Sankey Valley St James Church of England Primary School

Primary School

Address: Dorchester Road, Great Sankey, Warrington, Cheshire, WA5 1XE Unique reference number (URN): 133676

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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 achieve well across the school because the curriculum is implemented consistently well. Leaders make sure that pupils gain a secure grasp of the foundations in reading, writing and mathematics from an early stage. Leaders have rightly taken action to improve the quality of pupils’ handwriting because of the variability in this area across the school. While this is the case, it does not prevent pupils from achieving the aims of the school’s curriculum and benefiting from it.

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Achievement Expected standard

Leaders regularly review pupils’ progress. They ensure that any pupils who require additional support are provided with it. This helps to reduce gaps in pupils’ learning from an early stage. As pupils progress through the school, they build a secure knowledge and understanding of the content they are taught. By the end of key stage 2, most pupils, including those who are disadvantaged, achieve well in national tests. As a consequence, pupils are well prepared for the next stage in their education.

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Attendance and behaviour Expected standard

Leaders’ work to improve attendance has had a positive impact. Most pupils attend well. Leaders act swiftly to identify the barriers that prevent some pupils from attending as well as they should. Leaders work closely with families, offering support that helps pupils to attend more regularly. As a result, attendance for groups of pupils is showing improvements. Leaders monitor patterns and adapt their strategies when needed. Their approach ensures that pupils are supported to attend well.

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Attendance and behaviour Expected standard

Leaders’ work to establish high expectations of behaviour is effective. Pupils behave well in lessons and show positive attitudes to learning. The school is calm and orderly. At social times, pupils of all ages play with joy and imagination. The outdoor spaces buzz with purposeful, happy play. Pupils collaborate as they build dens, conjure up recipes in the mud kitchen and perform confidently on impromptu stages. Bullying and discrimination of any kind are not tolerated. When incidents occur, leaders act quickly and apply policies consistently. Staff know pupils well and provide the support that they need. This includes any appropriate adjustments for pupils with special educational needs and/or disabilities. As a result, pupils feel safe and valued.

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Curriculum and teaching Expected standard

Leaders have implemented a broad and ambitious curriculum. They have ensured that subjects follow a logical sequence of learning across key stages 1 and 2. This enables pupils to build secure knowledge. Teachers provide regular opportunities for pupils to revisit prior concepts and reflect on what they have learned. Through this, and over time, pupils successfully make connections between what they have learned within subjects and across the curriculum. Teachers demonstrate secure knowledge in the subjects that they teach. They use this knowledge to explain new content clearly and routinely check pupils’ understanding. Teachers support pupils well to practise and remember important knowledge and skills for future learning. Leaders ensure that pupils secure the knowledge and skills they need in the early stages of reading, writing and mathematics. Teachers support pupils well to use and apply these across the curriculum. Generally, pupils take pride in their work. However, across the school,

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Curriculum and teaching Expected standard

there is variability in pupils’ handwriting and pencil grip. This sometimes reduces the efficiency and quality of pupils' writing.

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Curriculum and teaching Expected standard

Teachers skilfully support pupils with special educational needs and/or disabilities in their learning. They use an appropriate range of strategies to adapt tasks so that pupils learn the same curriculum as their peers.

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Inclusion Expected standard

Leaders have established high expectations for all pupils, including those with special educational needs and/or disabilities or who are disadvantaged. They ensure that barriers to learning and wellbeing are identified early and addressed effectively. Leaders regularly check that actions taken to address pupils’ learning and development needs are having the intended impact. Their close oversight of this enables staff to respond appropriately and implement support for pupils in a timely manner.

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Inclusion Expected standard

Leaders build positive relationships with parents and carers when considering the support that pupils need. Staff help each pupil to feel welcome and included. Vulnerable pupils are well supported to manage their emotions and behaviour. Leaders know these pupils well. Leaders draw upon the expertise of outside agencies such as the local authority virtual school and other professionals. Leaders ensure that funding to support disadvantaged pupils is used appropriately so that they access the school's wider offer. Through this, leaders provide opportunities that enable pupils to participate in activities such as residential visits or to learn a musical instrument. This helps pupils to feel part of, and play an active role in, the life of the school and its community.

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Leadership and governance Expected standard

Leaders, including those with responsibility for governance, have an accurate view of their school. They know what is working well and the areas to improve. Members of the governing board bring a range of appropriate experience to their role. This helps them to provide leaders with high levels of challenge and support. Governors meet their legal duties and check how leaders use money, including funding for pupils who need extra help. They ask leaders questions that help the school to improve. Leaders take staff's workload and wellbeing seriously. They implement sensible steps to support staff in their roles. Staff are proud to work at this school. There is a collegiate approach to developing the school further.

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Leadership and governance Expected standard

Leaders are resolute in their ambition to provide a high-quality education for pupils. They make decisions that support pupils’ wellbeing and think carefully about the needs of disadvantaged pupils, including those pupils known, or previously known, to social care. Leaders ensure that pupils with special educational needs and/or disabilities and those who are vulnerable are provided with appropriate and timely support. They regularly check that actions taken to support their learning is having the intended impact.

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Leadership and governance Expected standard

Leaders provide regular opportunities to develop staff’s professional learning. This ensures that staff are well equipped to teach the curriculum with confidence and support pupils’

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Personal development and wellbeing Expected standard

Leaders have designed a personal development programme that builds from the early years upwards. The programme supports pupils’ mental wellbeing and helps them to understand how to look after themselves and others. Staff use their training to give calm and caring support to pupils who need extra help. Pupils can meet with a counsellor when needed. Leaders also notice which activities pupils choose and encourage them to explore new interests.

