St Peter's CofE Primary School

St Peter's C of E Primary School Inspection report

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119386 Unique Reference Number Lancashire Local Authority 313277 Inspection number 9 °10 October 2007 Inspection dates Penny Parrish Reporting inspector

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This inspection of the school was carried out under section 5 of the Education Act 2005.

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Primary Type of school Voluntary controlled School category 4 °11 Age range of pupils Mixed Gender of pupils Number on roll 188 School The governing body Appropriate authority Father David Lyon Chair Mrs Joan Smith Headteacher 1 October 2003 Date of previous school inspection Cartmel Avenue School address Accrington Lancashire BB5 0NW 01254 233513 Telephone number 01254 233513 Fax number

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4-11 Age group 9 °10 October 2007 Inspection dates 313277 Inspection number .

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This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated.

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Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied.

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Introduction

The inspection was carried out by two Additional Inspectors.

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Description of the school

St Peter’s is an average size primary school. The local community, on the outskirts of Accrington, experiences high levels of social and economic disadvantage. The proportion of pupils entitled to a free school meal is well above average. A third of all pupils has learning difficulties and/or disabilities. Almost half the pupils are of Pakistani heritage and are in the early stages of learning English.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 3 of 11 Inspection Report: St Peter's C of E Primary School, 9 °10 October 2007

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Grade: 3

This is a satisfactory school. Standards have not been high enough in recent years but robust action by the headteacher and senior staff over the past two years has succeeded in putting the school back on track. Pupils are achieving at least satisfactorily, with many examples of good progress. Recent successes show that the school has a good capacity for further improvement. Parents show strong support for the school and value its friendly and caring atmosphere. Standards, particularly in literacy and numeracy, remain below average but are improving steadily. In part, this reflects the very low starting point for most of the children as they start school but comprehensive records kept by the school reveal a legacy of underachievement in the past. These causes of underachievement have been largely resolved as a result of decisive and sustained action by the headteacher and governors, working in partnership with the local

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Grade: 3

authority. The quality of teaching is satisfactory with a significant proportion of good teaching and learning. The quality of care provided for pupils is good and academic progress is carefully tracked in order to provide appropriate support for learners. The school has focused well on supporting the many pupils with learning difficulties and/or disabilities, and others who need extra support to achieve satisfactorily. Those learning English as an additional language make the same progress as other pupils. Those in the earlier stages of learning to speak English are helped by opportunities to work with bilingual staff and these pupils are making good progress. Throughout the school, higher ability pupils are not challenged sufficiently to make the progress of which they are capable. Strong Christian values provide the basis of school life. These are evident in the pupils’ good manners, respect for the beliefs of others and the positive relationships which underpin the

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Grade: 3

good behaviour and sense of community in the school. Pupils demonstrate the capacity to live and work harmoniously in a multicultural community, with very few instances of bullying or harassment. They say they feel safe in school and enjoy their work. They understand well the need for a healthy diet and frequent exercise but some find a little difficulty in putting this fully into practice. The curriculum prepares them satisfactorily for the next stage in their education. The headteacher’s strong, clear and enthusiastic lead has guided the school very well on its upward journey. Decisive action has been taken to eliminate unsatisfactory teaching. New senior teachers and subject leaders have brought a wealth of skills and new ideas to the school. The use of exemplary assessment systems, rigorous monitoring activities and suitably challenging targets are keeping the school on a forward path.

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Grade: 3

Children start school in the Reception class with levels of development that are considerably lower than is typical for four-year-olds. About half of the children are in the early stages of learning to speak English. Teaching and learning are satisfactory and the children make satisfactory progress. Relationships are good; the children are happy and confident at play. The curriculum provides a sound balance between adult-directed activities and those chosen by the children, and a good balance between indoor and outdoor provision. Planning for teaching and learning is clear but does not always identify well enough the opportunities for the 4 of 11 Inspection Report: St Peter's C of E Primary School, 9 °10 October 2007 development of the children’s dialogue or key vocabulary that might be included. Opportunities are sometimes missed, therefore, to develop children’s speaking skills and richness of vocabulary.

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Grade: 3

The school is part way through a building and grounds refurbishment programme which includes needed improvements to outdoor facilities. Links with parents are friendly and effective, providing good liaison between home and school. Leadership and management are satisfactory.

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What the school should do to improve further

■ Raise standards in literacy and numeracy.

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What the school should do to improve further

■ Increase the proportion of good teaching across the school.

