Leyland St James Church of England Primary School

About Leyland St James Church of England Primary School Browse Features

Leyland St James Church of England Primary School

Name Leyland St James Church of England Primary School
Website http://www.leyland-st-james.lancs.sch.uk
Ofsted Inspection Rating Good
Inspection Date 01 October 2014
Address Slater Lane, Leyland, Lancashire, PR26 7SH
Phone Number 01772422572
Type Primary
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 229 (58% boys 42% girls)
Number of Pupils per Teacher 23.9
Local Authority Lancashire
Percentage Free School Meals 17.5%
Percentage English is Not First Language 0.4%
Persisitent Absence 7.4%
Pupils with SEN Support 7.4%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

This is a slightly smaller than average-sized primary school. It is a Church of England Voluntary Aided school. Almost all pupils are of White British heritage. The proportion of pupils who are disabled or have special educational needs supported through school action is below average. The proportion of pupils supported at school action plus or with a statement of special educational needs is well above average. The proportion of disadvantaged pupils, who are eligible for the pupil premium, is below average (pupil premium is additional funding for pupils eligible for free school meals and children who are looked after by the local authority.) The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress. There is a privately funded nursery setting situated within the school building which shares the early years outdoor area with the school. The nursery is subject to a separate inspection and the last report is on the Ofsted website. Before- and after-school clubs are also organised by a private provider. St James’ is a Forest School. Since the previous inspection the headteacher has been seconded, full time for two terms and part time for the summer term to support another school in the local authority’s admissions team and an arrangement has been made with the local authority to set up short-term inclusion support within St James’ for a small number of pupils from other schools.

Summary of key findings for parents and pupils

This is a good school. This is a warm, welcoming and highly inclusive school where pupils are valued as individuals. It is a happy community where pupils enjoy coming to school and this is reflected in their above average attendance. From starting points below those typical for their age, pupils make good progress so that when they leave Year 6, they reach at least expected standards in reading, writing and mathematics. Children get off to a flying start in the early years. The excellent outdoor area is used to provide exciting activities matched to their needs and abilities. Teaching over time is typically good and is sometimes outstanding. Work is engaging and motivating and pupils learn without fear of failure. Pupils with disabilities and those with special educational needs are exceptionally well provided for with very special support which helps them learn. The support provided by highly skilled and dedicated teaching assistants makes a strong contribution to pupils’ learning. Pupils behave exceptionally well and are always polite and considerate. Their safety and care is of the highest importance. Pupils are very proud of their school and are eager to learn. The headteacher, ably supported by senior leaders, is highly ambitious for the school and keen to ensure that every child does as well as they possibly can. Governors are extremely knowledgeable about the school, providing strong support and challenge to drive improvement. It is not yet an outstanding school because : The quality of teaching does not yet result in outstanding achievement for pupils. Pupils are not always given work which challenges them enough, especially the most able. Pupils are not always given the opportunity to respond to teachers’ marking in order to improve their work. The leadership and management skills of middle leaders are not yet developed sufficiently well to have enough impact on improving the quality of teaching and pupil achievement.