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Personal development and wellbeing Expected standard

Leaders make sure that the programme reflects the school’s context. Staff adapt lessons when local issues arise so pupils know how to stay safe. Pupils from the early years to Year 6 learn basic first aid. Older pupils talk with confidence about fire and water safety. Lessons help pupils understand healthy relationships, personal boundaries and online safety. Pupils explain how exercise and healthy food support their bodies. They also know how to keep their minds healthy. Older pupils talk about reading, playing, resting and spending less time on devices as ways to relax.

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Personal development and wellbeing Expected standard

Pupils learn about life in modern Britain. Pupils think about their own beliefs and show respect for the views of others. Visits to places of worship and links with community groups help pupils to learn about different faiths and cultures. They explore topics such as discrimination and sustainability. Pupils discuss issues such as protecting animals and tackling racism. They show a clear sense of right and wrong and treat one another with kindness and care.

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Personal development and wellbeing Expected standard

Pupils are proud to contribute to their school. Older pupils act as buddies to help children in the Reception class settle in. House captains model the school’s values of 'belong, respect, create and flourish'. All pupils take part in the school council. Partnerships with universities and events such as enterprise week help pupils think about their futures.

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Early years Needs attention

During the current academic year, leaders have developed provision for children in the Nursery class. This has increased the amount of time children are able to attend. It has required leaders to review the curriculum and how it is accessed by children in this part of the early years. Provision for 2 ‑ and 3 ‑ year ‑ olds is not distinct from that for older children. Staff do not consistently provide resources suited to the youngest learners. Opportunities for children to practise learning and develop independence are uneven. Leaders have taken steps to address these aspects of the school’s provision. However, it is too early to determine the impact of these actions.

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Early years Needs attention

Leaders have designed a curriculum to support most children’s progress across the early years classes. They have prioritised the teaching of reading. Leaders ensure that children have regular opportunities to develop their phonics knowledge. This supports children appropriately in the early stages of reading.

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Early years Needs attention

Staff form nurturing relationships with children. Children feel safe and trust adults to look after them. Children play together and manage their emotions well. Where practice is more effective and established, staff use routines and interactions that help children engage positively in learning. Parents and carers are warmly welcomed into school. This helps children to settle into school. Staff develop supportive and valued relationships with parents.

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

Pupils at Sankey Valley arrive each morning to a warm welcome from staff who know them and their families well. They are keen to start the day and settle quickly to activities in class. Pupils behave well. They listen to each other and to their teachers, who help them build on what they already know. Pupils enjoy learning. By the end of Year 6, many achieve very well in national tests in reading and mathematics. They leave the school well prepared for secondary education. The school’s inclusive practice ensures that pupils with special educational needs and/or disabilities, those who are disadvantaged or have other barriers to their learning are supported effectively. This enables pupils to access the curriculum well. They enjoy learning new things because teachers make sure that lessons are interesting and engaging.

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

In the early years, children are well cared for. Children, including those in the 2-year-old provision, enjoy secure relationships with staff and with one another. The school has recently developed its provision for children in the Nursery class. This has enabled children to attend more sessions during the week. Leaders have also developed the early years curriculum to help children in the early years learn more. However, variations in the previous curriculum mean that some children are not fully prepared for Year 1.

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

Pupils enjoy taking part in activities beyond the curriculum. Many join clubs such as fencing, handbells or the rock band. They enjoy representing the school in sports. Pupils benefit from visits and cultural events such as hearing a live orchestra or visiting the opera. Leaders use additional funding so that all pupils can take part. These experiences help pupils to be prepared for life in modern Britain.

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

Pupils feel proud of their school. Older pupils act as buddies to help children in the early years settle in. Pupils know right from wrong, treat each other kindly and feel safe. Bullying is not tolerated and staff deal with concerns quickly. Pupils attend regularly and leaders support families where attendance needs to improve.

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Next steps

Leaders should ensure that the early years curriculum is strengthened, including for children in the 2-year-old provision, and that staff receive the training they need to deliver the curriculum effectively.

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Lead inspector:

Matthew Harrington, His Majesty's Inspector

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Team inspectors:

Frith Murphy, His Majesty's Inspector Joanna Atherton, Ofsted Inspector Amy Burkes, Ofsted Inspector Matt Fletcher, His Majesty's Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place. Leaders should further embed strategies to develop pupils’ handwriting across the school.

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About this inspection

The chair of the board of governors in this school is Mr Phil Thompson.

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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 (HMI) 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. Inspectors also spoke with some governors including the chair and representatives of the Archdiocese of Liverpool and local authority.

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About this inspection

The inspection started on 10 March 2026. Inspectors returned on 7 July 2026 to gather additional evidence in line with Ofsted inspections and visits: Deferring, pausing and gathering additional evidence policy.

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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 Church of England religious character. The last section 48 inspection was carried out in January 2024.

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About this inspection

The school does not use any alternative provision.

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About this inspection

The school also, under the same registration, runs a 2-year-old provision.

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About this inspection

Headteacher: Mrs Deborah Feltham The inspector(s) used this data during the full inspection on 10 March 2026

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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 proportion of pupils eligible for free school meals at any point in the last 6 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 needs support 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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average

2023/24 (final) 74% 72% Close to average

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average

2022/23 (final) 76% 71% 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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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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average

2024/25 (revised) 63% 59% Close to average

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average

2023/24 (final) 67% 58% 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

‘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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national average

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

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national average

2023/24 (3 term) 5.8% 5.5% Close to average

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national average

2022/23 (3 term) 6.5% 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) 14.2% 13.3% Close to average

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national average

2023/24 (3 term) 15.3% 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

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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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