St Andrew's Church of England Primary School and Nursery

and Nursery

Address: Union Road, Rochdale, Lancashire, OL12 9QA Unique reference number (URN): 144690

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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.

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How we evaluate safeguarding

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

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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.

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Achievement Expected standard

Pupils, including disadvantaged pupils, achieve well in national tests. They typically attain above the national average at the end of key stage 2. Younger pupils have the phonics skills they need to access the curriculum. On the whole, pupils generally progress well through the curriculum. They remember the things they have been taught.

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Achievement Expected standard

Pupils with special educational needs and/or disabilities typically make progress from their starting points. Pupils apply the key skills from their learning and develop them over time. This is because leaders make sure that these skills are secure before pupils move on to more complex tasks. For example, younger pupils gain confidence in addition and subtraction. Older pupils use these skills to calculate the missing angles in shapes. This means that pupils learn the content they need to be ready to progress to the next stage of their education.

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Attendance and behaviour Expected standard

Leaders have a clear understanding of patterns of attendance across the school. They communicate high expectations to pupils, parents and carers. Leaders understand the barriers to attendance faced by some pupils. They provide support if needed. Positive relationships ensure that pupils are happy to arrive in the morning. For some pupils, leaders adapt the beginning of the day. For example, the school's Meadow Room provides a calm, settled start for those who need it. Overall attendance is similar to the national average and improving.

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Attendance and behaviour Expected standard

Leaders have high expectations for behaviour. They build these on top of a set of well- established routines. Leaders and staff teach these clearly so that pupils understand what is expected. Pupils consistently follow routines and behave well. Staff are calm and courteous. They model the behaviour they expect to see. Pupils show self-discipline and positive attitudes to their learning. They show high levels of respect and consideration for others. Incidents of bullying or discriminatory behaviour are rare. Staff deal with any such incidents quickly and effectively. Pupils learn how to manage their own emotions. Older pupils set a good example for younger ones. This contributes to a safe and calm environment throughout the school.

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Curriculum and teaching Expected standard

Leaders and staff have designed the curriculum to meet the needs of St Andrew's pupils. The curriculum is broad and carefully organises the learning in each subject. This makes sure that pupils learn the skills and knowledge they need over time. Leaders understand the quality of teaching across each area of the curriculum. They plan improvement work if it is necessary. Teachers understand the importance of high-quality teaching. They generally make suitable adjustments to meet pupils' needs. This means that, on the whole, pupils are taught well. However, in a minority of subjects these adaptations sometimes lack precision. This affects the depth of some pupils' knowledge and understanding. Teachers use a consistent approach to the teaching of writing. Pupils use their writing skills across the entire curriculum. For example, older pupils write persuasively in geography. Pupils learn to read using a structured phonics programme. This is consistently delivered

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Curriculum and teaching Expected standard

and helps pupils become fluent readers. Pupils access increasingly complex texts as they progress through school. Pupils learn communication skills through explicit teaching. Staff teach key vocabulary in each subject. This helps pupils to articulate their ideas. Teachers continually check what pupils know and can do in reading, writing and mathematics. They take action to ensure pupils fill any gaps in learning.

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Early years Expected standard

Leaders prioritise education in the early years. They are aspirational for all children who enter the school. Leaders have planned a curriculum that is broad and well considered. It covers all the areas that children need to learn. The early years curriculum is designed to meet the needs of St Andrew's children. This includes some children who need extra help to develop their communication and language skills. Leaders understand the importance of developing key skills in the early years. Staff use their training to model the use of language. They teach children the vocabulary they need to communicate and access the curriculum.

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Early years Expected standard

Children develop their movement, balance and coordination through carefully chosen physical activities. This supports them in being able to write as they get older. Teachers track each child's development of these key skills. They provide support for any children who find these things more difficult. Staff teach phonics consistently well. Children learn the phonics knowledge they need to be able to read accurately. They use this knowledge to read with increasing fluency as they enter Year 1. Generally, children are well prepared for the next stage of their educational journey.

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Inclusion Expected standard

Leaders have created an inclusive culture. They have high aspirations for all pupils. Leaders recognise that each pupil is an individual. They work to remove any barriers that pupils may face. Leaders ensure that staff are well trained to recognise and identify pupils' needs. As soon as pupils start at the school, staff quickly assess their needs and put appropriate plans and support into place. This includes the youngest children and those who arrive in the middle of the school year. Leaders work closely with parents and carers. They take advice from specialist services when needed. This helps to provide a secure understanding of pupils' needs and inform the support they receive. This includes disadvantaged pupils, those with special educational needs and/or disabilities and those known to social care. When needed, the school offers additional support to help pupils address any gaps in their learning. Leaders use additional funding effectively. They understand the barriers that

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Inclusion Expected standard

disadvantaged pupils may face. Leaders implement strategies to help overcome those barriers. For example, older pupils are supported to catch up on learning. All pupils are included in every aspect of school life.

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Leadership and governance Expected standard

Leaders understand the priorities of the school and the community it serves. When there is a need for improvement, leaders plan strategically. For example, they have recently focused on improving pupils' achievement in writing at the end of Year 6. Leaders have worked to make sure that pupils have the skills they need at each stage of their writing journey.

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Leadership and governance Expected standard

Those responsible for governance meet their statutory duties. They understand the school's ethos. Governors consider the wellbeing and workload of staff. They challenge and support school leaders when needed. Leaders model professionalism and are aspirational for the pupils in the school. They set high expectations. This is reflected in pupils' achievement and behaviour across the school.

