Christ Church CofE Primary School

Christ Church CofE Primary School

Address: Delph Road, Delph Road, Oldham, Lancashire, OL3 5RY Unique reference number (URN): 105693

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

Attendance and behaviour Expected standard

Leaders have clear systems in place for tracking school attendance. They notice patterns and trends and are able to step in quickly and prevent any ongoing absence. Close work with parents and carers helps leaders to understand the reasons why some pupils do not come to school regularly. They then put in targeted support that leads to an increase in the time pupils come to school. Overall attendance rates are now close to the national average. Although persistent absence is above the national figure, leaders are doing all that they can to bring about improvement.

p.2

Attendance and behaviour Expected standard

The school is a calm and orderly place where pupils can learn without disruption. Staff understand the behaviour expectations well and apply the rules and rewards with fairness and consistency. Pupils rise to the high expectations for their conduct in lessons and on the playground. They rarely need to be reminded to behave positively. They are polite and well mannered. Bullying and unkind behaviour are not tolerated. Pupils are confident that trusted adults will take quick action if unsafe behaviours occur, including online. On the rare occasion that pupils need extra help to manage their emotions, they receive this in a sensitive and well-considered manner.

p.2

Inclusion Expected standard

Leaders identify pupils’ barriers to learning and/or their wellbeing with increasing precision. They work closely with families and external agencies to accurately assess pupils' needs. Staff use this knowledge to provide pupils with the right help at the time when they need it most. Leaders check how well this is working and make timely changes when needed. As a result, those who face challenges are able to experience success in school.

p.2

Inclusion Expected standard

Staff receive a wide range of training to develop expertise and strategies to ensure that all pupils are included. They carefully consider what pupils need and make thoughtful adaptations to their teaching to ensure that pupils, including those with education, health and care plans, have full access to the curriculum. Approaches such as self-help resource areas and small group teaching enable pupils with special educational needs and/or disabilities to learn in the classroom alongside their peers.

p.2

Inclusion Expected standard

Leaders make effective use of additional funding to reduce barriers for disadvantaged pupils. They carefully consider what will make the biggest difference for these pupils. Individualised approaches mean that pupils get to experience opportunities that might not be readily available to them without additional support.

p.2

Personal development and wellbeing Expected standard

Leaders have mapped out a clear overview of opportunities that develop pupils spiritually, socially, morally and culturally. They ensure that staff are well trained to deliver this programme. External visitors, such as the school nurse, provide extra help to teach more targeted lessons such as how bodies change and the dangers of vaping. These additional sessions for older pupils, alongside teaching about online safety, help them to be aware of

p.2

Needs attention

risks in their local community. This prepares them for transition into secondary education and life beyond school. Pupils ask insightful questions and show curiosity in their personal, social, health and economic education and relationships and sex education and health education lessons. They understand how learning in these subjects and assemblies helps them to be healthy and considerate citizens.

p.3

Needs attention

Pupils experience cultural diversity through the significant people and events that they study across the curriculum. They know the importance of listening to, valuing and treating others with respect. Through their understanding of fundamental British values, they celebrate and appreciate difference. Experiences such as writing a letter to a toy store to challenge gender stereotypes demonstrate pupils’ ability to reflect on what is right and wrong and form their own opinions on equality.

p.3

Needs attention

Leaders provide experiences that nurture pupils’ talents and interests beyond the classroom. They carefully track participation to ensure that the offer is readily available for all pupils. Pupils relish in the chance to learn to play a brass instrument, perform dance routines or hone football skills with an experienced coach. Taking part in residential trips provides pupils with the chance to develop independence, cooperation and teamwork skills. Pupils look back on these experiences with delight.

p.3

Needs attention

Leaders have effective ways of recognising when pupils need extra help with their wellbeing. Pupils know that adults listen to their worries and give them thoughtful advice and strategies to manage their feelings when they need support. They are well prepared for life in modern Britain.

p.3

Achievement Needs attention

Pupils' progress across the curriculum is variable. In some subjects, they continue to have gaps in their knowledge and skills from previous year groups. This is preventing some pupils from knowing and remembering more over time. They are not as well prepared for their next stage of learning in these aspects of the curriculum.

p.3

Achievement Needs attention

Many pupils read fluently and communicate well. However, some younger pupils do not gain the essential knowledge that they need to write legibly and work with numbers. Often, they have to catch up on this key knowledge when they are older. They typically do, which means that their attainment in reading, writing and mathematics by the end of Year 6 is usually close to the national average. In these subjects, they are ready for key stage 3. This is also true for disadvantaged pupils and those with special educational needs and/or disabilities.

p.3

Curriculum and teaching Needs attention

Leaders have made significant changes to what and how pupils learn across subjects. However, they are in the early stages of identifying how the curriculum builds learning over time. This makes it difficult for staff to know what information should be taught and consolidated to ensure that pupils' learning is secure. Staff receive training that gives them the knowledge that they need to deliver the curriculum. At times, they do not use this knowledge or their understanding of pupils’ starting points to provide the best ways to help pupils build their knowledge. They do not take enough account of gaps in pupils' knowledge, nor do they address errors and misconceptions in pupils' work. Some teachers do not emphasise the importance of mastering letter formation, accurate spelling or recalling number facts. This means that additional support is needed to make sure that older pupils catch up.

p.3

Curriculum and teaching Needs attention

Leaders have led recent improvements in early reading and language development. As a result, staff are well equipped to teach phonics well and promote ambitious subject-specific vocabulary.

p.4

Curriculum and teaching Needs attention

Staff know pupils’ needs and barriers well. They make skilful adaptations to their teaching so that pupils who struggle with learning get the help that they need.

