Howick Church Endowed Primary School

Howick Church Endowed Primary School

Address: Liverpool Road, Penwortham, Preston, Lancashire, PR1 0NB Unique reference number (URN): 119364

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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 Strong standard

Pupils quickly develop the knowledge and skills in English and mathematics that they need to experience success across the curriculum. They confidently acquire and use phonics knowledge to read and communicate well. They use their knowledge of number to calculate with fluency.

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Achievement Strong standard

Pupils progress quickly through the reading, writing and mathematics curriculums. This includes disadvantaged pupils and those with special educational needs and/or disabilities. They read with interest and increasing expression. They gain secure knowledge of grammar, punctuation and spelling and use these with skill in their writing. Pupils confidently recall mathematics facts and use them effectively when making decisions about how to solve problems.

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Achievement Strong standard

Across other subjects, pupils gain a secure understanding of important topics, facts and concepts. They talk confidently about what they understand.

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Achievement Strong standard

Published data shows that pupils' attainment in reading, writing and mathematics is consistently above the national average. Pupils are extremely well prepared for the next stage of their education.

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Attendance and behaviour Strong standard

Leaders work closely with parents and carers to establish high expectations for pupils’ attendance and punctuality. Staff regularly check for patterns in the attendance or lateness of individual pupils. They ensure that pupils are rewarded for attending well. When necessary, staff work with pupils and their families to carefully understand the specific reasons for absence. Pupils' attendance rates are above the national average.

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Attendance and behaviour Strong standard

Leaders have established a warm and positive culture of behaviour across the school. Leaders and staff work in harmony to regularly promote the school’s values of friendship, truthfulness, hope, trust, forgiveness and thankfulness. They consistently ensure that pupils understand their responsibility to show these virtues in their daily lives. Pupils demonstrate highly positive attitudes to learning. They behave impeccably in lessons. They are highly cooperative with staff and keen to work with other pupils.

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Attendance and behaviour Strong standard

Outside of lessons, pupils are proud to demonstrate their positive behaviour. They understand and value the school’s expectations and routines. Pupils move around the school safely and with polite consideration for others. They make productive use of social time to catch up with friends or play games as a group. As they grow older, pupils manage their own behaviour with increasing maturity.

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Attendance and behaviour Strong standard

Pupils very rarely experience bullying or other highly unpleasant behaviours. Even so, staff are vigilant about such incidents and respond quickly if they should happen.

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Curriculum and teaching Strong standard

Leaders and staff ensure that the curriculum across all subjects is broad and suitably ambitious for pupils in their mixed-age classes. Leaders make highly effective use of their checks on teaching to carefully refine or adapt the curriculum. This ensures that pupils develop the knowledge and skills they need to achieve highly.

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Curriculum and teaching Strong standard

Leaders work closely with staff to hone their teaching practices. Staff are highly knowledgeable about the subjects that they teach. Across the curriculum, they carefully introduce pupils to knowledge that builds on what they have previously learned. They skilfully explain important vocabulary and concepts. They provide well-selected activities for pupils to practise what they have learned.

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Curriculum and teaching Strong standard

Staff consistently use assessment strategies to check pupils’ understanding. They quickly address gaps or misconceptions in pupils’ knowledge. Across the school, staff use additional resources and support strategies very well to help pupils with additional needs learn effectively in lessons.

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Curriculum and teaching Strong standard

Staff expertly teach pupils and children in the early years about the building blocks they need to read well and to confidently use numbers. They ambitiously build on these across the curriculum as pupils get older. Staff are quick to identify pupils who have not yet secured this knowledge. When needed, pupils benefit from highly targeted and deftly delivered support to help them catch up.

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Early years Strong standard

Through well-established practice and diligent checks, leaders in the early years ensure that children benefit from an ambitious curriculum and responsive care.

