St James' Catholic Primary School Orrell

St James' Catholic Primary School Orrell

Address: St James Road, Orrell, Wigan, Lancashire, WN5 7AA Unique reference number (URN): 106492

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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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Attendance and behaviour Strong standard

Leaders check pupils’ attendance meticulously. They build positive relationships with parents and carers. Leaders provide carefully tailored support for families when appropriate. This has helped pupils and families understand the importance of high attendance. When necessary, pupils, including those with special educational needs and/or disabilities (SEND), receive personalised pastoral support to attend regularly. Consequently, pupils’ attendance rates reflect leaders’ high expectations. Very few pupils are persistently absent. Attendance rates are consistently above the national average.

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Attendance and behaviour Strong standard

Leaders have high expectations for how pupils behave. They have embedded consistent routines that staff and pupils understand well. Leaders ensure that pupils who face challenges with their behaviour are well supported. This means that pupils, including those with SEND, have the skills to manage their emotions well.

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Attendance and behaviour Strong standard

Leaders have established a calm, purposeful environment which supports pupils’ learning effectively. As a result, classrooms are highly productive. Pupils demonstrate a passion to learn with increasing independence. They are self-motivated to achieve their very best. Pupils listen to each other and take turns to answer questions in the classroom. They are consistently polite, well-mannered and show consideration to others.

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Attendance and behaviour Strong standard

Pupils move around the building in a well-organised way. They play well together at social times. Pupils demonstrate cooperation during playground games. Older pupils model play to younger children in the early years. Any bullying is dealt with swiftly by leaders.

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Early years Strong standard

Children blossom in the early years. Leaders ensure that children, including those with special educational needs and/or disabilities (SEND), access the highly effective curriculum that is in place. Staff work well with parents and carers to reduce the barriers to learning that some children face.

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Early years Strong standard

Children become successful learners for the future because of the consistently effective teaching they receive. Staff work together to ensure that children benefit from the engaging activities which are in place. Children are safe and well cared for. They benefit from the well- established routines that they follow consistently well.

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Early years Strong standard

Children learn to read, form letters and use numbers confidently. Those who need extra help receive support that is effective. Staff adapt activities which enable children with SEND to learn well. They use a wide-range of strategies, including repetition to extend children’s vocabulary. As a result, no child is left behind in their learning.

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Early years Strong standard

Staff use a range of high-quality stories to ignite children's imagination. For example, children use their knowledge of number to count out coins before 'Captain Hook' steals the treasure. They count forwards and backwards with pace and accuracy. Children’s understanding develops through their high-quality interactions with staff. They become more

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Expected standard

independent and concentrate for increasing periods of time. Children achieve consistently well over time and are well prepared for Year 1.

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Personal development and wellbeing Strong standard

Leaders have implemented a highly effective programme to support pupils’ personal development and wellbeing. As a result, pupils, including those with special educational needs and/or disabilities (SEND), are well-prepared for life beyond school. Leaders map out the vast range of experiences on offer and carefully track participation rates. This means that no pupils miss out.

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Personal development and wellbeing Strong standard

Pupils understand what it means to live in a multicultural society. They secure a mature understanding of fundamental British values. Pupils acknowledge that the Christian values of the school underpin their thinking. They talk openly about treating people with dignity and respect if they have different views or different faiths to their own. Pupils learn how to keep themselves safe online and across the community. They know about the risks of peer pressure and how vaping could affect their health. Pupils speak maturely about the changes that will happen to their bodies as they grow up. They develop a deep understanding of personal identity and healthy relationships.

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Personal development and wellbeing Strong standard

Pupils, including those with SEND, take part in a wealth of sporting activities and competitions. This is evident in the platinum sports award that the school has received. Pupils respect individual talent. However, they know that you do not have to be the best to be part of a team. An array of after-school clubs. which include tenpin bowling, choir, band, baking and wellbeing, enhance pupils’ learning.

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Personal development and wellbeing Strong standard

Pupils learn about finance through budgeting lessons. Older pupils run a tuck shop. They use some of the profit from this venture to buy equipment, such as a climbing frame for the playground, with help from the parents' association. Pupils are elected as school and eco- councillors, where they take decisions alongside school leaders. They train to be wellbeing ambassadors and support other pupils when they need help.

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Achievement Expected standard

Pupils progress well through the school's curriculum. They acquire knowledge across a wide range of subjects. This includes the basic skills that they need to support their future learning. Pupils gain a secure grasp of phonics. This is reflected in the higher-than-average proportion who meet the expected standard in the Year 1 phonics check. They form letters and numbers accurately and develop a fluent handwriting style. Their understanding of number means they can tackle more-complex mathematical problems as they move through the school. Pupils with special educational needs and/or disabilities and those who also face barriers to learning access the curriculum and are successful in reaching their individual goals. Typically, all pupils are well prepared for the next steps in their education. This is reflected in the attainment of Year 6 pupils in reading, writing and mathematics over time in national

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Achievement Expected standard

tests and assessments. However, occasionally some pupils do not attain as well as they should in some curriculum areas because of gaps in their knowledge that are not identified well enough.

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Curriculum and teaching Expected standard

Leaders have put in place an ambitious, well-thought-out curriculum. Teachers use this to help pupils build their knowledge over time. Leaders regularly adapt the curriculum in light of educational research. They ensure that teachers have good subject knowledge.