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Leadership and governance Expected standard

Leaders have created a positive learning culture. They provide professional learning for staff that is purposeful and collaborative. For example, staff at different stages of their careers come together in working groups. These include groups to look at sustainability, artificial intelligence and the personal development programme. Staff access national professional qualification programmes. They are trained to support the needs of all pupils. This includes pupils who are disadvantaged and those with special educational needs and/or disabilities.

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Leadership and governance Expected standard

Leaders work openly and collaboratively with other schools. Staff work with groups from both the trust and the local authority. The leadership of the school has created a culture based on respect. The whole school community acts consistently in pupils' best interests.

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Personal development and wellbeing Expected standard

Leaders have developed a well-thought-out programme of personal development. It is designed to meet the needs of St Andrew's pupils. Pupils understand right and wrong. They learn how to make positive choices. The impact of this is felt in the calm, respectful culture of the school. The school's advocacy programme for older pupils gives them the opportunity to take part in debates. This helps them to understand the viewpoints of others.

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Personal development and wellbeing Expected standard

Leaders plan trips and enrichment activities that are inclusive. They adapt arrangements so that all pupils are involved. Pupils with special educational needs and/or disabilities and those facing disadvantage access the same broad offer as their peers. Pupils enjoy experiences such as trips throughout their years at the school. For example, pupils confidently discuss their visit to a museum about Vikings. They readily make connections to the work they have been doing in class.

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Personal development and wellbeing Expected standard

Pupils are proud to be members of the school. They value their roles of responsibility. These include being members of the eco team or school council. Pupils learn about fundamental British values. They relate these thoughtfully to the school's values and commitment to 'live life to the full'. Many pupils develop their creativity through the opportunity to become musicians. They learn instruments, sing in the choir, and many play in the school's brass band.

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Personal development and wellbeing Expected standard

Leaders ensure that pupils learn about healthy relationships. This develops as children progress through school. Pupils learn about healthy lifestyles. They explain how to stay safe online. Leaders train key staff to support the pastoral needs of pupils effectively. Pupils know where to find support if they need it.

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

Pupils are proud to be members of the St Andrew's community. They attend well, are happy to come to school and feel safe. They recognise that school is an important part of their lives. Pupils can be heard singing as they arrive and are greeted warmly by staff. Pupils are involved in a host of enrichment activities. They join clubs where they enjoy calligraphy, board games and team-building activities. Pupils represent the school in sporting and musical events. They talk about their visits to a local farm, to Hollingworth Lake and an air raid shelter, where they learned about the Second World War. These trips bring their learning to life.

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

Pupils respond positively to the high aspirations that come with being part of St Andrew's. They are open and enthusiastic about new opportunities. Pupils see the benefit of trying hard and take pride in their work.

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

There are positive relationships between staff, pupils and their families. These underpin the work of the school. Staff know pupils well as individuals and help them to overcome any barriers to learning. This means that pupils, including those who are disadvantaged and those with special educational needs and/or disabilities (SEND), achieve well.

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

Pupils behave consistently well. They are polite, respectful and follow well-established routines. Pupils appreciate strategies that help promote a calm and ordered environment, such as the opportunity for quiet reflection at the start of the day. Bullying is not a problem here. Pupils are confident that staff would sort it out quickly if needed. Pupils enjoy playtimes, which are busy and sociable. For some pupils with SEND, staff make alternative arrangements at the start of the day and at playtime. They provide quiet spaces at these times.

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Next steps

Leaders should ensure that adaptive teaching strategies are used consistently well across the curriculum so that pupils build a deep body of knowledge in all subjects.

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About this inspection

This school is part of The Watergrove 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), Mark Moorhouse, and overseen by a board of trustees, chaired by Gary Walczak.

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About this inspection

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

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About this inspection

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

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Team inspectors:

Gaynor Rennie, Ofsted Inspector Wendy Tracey, Ofsted Inspector Chris Wilkins, Ofsted Inspector

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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.

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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.

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360

Inspectors spoke with the headteacher and other senior leaders during the inspection. They met with the CEO, trustees, the local governing board, a representative of the diocese and a representative of the local authority. Inspectors spoke with several pupils, staff, parents and carers.

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360

The inspectors confirmed the following information about the school:

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360

The school uses no alternative provision.

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360

Headteacher: Judith Rainford Close to average

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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.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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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.

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What does this mean?

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

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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.

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What does this mean?

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

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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.

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2024/25 (revised) 81% 75% Close to average

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national average

2023/24 (final) 80% 74% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

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

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average

2024/25 (revised) 78% 72% Close to average

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average

2023/24 (final) 78% 72% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 80% 73% Close to average

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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.

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mathematics

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

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average

2024/25 (revised) 59% 47% Close to average

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average

2022/23 (final) 53% 44% Close to average

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Disadvantaged pupils reaching the expected standard in reading

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

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average

2024/25 (revised) 65% 63% Close to average

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average

2022/23 (final) 68% 60% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

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average

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

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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

2024/25 (revised) 71% 61% Close to average

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average

2023/24 (final) 70% 59% Close to average

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average

2022/23 (final) 68% 59% Close to average

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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.

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mathematics

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

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Disadvantaged pupils reaching the expected standard in reading

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

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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.

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Disadvantaged pupils reaching the expected standard in mathematics

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

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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.

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national average

2024/25 (2 term) 5.1% 5.2% Close to average

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national average

2023/24 (3 term) 5.7% 5.5% Close to average

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national average

2022/23 (3 term) 5.6% 5.9% Close to average

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Persistent absence

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

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national average

2024/25 (2 term) 13.1% 13.3% Close to average

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national average

2023/24 (3 term) 14.7% 14.6% Close to average

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national average

2022/23 (3 term) 14.8% 16.2% Close to average

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Exceptional

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

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Strong standard

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

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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.

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Needs attention

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

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Urgent improvement

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

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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.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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