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Early years Strong standard

Staff carefully liaise with pre-school providers and families to identify children's early knowledge. Staff refine the early years curriculum and their approaches to suit children’s starting points and needs. As a result, children flourish and make secure progress in their learning. They are very well prepared for Year 1.

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Early years Strong standard

The early years environment supports children in exploring and learning well across all areas of learning. Leaders ensure that classrooms and outside spaces are safe and suitably staffed.

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Early years Strong standard

Staff have established consistent routines in the early years. Children settle into learning quickly with purpose and focus. Staff engage in skilful interactions with children. They expand children’s vocabulary and ask questions that deepen their understanding. Staff ensure that all children are positively involved in, and get the most out of, activities and discussions.

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Early years Strong standard

Children begin their journey of learning to read through a well-taught phonics programme. They develop a secure understanding of sounds and how to blend them together accurately. Staff skilfully prompt children to explain vocabulary, link words to actions and begin writing simple descriptions. Children with special educational needs and/or disabilities are well supported. Staff understand children’s needs. They skilfully use additional resources and prompts to ensure children benefit from the full curriculum.

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Inclusion Strong standard

Leaders ensure that inclusion is at the heart of staff’s day-to-day practice. Children and pupils across the school, including disadvantaged pupils and those with special educational needs and/or disabilities (SEND), get the support that they need. They benefit from the full curriculum and the wider life of the school.

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Inclusion Strong standard

Leaders have well-developed systems to quickly identify the needs of pupils with SEND. They work closely with partners, parents and carers to understand the barriers that pupils face. Leaders and staff use these insights well. They ensure that pupils with SEND receive timely, well-matched support that makes a difference.

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Inclusion Strong standard

Relatively few pupils are eligible for pupil premium funding. Even so, leaders make careful use of relevant information to inform them on how best to spend the additional funds. Staff thoroughly understand their role in supporting disadvantaged pupils. They successfully help pupils to overcome barriers to attendance, engagement or learning.

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Inclusion Strong standard

Staff are well trained to understand the barriers that might affect pupils’ learning or development. They confidently apply strategies to help pupils progress through the curriculum. They check how pupils are doing and step in quickly when needed. This ensures that pupils get the staff interactions and support that they need.

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Inclusion Strong standard

All pupils are supported in understanding their individual targets using child-friendly language. Staff help pupils to regularly reflect and celebrate their specific achievements. They carefully monitor pupils’ academic, personal or social progress. This leads to careful refinements to enhance the support that pupils receive.

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Leadership and governance Strong standard

Together, leaders and members of the governing body have established an ambitious vision and direction for the school. Leaders and staff have successfully realised this vision. They have embedded the school’s values into the life of the school. Pupils and children in the early years benefit from consistently high-quality daily experiences. Leaders and staff are humble about their achievements. They demonstrate a commitment to striving for further improvement.

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Leadership and governance Strong standard

Leaders evaluate the quality of staff’s practice and pupils’ experiences accurately, which means they understand precisely why pupils thrive. Furthermore, they have precise plans to delicately refine and enhance the education, support and care that pupils receive.

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Leadership and governance Strong standard

Governors thoroughly understand their statutory responsibilities. They use their knowledge and skills to support and challenge leaders in their pursuit of ambitious improvement.

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Leadership and governance Strong standard

Governors and leaders work closely with parents and carers. They ensure that parents have regular opportunities to interact and speak with them. Governors and leaders carefully consult with parents and consider their views. They work alongside parents, teachers and the friends’ association to support pupils’ positive experiences at the school.

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Leadership and governance Strong standard

Leaders nurture and develop staff so that they are highly skilled. This is underpinned by leaders’ consideration of staff workload and wellbeing. Leaders empathise with the challenges that staff face. They provide staff with compassionate and meaningful support. Staff value the care leaders show and the carefully matched professional learning they receive.

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Personal development and wellbeing Strong standard

Leaders support pupils’ personal development through a coherent and carefully taught programme. Pupils learn about safety, themselves and the world in which they live. Leaders further explore these themes through weekly assemblies and additional trips or visits. They skilfully adjust the focus of these opportunities to match pupils' needs or to take account of emerging local or national issues.