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What the school should do to improve further

■ Increase the pace of progress for the higher ability pupils.

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What the school should do to improve further

A small proportion of the schools whose overall effectiveness is judged satisfactory but which have areas of underperformance will receive a monitoring visit by an Ofsted inspector before their next section 5 inspection.

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Grade: 3

Standards are below average. Pupils’ achievement and progress are satisfactory. Pupils’ work shows definite signs of recovery from the underachievement identified by the school in recent years. Improvements are beginning to show in national test results at the end of Key Stage 2. In 2006, the school’s results were well below the national averages in English, mathematics and science. Test results in 2007 improved and a higher proportion of pupils reached the levels expected for their age. Children do not reach the levels of development expected for their age by the end of the Reception year. Pupils make satisfactory progress in Key Stage 1, and the rate of progress is improving. Standards are below average in reading and writing and well below average in mathematics. In 2006, the school’s results from assessments at the end of Year 2 improved significantly in reading and writing, the main focus for improvement in the school.

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Grade: 3

Pupils with learning difficulties and/or disabilities and those speaking English as an additional language make the same satisfactory progress as others, helped by the school’s good attention to improving progress in English for all pupils. Boys and girls generally make similar progress, though the school is watchful of a past tendency for boys to progress less well in reading and writing, and girls in mathematics. While much has been accomplished in improving achievement, higher ability pupils do not always fulfil their potential.

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Grade: 2

Pupils’ personal development, including their spiritual, moral, social and cultural development, is good. They show good attitudes to learning, cooperate well and readily contribute to discussions in pairs or larger groups. This includes a good awareness of the beliefs and cultures of others. Pupils respond well to effective strategies such as the weekly ‘behaviour challenge’, encouraging them, for example, to open doors for others and to say ‘thank you’ when collecting their lunch. The school council involves pupils well in decision-making to help improve the school. They show a satisfactory awareness of the diet and exercise necessary for a healthy lifestyle, though they do not always put this fully into practice, for example, when choosing their own lunches. Pupils enjoy school and the majority attend well, although extended holidays affect the learning of some. Pupils’ good personal development and improving academic

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Grade: 2

5 of 11 Inspection Report: St Peter's C of E Primary School, 9 °10 October 2007 standards prepare them satisfactorily for taking part in the wider world and the next stage of their education.

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Grade: 3

Teaching and learning are improving rapidly. The school has invested wisely in opportunities for new appointments and for staff training. Lessons are typically well-planned and organised. Good relationships and the good humour of staff mean that lessons generally run smoothly and happily. Where teaching is good, the lively enthusiasm and good subject knowledge result in imaginative and well-paced lessons that promote good learning and progress, with frequent opportunities given for pupils to participate. Pupils in Year 3 learned a lot about the feelings of the Mayor of Hamelin when he failed to pay the Pied Piper; a dramatic reading of the play was followed by a lively ‘brainstorming’ of possible emotions before a searching interview as he sat in the ‘hot seat’ wearing his thinking cap. The school has good systems for helping pupils to understand the focus of the lesson, supported by success criteria tailored to the specific

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Grade: 3

needs of different groups. These are used more skilfully in lessons where teaching is good. Where teaching is no more than satisfactory, opportunities for developing speaking skills are limited, the pace of learning is sometimes leisurely and pupils are not focused clearly enough on learning objectives.

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Grade: 3

The curriculum has some good features. Teachers are careful to include topics that recognise the religious and cultural backgrounds of different groups. Pupils say they enjoy the educational visits and themed weeks that are arranged to enhance their learning. There is a strong focus on personal development and topics such as health and safety. Pupils enjoy the clubs and extra activities, such as French, that are provided, though few are open to the younger pupils. Different subjects in the curriculum are used well to provide pupils with worthwhile opportunities to practise reading and writing, which is helping to improve progress. Numeracy is included satisfactorily in subjects such as science and geography. Other than in timetabled lessons, not enough use is made of information and communication technology to enhance learning within other subjects. There is generally a lack of activities planned to challenge and extend learning

