Caton St Paul's Church of England Primary School

School

Address: Moorside Road, Brookhouse, Lancaster, Lancashire, LA2 9PJ Unique reference number (URN): 119524

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 achieve well across the school. Attainment has been above national figures in reading, writing, mathematics and grammar for several years. Recent improvements in phonics reflect the secure foundations pupils build as they move through the school. Pupils read fluently, use a wide range of vocabulary and show secure knowledge of number and sentence structure. Handwriting has strengthened, although leaders' expectations are not consistently shown across the written work of all pupils.

p.2

Achievement Expected standard

Across the curriculum, pupils recall important knowledge with confidence. They explain how their current learning links to what they have studied before. Pupils speak enthusiastically about topics studied in art and significant people in history. In lessons, pupils use simple prompts to help them express ideas, agree or disagree politely and take part fully in class discussions. Pupils achieve well from their starting points. However, for some pupils with special educational needs and/or disabilities, this could be strengthened further.

p.2

Attendance and behaviour Expected standard

Leaders place high importance on attendance. They ensure families and pupils understand these expectations of attending school regularly. Leaders check and analyse patterns closely and act quickly when concerns arise. They know families well. This helps leaders to understand the reasons behind absences and take steps to address any barriers. Attendance is above national figures and continues to improve over time. Pupils with special educational needs and/or disabilities and those who face additional challenges attend well. Persistent absence is low and has reduced over time. Pupils enjoy school, arrive punctually and settle into routines with confidence.

p.2

Attendance and behaviour Expected standard

Pupils typically behave well. Classrooms are calm, and routines are understood by staff and pupils. When pupils lose focus, staff notice and bring them back to learning quickly. Around school, pupils are polite and respectful of adults and towards each other. They move sensibly between activities and play well together at breaktimes. Bullying and discriminatory behaviour are dealt with quickly and fairly by staff. Pupils understand the school rules and respond positively to rewards. Staff apply expectations consistently, including when supporting pupils with additional needs. Pupils who need help to manage their emotions benefit from additional targeted support, which helps them take part in learning and school life.

p.2

Curriculum and teaching Expected standard

Leaders have designed a curriculum that sets out what pupils should learn and when. They check how well the curriculum is working and make sensible adjustments. This helps pupils in mixed-age classes build knowledge securely over time. Staff receive helpful training that strengthens their subject knowledge. This supports teachers to explain new ideas clearly and break learning into small, manageable steps. Across the school, adults use routines that help pupils think and talk about their learning. Pupils often discuss ideas with a partner, which helps them rehearse new vocabulary and explain their thinking. Teachers ask clear questions and listen closely to pupils’ answers. This helps teachers identify if pupils fully understand before moving learning on. Teachers revisit important knowledge in lessons, which helps pupils remember key ideas. Teaching assistants are assigned thoughtfully, providing individual and group support effectively. Staff

p.2

Curriculum and teaching Expected standard

make appropriate adjustments so that pupils with additional needs can access the full curriculum.

p.3

Curriculum and teaching Expected standard

Reading is a high priority. Staff follow the school’s chosen phonics programme with accuracy. Pupils have access to books that match their reading ability. Leaders have introduced a new handwriting approach. While this is beginning to have a positive impact for some pupils, it is not embedded consistently across classes.

p.3

Early years Expected standard

Children settle quickly in the early years because routines are clear and relationships are warm. Staff know children well and create a calm, welcoming environment where children feel safe and are ready to learn. Staff work closely with families so that children make a confident start to school life.

p.3

Early years Expected standard

The curriculum helps children build important knowledge step by step. Staff provide purposeful activities indoors and outdoors. These activities help develop children’s communication, early reading, number and personal development. Children enjoy talking with adults and each other. They use a growing range of vocabulary in their play. They concentrate well and show pride in their work.

p.3

Early years Expected standard

Early reading is taught consistently well. Children learn new sounds, practise putting these sounds together to read simple words, and enjoy books that match what they have been taught. Staff also help children develop early writing and fine motor skills through well- chosen activities. In mathematics, children count, compare and use number with increasing confidence.

p.3

Early years Expected standard

Staff check what children can do and use this information to shape weekly activities. This helps children revisit important learning and close any gaps that exist. Children’s additional needs are identified early and supported well so they can access learning across the curriculum and take part fully. By the end of the Reception Year, most children achieve well and are prepared for the move into Year 1.

p.3

Inclusion Expected standard

Leaders promote a positive culture where pupils feel known, supported and valued. They have high expectations for every pupil and want them to take part fully in school life. Staff identify needs early and use assessment information to understand barriers to learning. Pupils with special educational needs and/or disabilities learn alongside their peers. Carefully chosen adjustments help them take part in lessons and wider school life.

p.3

Inclusion Expected standard

Leaders use additional funding thoughtfully to support pupils with barriers. This helps pupils make progress across the curriculum. Staff also support pupils who are known to social care, working with specialist advisers to ensure these pupils feel safe and ready to learn. Staff training in areas such as communication, learning needs and emotional wellbeing helps adults respond effectively to pupils’ needs.

p.3

Inclusion Expected standard

Most support is well matched to pupils’ needs and helps staff focus on the areas for improvement in learning. However, for a small number of pupils, this work is not consistently effective. Sometimes, staff do not adapt the curriculum to tackle pupils’ barriers to learning as well as they could. This is because next steps are not always precise enough.

p.4

Inclusion Expected standard

Pupils with additional needs benefit from positive relationships and a calm, supportive environment. They use resources confidently and respond well to staff guidance. As a result, these pupils typically achieve well from their starting points.