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Personal development and wellbeing Strong standard

Pupils benefit from age-appropriate opportunities to understand how to look after themselves. They can explain how to keep themselves safe. They increasingly understand how to care for their health. Pupils appreciate how they change as they grow older. They learn the features of positive and trusting relationships.

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Personal development and wellbeing Strong standard

Pupils learn about different religions and cultures. They appreciate the values that people from different backgrounds share. They develop a healthy interest in other people.

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Personal development and wellbeing Strong standard

Pupils have a well-developed understanding of what it means to be a positive citizen. They benefit from regular opportunities to learn about the values, rules and systems of modern Britain. They develop a mature understanding of difference. Pupils know that different people are equal and appreciate why we should look after everyone.

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Personal development and wellbeing Strong standard

Older pupils gain leadership experience as school council representatives, class leaders or buddies for younger pupils. They proudly use these opportunities to model positive behaviours to younger pupils and to do what they can to help the school. They learn how to use their talents to make a positive contribution to the local community, for example, through musical performances at the local Christmas market or fundraising to support local charities.

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Personal development and wellbeing Strong standard

Staff work closely with parents and carers to carefully check on the wellbeing of pupils. They understand pupils’ circumstances and spot when they need additional support. They provide compassionate care that makes a real difference to pupils and their families.

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

Pupils are supported well to become confident, independent and resilient learners. Staff get to know pupils well. They understand what pupils are ready for. They help pupils to develop the skills and traits they need to overcome challenges and thrive. Pupils are keen to come to school and attend regularly. Staff welcome pupils with a gentle but productive start to the school day. Pupils understand the school’s helpful routines. They benefit from a calm environment where courtesy and respect are the norm.

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

Pupils consistently behave well. They understand that friendliness is for everyone, not just for their friends. Staff help pupils to think about how their behaviour affects others. Pupils are kind and compassionate to each other. They very rarely experience unpleasant behaviours.

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

Pupils enjoy learning. They look forward to lessons and settle quickly. Pupils are keen to make the most of activities in lessons. Staff help pupils to develop their confidence. Pupils gain the skills they need to tackle tasks and have a go. They believe they can succeed. This helps them to learn well and achieve highly across the curriculum.

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

Pupils and staff get on well with each other. Staff model calmness and show pupils how to treat others well. Pupils trust staff. They feel well looked after. This helps pupils to feel safe.

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

Pupils develop well beyond the curriculum. They enjoy additional activities such as sports competitions or music and drama performances. These help pupils to gain social confidence and mix with others beyond the school environment. Pupils’ development is well supported by carefully chosen trips, such as the recent visit to the Houses of Parliament. These opportunities help pupils to gain the knowledge they need to understand and embrace the world in which they live.

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Next steps

Leaders should embed the curriculum refinements already underway to sustain consistently high-quality practice over time and ensure a lasting impact on pupils’ achievement.

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About this inspection

The chair of the governing body in this school is Bridget Mashiter.

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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 His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher, other leaders and staff at the school. Inspectors also spoke with representatives from the governing body, the local authority and the Diocese of Blackburn.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

This school is registered as having a Christian religious character. The school’s last section 48 inspection took place in November 2023.

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Lead inspector:

Michael Pennington, His Majesty's 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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What does this mean?

The school has undergone a significant change since the last inspection. In September 2024, the school changed its status from voluntary controlled to voluntary aided.

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What does this mean?

The school does not currently make use of any alternative provision.

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What does this mean?

Headteacher: Pamela Maloney 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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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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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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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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Disadvantaged pupils reaching the expected standard in reading

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

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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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Disadvantaged pupils reaching the expected standard in mathematics

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

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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.

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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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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.

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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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Persistent absence

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

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national average

2023/24 (3 term) 12.0% 14.6% 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

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 .

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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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