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Grade: 2

The school goes to great lengths to provide a safe, secure and welcoming environment. Pupils say they feel safe; adults are helpful and approachable and deal with problems promptly and effectively. Other procedures for safeguarding pupils are rigorous; their health and safety is taken very seriously. The school works in close partnership with parents and other professionals to promote pupils’ personal development and academic achievement. Recently introduced systems for tracking pupils’ progress are thorough; the senior management team is using the information gained very well to make future plans for teaching and to check the quality of pupils’ progress. Targets for learning are used very effectively in most classes to keep pupils well informed about their next steps but these are not yet consistent throughout the school. 6 of 11 Inspection Report: St Peter's C of E Primary School, 9 °10 October 2007

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Grade: 2

The headteacher provides a strong and inspirational lead to an enthusiastic and skilled but largely new staff team. Self-evaluation is good. Exemplary tracking systems, introduced over the past three years, have identified and explained previous underachievement, and set an appropriate agenda for improvement. The determination of senior leaders is driving sustainable improvements in the overall effectiveness of the school. Targets set are generally reached and sometimes exceeded. Targets for individual pupils are high in the light of previous attainment and overall school targets are now moving closer to the national average. Governance is satisfactory. The budget is managed carefully to achieve a good deployment of staff to help pupils progress faster. Long awaited improvements to the building and grounds are in progress. The school gives satisfactory value for money. 7 of 11 Inspection Report: St Peter's C of E Primary School, 9 °10 October 2007

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Grade: 2

in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 8 of 11 Inspection Report: St Peter's C of E Primary School, 9 °10 October 2007

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Inspection judgements

School Overall Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate

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Overall effectiveness

How effective, efficient and inclusive is the provision of education, integrated care and any extended services in meeting the needs of learners? Yes Effective steps have been taken to promote improvement since the last inspection How well does the school work in partnership with others to promote learners' well-being? 3 The effectiveness of the Foundation Stage 2 The capacity to make any necessary improvements

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Achievement and standards

3 How well do learners achieve? 3 The standards 1 reached by learners How well learners make progress, taking account of any significant variations between groups of learners 3 How well learners with learning difficulties and disabilities make progress

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learners?

2 The extent of learners' spiritual, moral, social and cultural development 3 The extent to which learners adopt healthy lifestyles 2 The extent to which learners adopt safe practices 2 How well learners enjoy their education 3 The attendance of learners 2 The behaviour of learners 2 The extent to which learners make a positive contribution to the community How well learners develop workplace and other skills that will contribute to their future economic well-being

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and interests of learners?

2 How well are learners cared for, guided and supported?

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and interests of learners?

Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low. 9 of 11 Inspection Report: St Peter's C of E Primary School, 9 °10 October 2007

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and supporting all learners?

How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education 2 How effectively leaders and managers use challenging targets to raise standards 2 The effectiveness of the school's self-evaluation How well equality of opportunity is promoted and discrimination tackled so that all learners achieve as well as they can How effectively and efficiently resources, including staff, are deployed to achieve value for money The extent to which governors and other supervisory boards discharge their responsibilities Yes Do procedures for safeguarding learners meet current government requirements? No Does this school require special measures? No Does this school require a notice to improve? 10 of 11 Inspection Report: St Peter's C of E Primary School, 9 °10 October 2007

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Text from letter to pupils explaining the findings of the inspection

11 October 2007 Dear Children Inspection of St Peter's Church of England Primary School, Lancashire, BB5 0NW Thank you for all your help and friendliness when we visited your school. My colleague and I enjoyed our visit very much. We were impressed with your good behaviour and thought you were very polite children. Your headteacher, teaching staff and governors are improving many things in your school because they think that you can be helped to achieve more. Standards are not as high as they should be but I know that you are working hard to improve your progress. You need just a little more time to catch up. Results in tests in Year 6 are now better than in the past. The school has made every effort over the last two years to boost your progress in literacy and numeracy in all classes. You enjoy school and speak highly of the many things that staff do to help and support you. You are well looked after and the school is well run. Your parents are full of praise

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Text from letter to pupils explaining the findings of the inspection

for the school. Your school is going to focus on these things to help further improvement.

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Text from letter to pupils explaining the findings of the inspection

■ Raising standards in literacy and numeracy. I know you will do your best to help.

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Text from letter to pupils explaining the findings of the inspection

■ Providing plenty of challenging work for those of you who learn more quickly.

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Text from letter to pupils explaining the findings of the inspection

I am glad that you are in a happy school where you all get on well, and where standards are getting better all the time. I wish you well for the future, in this school and as you grow up. Yours sincerely Mrs Penny Parrish Lead inspector 11 of 11 Inspection Report: St Peter's C of E Primary School, 9 °10 October 2007

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