develop these relative weaknesses in their provision. All of leaders' decisions are made in the best interests of pupils.

p.4

Leadership and governance Expected standard

Leaders ensure staff benefit from training which helps them to develop their teaching knowledge and skills. This means that teachers are suitably supported to teach the curriculum well.

p.4

Leadership and governance Expected standard

The newly formed leadership team has managed change well to ensure that staff are not overwhelmed. Despite recent staff turnover, leaders have safeguarded staff's wellbeing and workload. Staff are happy working in the school.

p.4

Leadership and governance Expected standard

Those responsible for governance meet their statutory duties. They typically hold leaders to account for their actions. They do not scrutinise the attendance of disadvantaged pupils and attainment in mathematics for some pupils as well as they should. Since joining the multi- academy trust, leaders have benefited from the support that the trust is putting in place. The scheme of delegation has defined roles and expectations of leaders and governors.

p.4

Leadership and governance Expected standard

Parents and carers are very positive about the school. They appreciate the impact that the new leadership team is having on their children’s experience of school.

p.4

Personal development and wellbeing Expected standard

Leaders and staff have established a purposeful programme to foster pupils’ personal development and wellbeing. Pupils learn show a deep understanding of fundamental British values. They appreciate and respect the differences between people and the communities within British society. Pupils talk openly about the need for tolerance of others who might hold different views to their own. They develop an understanding of other religions.

p.4

Personal development and wellbeing Expected standard

Pupils have the opportunity to be school leaders. They are appointed as eco-councillors, digital leaders and school councillors. Older pupils act as a buddy for children in the early years. This helps to promote the nurturing ethos of the school, while developing pupils' sense of responsibility. Pupils are proud to make a positive contribution to their school.

p.4

Personal development and wellbeing Expected standard

Pupils know how to keep themselves safe, including online. They know who to speak to when they need help. Pupils develop an age-appropriate understanding of healthy relationships. They know about the changes that will take place in their bodies as they get older. Pupils say that they are treated fairly in school. Caring staff ensure that pupils' wellbeing is safeguarded. Leaders and staff provide a range of activities outside of the normal school day which all pupils can access, including those with special educational needs and/or disabilities. Disadvantaged pupils benefit greatly from this broad offer. Leaders carefully track how many pupils attend these clubs and make sure that all pupils benefit. They ask pupils what clubs they would like.

p.4

Personal development and wellbeing Expected standard

Pupils value meeting with pupils from different schools across the trust. This includes taking part in the inter-school spelling bee competition. Older pupils have the opportunity to attend the Saturday morning classes. Leaders design such activities to help to bring the curriculum alive.

p.5

Personal development and wellbeing Expected standard

The school prepares pupils to be safe, articulate, sensible and respectful young people.

p.5

What it's like to be a pupil at this school

Pupils enter school happily each day. They settle quickly to their learning because of the well-established routines and their positive attitudes to schools. Pupils are proud to belong to this nurturing and caring school. Some pupils commented that their school is one big, beautiful family.

p.5

What it's like to be a pupil at this school

Pupils are safe and feel safe. They trust adults to resolve any unkindness, including bullying. They know who to turn to when they need help.

p.5

What it's like to be a pupil at this school

Pupils enjoy their learning. The well-designed curriculum enables them to build a secure body of knowledge and achieve well. Typically, pupils are ready for the next stage of education.

p.5

What it's like to be a pupil at this school

Leaders quickly identify pupils’ needs and barriers to their learning, wellbeing and attendance. This includes disadvantaged pupils and pupils with special educational needs and/or disabilities. Leaders make sure that these pupils receive the support that they need in order to thrive.

p.5

What it's like to be a pupil at this school

Pupils, including children in the early years, make life-long friends during their time at school. They are kind to each other and respectful of adults. They behave well in class. Pupils who find it difficult to manage their emotions are well supported to get back on track so that learning is not disrupted. On the whole, different groups of pupils attend school regularly.

p.5

What it's like to be a pupil at this school

Pupils benefit greatly from the broad range of trips and visitors to the school which enhances their learning and helps them to make sense of the world around them. Their talents and interests are fostered through many different clubs, including chess, crochet, music and sports.

p.5

What it's like to be a pupil at this school

Pupils benefit from opportunities to help them keep fit and active. Children in the early years who need additional help to manipulate objects, such as a pencil, receive the support that they need to make sure they secure the foundations for later learning.

p.5

Team inspectors:

Gaynor Rennie, Ofsted Inspector Shoab Uddin, Ofsted Inspector

p.6

Next steps

Leaders should build on the recent improvements to the mathematics curriculum and the way that it is taught so that all pupils, especially disadvantaged pupils, achieve as well as they should in this subject. Leaders should continue to strengthen their use of the information that they hold about pupils’ barriers to regular attendance at school, so that rates of persistent absence reduce, especially for pupils with special educational needs and/or disabilities and disadvantaged pupils. The trust and local governing body should increase its oversight and challenge of the school’s work to further support leaders in their drive to bring about improvement at the school.

p.6

About this inspection

The school is part of the Watergrove Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), and overseen by a board of trustees, chaired by Gary Walczak.

p.6

About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

p.6

About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty's Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

p.6

About this inspection

Inspectors spoke with the headteacher and other school leaders. They also spoke to representatives from the local governing body, the virtual school, trustees and the CEO of the trust. Inspectors also spoke with a representative of the local authority and the diocesan representative.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

The school is registered as having a Church of England religious character. It is in the Diocese of Manchester. Its last section 48 inspection took place in March 2025.

p.6

About this inspection

The school currently uses no alternative provision.

p.6

Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

p.7

What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

p.7

What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

p.7

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years. National average: 26.3%

p.7

What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

p.8

What does this mean?

The proportion of pupils with reported special educational support needs at the school.

p.8

What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

p.8

What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

p.8

Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

p.9

average

2024/25 (revised) 57% 62% Close to average

p.9

average

2023/24 (final) 62% 61% Close to average

p.9

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

average

2024/25 (revised) 79% 75% Close to average

p.9

Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

p.9

average

2024/25 (revised) 79% 72% Close to average

p.9

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.10

average

2024/25 (revised) 68% 74% Close to average

p.10

average

2023/24 (final) 69% 73% Close to average

p.10

Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

p.10

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

p.10

Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

p.10

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

p.11

average

2024/25 (revised) 50% 59% Close to average

p.11

Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

p.11

average

2022/23 (final) S 59% S ‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

p.11

Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

p.12

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

p.12

Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

p.12

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

p.13

Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

p.13

average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

p.13

Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

p.14

national average

2024/25 (2 term) 5.6% 5.2% Close to average

p.14

national average

2023/24 (3 term) 5.3% 5.5% Close to average

p.14

Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

p.14

national average

2024/25 (2 term) 13.0% 13.3% Close to average

p.14

national average

2023/24 (3 term) 15.3% 14.6% Close to average

p.14

Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

p.14

Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

p.14

Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

p.14

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.15

Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

p.15

Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.15

Urgent improvement

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.15

Urgent improvement

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.15

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.15

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.15