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Curriculum and teaching Expected standard

Teachers prioritise pupils’ understanding of reading, writing and number. They teach pupils to read successfully using a well-established phonics scheme. As a result, pupils across the school access a range of increasingly challenging texts, which promotes their love of reading. Teachers use appropriate strategies to ensure that pupils form letters correctly. This enables pupils to write with increasing accuracy. Teachers generally set appropriate tasks to help pupils to secure their understanding of number. They typically use questions to deepen pupils' understanding and knowledge across the curriculum.

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Curriculum and teaching Expected standard

Sometimes, teachers do not assess whether pupils have secured the necessary knowledge they need. However, most pupils can access the activities that teachers provide.

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Curriculum and teaching Expected standard

Teachers usually adapt learning for pupils who need extra help. They use resources well to help pupils with barriers to learning, including those with special educational needs and/or disabilities, to access the curriculum.

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Inclusion Expected standard

Leaders use well-established systems to identify the needs of pupils who face barriers to their learning and/or well being. They work well with professionals to assess pupils’ changing needs and ensure that the right support is in place to help reduce the difficulties that may prevent pupils from thriving. Leaders' check the impact of this work carefully and use this information to make suitable adaptations to the support strategies in use to make sure they match pupils' changing needs. From the start of the early years, pupils with special educational needs and/or disabilities (SEND) are known and supported well. Leaders work in partnership with parents and carers to identify needs and ensure that pupils are supported well in school and at home.

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Inclusion Expected standard

Leaders ensure that staff access professional learning to meet the needs of the pupils they teach. As a result, pupils with SEND typically receive the help they need to learn to read, write and use number. Staff are well trained to support pupils when they are anxious. Pupils access nurture time, and their wellbeing improves following this effective help.

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Inclusion Expected standard

Leaders use the pupil premium funding well. They ensure that disadvantaged pupils are fully included in every aspect of school life.

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Leadership and governance Expected standard

Leaders are ambitious and have high expectations of pupils’ achievement and personal development. They know the strengths of the school well and have an informed understanding of the areas where further improvements can be made. Leaders use research well to continue to improve and refine the ambitious curriculum that is in place. They support those who are new to leadership with suitable training and guidance. Leaders take an active role in collaboration with a number of local schools to develop, share and strengthen teachers’ practice. Leaders work well with parents and carers. They have established ‘Jimmy’s’ store on site which supports families at times of need.

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Leadership and governance Expected standard

Governors provide appropriate support and challenge to leaders. They provide a wealth of expertise which helps the school to develop further. Governors fulfil their statutory duties effectively. They maintain a clear oversight of the work of the school. This includes how well leaders meet the needs of pupils, including those with special educational needs and/or disabilities.

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Leadership and governance Expected standard

Staff are well supported by leaders. Generally, leaders protect staff’s wellbeing and workload. They ensure that staff receive the professional learning they need to improve their subject knowledge and teaching expertise. Leaders make checks on how this learning improves teaching. However, sometimes these checks do not focus well enough on how teachers are helping pupils to achieve all that they should. Typically, leaders’ actions are taken in the best interests of pupils.

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

Pupils enter school calmly each day. They are proud to belong to a welcoming school community. Pupils behave well. They form positive relationships with an established staff team. Pupils show respect towards others and are consistently polite. They follow the well- established routines that are in place. Pupils attend school regularly and with enthusiasm.

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

Children in the early years thrive because of the well-considered care practices and highly effective support that is in place. Children show curiosity and wonder as they learn with excitement and increasing independence. They flourish as they access the well-thought-out activities in the learning environment.

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

Pupils enjoy learning. They achieve well as they progress through the school’s well- established curriculum, so that they are ready for the next stage of their education. Pupils are confident and use subject-specific vocabulary well. Year 6 pupils consistently attain above the national average in statutory tests and assessments. They are well prepared for secondary school. Pupils with special educational needs and/or disabilities and those who face barriers to their learning typically receive the support they need to learn well alongside their peers.

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

Pupils are safe. They know how to keep themselves safe online, in water and by the railway. Pupils learn important life skills. They learn how to administer first aid and when to use the recovery position to help someone in need. Pupils hold leadership roles. Every child in the Reception Year has a Year 6 ‘buddy’ who acts as a positive role model at social times. Pupils play well together and make use of the activities that staff provide at social times. They make friends. Pupils have a trusted adult they can speak to if they need help. Bullying is rare and is dealt with by staff effectively.

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

Pupils access an extensive range of after-school activities and purposeful visits, including residentials trips. They learn sports which are new to them, like lacrosse. Pupils take part in inter-school sports. They are enthusiastic about school life.

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Next steps

Leaders should ensure that teachers use assessment strategies more effectively to identify and address the gaps that pupils have in their learning. Leaders should refine their checks on how well the curriculum is delivered so that teachers are even better equipped to enable pupils to achieve highly.

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About this inspection

The chair of the board of governors in this school is Mike Hickman.

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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, staff, governors, school improvement partner and representatives of the local authority and the diocese during the inspection. Inspectors also spoke with parents and carers and pupils.

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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 Catholic religious character. It is in the Archdiocese of Liverpool. Its last section 48 inspection was in June 2024.

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About this inspection

The school currently does not use any alternative provision.

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Team inspectors:

Moira Loftus, Ofsted Inspector Andrew Marlow, Ofsted 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.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 23 June 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 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 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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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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average

2024/25 (final) 50% 47% Close to average

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national average

2022/23 (final) 50% 44% Close to average

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Disadvantaged pupils reaching the expected standard in reading

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

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average

2022/23 (final) 67% 60% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

2024/25 (final) 63% 61% Close to average

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average

2022/23 (final) 67% 59% Close to average

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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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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.

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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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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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