Castercliff Primary School


Name Castercliff Primary School
Website http://www.castercliffprimaryacademy.co.uk
Ofsted Inspection Rating Good
Inspection Date 25 April 2018
Address Marsden Hall Road North, Nelson, Lancashire, BB9 8JJ
Phone Number 01282617627
Type Academy
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 318 (52% boys 48% girls)
Number of Pupils per Teacher 24.0
Academy Sponsor Pendle Education Trust
Local Authority Lancashire
Percentage Free School Meals 20.1%
Percentage English is Not First Language 38.4%
Persisitent Absence 9.3%
Pupils with SEN Support 9.4%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Castercliff Primary School is larger than the average-sized primary school. The school meets the current floor standards, which are the minimum expectations for attainment and progress in English and mathematics at the end of Year 6. The proportion of disadvantaged pupils is just above the national average. The school runs a breakfast club. The proportion of pupils who have SEN and/or disabilities is at the national average. The school is a member of a multi-academy trust. It has a Challenge and Improvement Board, a chair of governors, an executive principal, a performance director, two trust directors and a chief executive officer of the trust.

Summary of key findings for parents and pupils

This is a good school Strong and determined leadership has been very successful in significantly raising standards and accelerating progress at Castercliff. The school has created an ethos of high expectations and a relentless desire to want the best for all pupils. Significant improvements in the quality of teaching, learning and assessment have resulted in the vast majority of pupils making good progress. Progress at the end of key stage 2 is very strong and in the top 10% nationally for reading and mathematics in 2017. However, attainment is still catching up, particularly at greater depth and higher standards. A strong sense of community permeates the school. Pupils enjoy coming to school and pupils’ attendance has improved. Pupils who spoke with inspectors said they always feel safe. Leaders have created an inviting and exciting learning environment. Leaders and teachers work to promote pupils’ personal development and their appreciation of British values is strong. As a result, pupils have excellent attitudes to learning and their behaviour is outstanding. Children in early years make a good start to their school life. They work happily and cooperatively. They benefit from warm, engaging relationships with adults. This ensures that they make good progress. Leaders’ continuing ambition to provide the best teaching, outcomes and experiences for all pupils is translated into action, and this means that the school is continuing to improve. Middle leaders are enthusiastic that they are developing their skills and benefiting from the good-quality professional development opportunities that the trust offers, especially in English and mathematics. However, monitoring of standards and quality by middle leaders of subjects other than English and mathematics is at an early stage of development The increased focus on disadvantaged pupils is having a positive effect on their achievement, but leaders agree there is still more work to do to ensure that the most able disadvantaged pupils achieve all of which they are capable. Teachers generally match work accurately with pupils’ abilities, but occasionally work is not sufficiently challenging, especially for the most able.