|Name||Adlington St Paul’s Church of England Primary School|
|Ofsted Inspection Rating||Inadequate|
|Inspection Date||28 November 2017|
|Address||Railway Road, Adlington, Chorley, PR6 9QZ|
|Religious Character||Church of England|
|Number of Pupils||187 (44% boys 56% girls)|
|Number of Pupils per Teacher||22.8|
|Academy Sponsor||The Learning Together Trust|
|Percentage Free School Meals||11.2%|
|Percentage English is Not First Language||1.6%|
Information about this school
The school does not meet requirements on the publication of information on its website about the use of the pupil premium funding nor the school’s accessibility plan for pupils who have disabilities. The school is a smaller-than-average-sized primary school. The school receives formal support brokered through the local authority. This support is at an early stage of development. The school meets the current government floor standards, which are the minimum expectations for pupils’ attainment and progress in English and mathematics by the end of Year 6. The school has a low proportion of pupils from minority ethnic backgrounds. The proportion of disadvantaged pupils is lower than average and is generally declining each year. The school has an average proportion of pupils who have SEN and/or disabilities.
Summary of key findings for parents and pupils
This is an inadequate school Endemic weaknesses in leadership and management have led to a significant decline in the quality of teaching and learning. The work in pupils’ books demonstrates slow progress in writing and mathematics. Leaders have not done enough to support staff to improve. Monitoring is poor in quality. It does little to improve teaching and learning. Disadvantaged pupils underachieve considerably. Leaders and governors squander the funding for these pupils. Governors do not hold leaders to account for the lack of school improvement. Middle leaders have not been supported to develop their roles. They are willing to improve but lack direction. The poorly taught curriculum lacks depth. Staff do not have a good enough understanding of curriculum expectations. Weak assessment practice means that teachers are unable to match tasks to pupils’ needs. There is a lack of challenge for the most able pupils. Teachers do not understand the needs of pupils who have special educational needs (SEN) and/or disabilities. These pupils make slow progress in a range of subjects. Due to the lack of engagement in pupils’ learning, low-level disruption persists. This slows progress in lessons. Teaching assistants lack direction. They have too little effect on the quality of learning. Adults in the early years are not effective in moving children’s learning forwards. Leaders do not have an accurate picture of provision in the early years. The school has the following strengths Strong Christian values are promoted well and underpin pupils’ views. Pupils are well cared for. Relationships between staff and pupils are positive. Leaders’ use of the primary school sport and physical education (PE) funding is effective. Pupils’ outcomes in the Year 1 phonics screening check have been broadly in line with the national average for the last three years. Leaders have focused on improving pupils’ handwriting. Pupils’ presentation has improved.