p.4

Leadership and governance Expected standard

Leaders know the school well. They understand what is working and what needs to improve. Their priorities are clear and focus on the curriculum, assessment and pupils’ wider development. Recent changes in leadership and staffing have brought some disruption. However, leaders have acted quickly to stabilise staffing and provide direction. Parents and staff speak supportively about the positive approach of the new leadership team.

p.4

Leadership and governance Expected standard

Leaders check how well the school is performing. They have used support from external advisers to strengthen key areas, including phonics, mathematics and how staff deliver lessons. Subject leaders have time to look at pupils’ work, talk to pupils and guide staff. Leaders have supported staff to identify pupils’ needs. This has helped them act quickly to put support in place when needed.

p.4

Leadership and governance Expected standard

Staff feel supported and valued. They describe a friendly team where workload is considered carefully, especially during a period of staffing change. Newer staff benefit from clear guidance and opportunities to learn from experienced colleagues. Leaders place high importance on staff training to build teaching expertise. This has helped establish consistent teaching of the curriculum, which helps pupils to achieve well.

p.4

Leadership and governance Expected standard

Governors are committed to the school and understand their responsibilities. They ask helpful questions, check safeguarding arrangements and use their link roles to learn more about the school’s work. Governors work closely with leaders and the local authority to drive school improvement. They maintain strong links with the community and prioritise pupils’ best interests.

p.4

Personal development and wellbeing Expected standard

Leaders give careful attention to pupils’ personal development and wellbeing as part of the school’s work. The curriculum reflects the school’s ethos of inclusion and belonging. Pupils learn about healthy friendships. They understand about personal safety and how to keep themselves safe both online and in the wider world. Teaching about relationships and health is age-appropriate. Pupils talk with confidence about fairness, respect and treating others with dignity. They show a secure understanding of fundamental British values, enhanced by a recent visit to Parliament. Regular discussions in assemblies strengthen this learning further. Pupils learn about different faiths and cultures, and visitors to school help embed this understanding. Pupils develop tolerance and a sense of responsibility. Leadership roles, including play leaders, ambassadors, sports captains and the ethos group, give pupils meaningful responsibility. Pupils value these roles and speak with pride about contributing to

p.4

Personal development and wellbeing Expected standard

school life. One such example is the work of the eco committee, which is developing a wildflower meadow to support the population of honeybees.

p.5

Personal development and wellbeing Expected standard

The school offers a wide range of opportunities that broaden pupils’ interests. Sport is a clear priority, and pupils take part in many activities. Pupils with special educational needs and/or disabilities join sporting events that are adapted well to enable them to take part fully. Music and the arts also play an important role across the school. Pupils enjoy taking part in regional choir concerts. They also perform recitals for residents in local care homes. This helps pupils build confidence and strengthens community links.

p.5

Personal development and wellbeing Expected standard

Staff know pupils well and respond sensitively when they need help. Pupils say they feel safe and know who to talk to if they are worried. They describe the school as caring and say staff 'go above and beyond' to help them. Pupils learn strategies to support their own wellbeing, such as breathing techniques and mindfulness activities. Their confidence and positive attitudes reflect the impact of the school’s work on their personal development and wellbeing. Pupils are fully prepared for life beyond the school.

p.5

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

Pupils enjoy being part of this welcoming and caring school. They describe it as a place where everyone belongs and feels part of one family. Pupils say they feel safe because staff listen to them and act quickly if they have any worries. They are confident that any unkind behaviour or bullying would be dealt with fairly. Around school, pupils behave well. They follow routines, show respect and work together well in lessons and at social times. Pupils appreciate the guidance they receive and the calm, caring relationships with school staff.

p.5

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

Pupils are motivated in their learning. They talk confidently about what they have learned across a range of subjects. From the early years, children develop positive learning habits. They enjoy activities that build early reading, number and communication skills. Older pupils value the support they receive to help them understand new ideas and prepare for their next steps. Pupils who need extra help receive timely support so they can learn alongside their peers and take part in all aspects of school life.

p.5

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

Pupils relish the meaningful roles they hold, such as play leaders, sports captains, ambassadors, eco committee members and the ethos group. These opportunities help them contribute to the school community, support others and build a sense of responsibility. Pupils enjoy a wide range of clubs, visits and experiences, including mental health club, ukulele lessons, sporting competitions and residential trips. They value links with the local community. This includes contributing to family services in the local church and learning about wind energy at the nearby windfarm.

p.5

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

Pupils learn how to stay safe, healthy and respectful. They talk maturely about online safety, healthy relationships and diversity. Pupils understand that everyone is different and it is

p.5

Team inspectors:

Sue Bowman, Ofsted Inspector Craig Dewar-Willox, Ofsted Inspector important to treat everyone fairly. Pupils are proud of their school. They say it is a place that helps them to believe in themselves and learn together.

p.6

Next steps

Leaders should embed consistent handwriting expectations across the curriculum so all pupils develop secure habits, reduce errors and write with greater accuracy over time. Leaders should ensure that learning targets for pupils with special educational needs and/or disabilities are precise enough to enable staff to make suitable adaptations to teaching and provide support that consistently meets pupils' needs.

p.6

About this inspection

The chair of the board of governors for this school is Anna Shone.

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 senior leaders during the inspection. They also met with members of the local governing body, as well as representatives from the local authority and the Diocese of Blackburn. Inspectors spoke with several pupils, staff, parents and carers. They considered the responses to Ofsted’s surveys.

p.6

About this inspection

The school is registered as having a Christian religious character. It is in the Diocese of Blackburn. Its last section 48 inspection was December 2023.

p.6

About this inspection

The inspectors confirmed the following information about the school:

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

2023/24 (final) 64% 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

2023/24 (final) 75% 74% 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

2023/24 (final) 79% 72% Close to average

p.9

average

2022/23 (final) 78% 71% Close to average

p.9

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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

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

Persistent absence

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

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