p.4

Early years Needs attention

In some areas, the early years curriculum does not meet the needs of the children well enough. Opportunities for children to secure their knowledge in early writing and early mathematics are not built well enough on children's starting points. Staff know children well and recognise that some need more support with their learning. They do not routinely provide appropriate activities for children to practise and secure the skills they need as a foundation for future learning. This means that they move into Year 1 with gaps in their knowledge that at times can stop them from learning as well as they could.

p.4

Early years Needs attention

Phonics is taught well. Pupils develop a love of stories and learn to read swiftly. Adults teach language effectively, and interactions are purposeful. They model high-level vocabulary that develops children’s communication skills successfully. The learning environment is secure and stimulating, and pupils are taught how to play and learn well together. They develop as confident, independent and articulate learners.

p.4

Early years Needs attention

Staff build positive relationships with families to get to know children and any needs and barriers accurately. They are then able to put in additional support so that children settle well into the routines of learning and develop social skills.

p.4

Leadership and governance Needs attention

Leaders have made progress in some areas of the school's work since the previous inspection. For example, they have refreshed the curriculum and improved pupils' attendance. However, their success in ensuring that pupils achieve well across the curriculum is more variable. Leaders have made checks on what is working well, but they have not acted swiftly enough on some of the areas that need further improvement. As such, pupils' achievement across the curriculum is uneven.

p.4

Leadership and governance Needs attention

At the time of the inspection, there were several vacancies on the governing board. This has limited governors’ capacity to follow up on their checks of how well the school continues to develop. They provide support and challenge and hold leaders to account, but this has lacked rigour. Governors ensure that they carry out their statutory duties effectively. Leaders, governors and staff are dedicated and fully committed to the school. They are proud of the progress that they have made as a small team over the last few years. Staff have been actively involved in the shared vision and direction of the school. Leaders have been mindful of staff's wellbeing and workload while continuing to drive further improvement. Staff appreciate this consideration. They value the additional support and training that they have received.

p.4

Leadership and governance Needs attention

Parents and carers are overwhelmingly positive about the school. They appreciate the individualised support that their children receive from caring staff and the family-like atmosphere.

p.5

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

Pupils are part of a friendly and nurturing school. They uphold the school’s vision to treat others as they wish to be treated. As such, they show kindness and consideration to everyone. Pupils are proud to belong to Oldham’s smallest and oldest primary school. This is a place where everyone is known and treated as an individual. The warm and trusting relationships between staff, pupils and families create a secure sense of belonging. Pupils are well cared for and safe. They know that adults are there to protect them from harm. This includes preventing bullying and teaching pupils about online safety.

p.5

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

Pupils enjoy learning and demonstrate positive ‘can do’ attitudes. At times, they do not learn as well as they could because some lessons are not carefully considered to ensure that they build their knowledge securely. This includes children in the early years, who sometimes find the content of the curriculum too challenging. A small number of pupils struggle to keep up with their learning due to gaps in their knowledge that have not been addressed. In contrast, pupils' achievement is stronger in reading, writing and mathematics. This means that, in these subjects, most Year 6 pupils are well prepared for their secondary education.

p.5

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

Across the school day, pupils behave well. They play together happily during social times, demonstrating high levels of self-control and respect. The Friday awards and 'hive points' that they receive keep them motivated to try their best. Those who may face difficulties, including pupils with special educational needs and/or disabilities, receive well-thought-out support by skilled adults. This ensures that these pupils are able to access aspects of school life as well as their peers. Pupils' attendance rates are improving over time.

p.5

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

Pupils enjoy playing an active role in their school community. Many hold additional responsibilities such as school councillors, who make positive changes, and ‘bee’ ambassadors, who ensure that the school rules are followed. Pupils recognise the importance of building confidence and independence in preparing them for life in modern Britain.

p.5

Next steps

Leaders should ensure that the curriculum, including the early years curriculum, is further refined so that pupils build the knowledge and skills that they need across all subjects and year groups to be better prepared for their next stage in learning. Leaders should improve the teaching of spelling, handwriting and number fluency, so that more children and pupils secure the foundational knowledge and skills that they need from the start of the early years in order to be better prepared for their future learning. Leaders should ensure that teachers provide learning opportunities that are matched to pupils’ starting points and build on what they already know and can do so that gaps in learning are reduced and pupils achieve well across the curriculum. Leaders, including governors, should clearly identify the right priorities to bring about timely improvement in areas of the school’s work that fall short of the expected standard.

p.6

About this inspection

The chair of the board of governors in this school is Sarah Davis.

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

The inspectors spoke with the headteacher and other members of staff.

p.6

About this inspection

The lead inspector spoke with members of the governing body, including the chair of governors. She also spoke with representatives of the local authority and the Diocese of Manchester.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

This school is registered as having a Church of England religious character. The last section 48 inspection took place in February 2019.

p.6

About this inspection

The school does not currently use any alternative provision.

p.6

About this inspection

At the time of the inspection, there were a number of vacancies on the governing body.

p.6

About this inspection

At the time of the inspection, there were 49 pupils on roll. The school’s capacity is 105.

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.

p.8

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.9

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 (final) 70% 62% Close to average

p.9

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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

2023/24 (final) 77% 72% Close to average

p.10

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.10

average

2024/25 (final) 70% 74% 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.11

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

Disadvantaged pupils reaching the expected standard in mathematics

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

p.11

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.12

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

gap

‘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.14

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 (3 term) 5.2% 5.2% Close to average

p.14

national average

2023/24 (3 term) 5.6% 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

2023/24 (3 term) 14.8% 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.15

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.15

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