|Name||Accrington St Mary Magdalen’s Church of England Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||02 March 2016|
|Address||Devonshire Street, Accrington, Lancashire, BB5 1DW|
|Religious Character||Church of England|
|Number of Pupils||204 (47% boys 53% girls)|
|Number of Pupils per Teacher||20.8|
|Percentage Free School Meals||25.5%|
|Percentage English is Not First Language||18.1%|
Information about this school
This is an average-sized primary school, which has grown over the last two years. The majority of pupils are of White British backgrounds. There is a higher than average proportion of Pakistani pupils. The proportion of pupils with special educational needs or disability is lower than the national average. The proportion of disadvantaged pupils eligible for support from the pupil premium funding is much higher than the national average. There have been several changes to the leadership since the previous inspection. The deputy headteacher left and there are two deputy headteachers and a new special needs coordinator. The school is an old Victorian building, but has undergone a number of refurbishments. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6.
Summary of key findings for parents and pupils
This is a good school Pupils achieve well overall. From starting points below those typically expected for their age, pupils make at least good progress. Teaching is mainly good throughout the school. This is leading to pupils making faster progress than previously and their attainment is rising. The teaching of reading is a particular strength of the school. Pupils’ positive attitudes and their good behaviour make a strong contribution to their learning. Pupils get along well together and are proud of their school. They have a particularly good understanding of British values and their place in the community. Pupils enjoy coming to school and attendance is good. Senior leaders, including governors, are working effectively to sustain improvements. They are very clear about the direction the school must take to improve further. Parents agree that the school is improving well. They are highly positive about the dedicated support their children receive. Very effective support is given to vulnerable pupils. Pupils say they feel safe in school, and parents agree. Pupils have an especially effective grasp of how to keep themselves safe on the internet. Staff take very good care of all pupils. There are strong supportive relationships with parents, particularly in the early years. It is not yet an outstanding school because : Leaders and managers at all levels do not always use plans well enough to improve the school and to accurately check how well the school is doing. Governors are not consistently aware of how much progress the school is making, which reduces their effectiveness to fully hold senior leaders to account. The systems used in early years to assess how well children are progressing are not always robust enough to ensure that all children make the best possible progress. There are insufficient opportunities for younger children to learn and play outdoors.