Oswaldtwistle St Andrew’s Church of England Primary School

About Oswaldtwistle St Andrew’s Church of England Primary School Browse Features

Oswaldtwistle St Andrew’s Church of England Primary School

Name Oswaldtwistle St Andrew’s Church of England Primary School
Website http://www.standrewsprimary.com/
Ofsted Inspection Rating Good
Inspection Date 03 February 2016
Address Springfield Street, Oswaldtwistle, Accrington, Lancashire, BB5 3LG
Phone Number 01254231279
Type Primary
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 298
Number of Pupils per Teacher 21.6
Local Authority 888
Percentage Free School Meals 24.8%
Percentage English is Not First Language 2.3%
Persisitent Absence 19.4%
Pupils with SEN Support 8.4%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

This is an average-sized primary school which has grown over the last two years. The school has a ‘pre-school and twos’ group on site, but it is managed separately and inspected separately. The majority of pupils are of White British backgrounds. There is a higher than average proportion of Gypsy, Roma, Traveller pupils. The proportion of pupils who have special needs or disability is lower than the national average. The proportion of disadvantaged pupils eligible for support from the pupil premium funding is average compared with other schools. There have been several changes to the leadership since the previous inspection. The deputy headteacher left and was replaced by two assistant headteachers. The middle leaders now make up a teaching and learning team. The school has undergone significant building work and now has a number of additional rooms, including four new classrooms and a new staff room. 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 Leaders and managers, including governors, have been successful in their drive to raise standards since the previous inspection. Pupils are now making good progress and their achievement in reading and mathematics has improved rapidly. The headteacher, ably supported by a new and developing leadership team, has secured improvements in teaching in spite of some particular challenges, including extensive building work and staff changes. Teaching is now good. Leaders and managers have a clear view of how successful the school can be. Actions are effective and achievement is improving as a result. Pupils who are currently in school make stronger progress across the whole school, particularly in reading and mathematics. Pupils behave well and they are kind and considerate. Bullying is extremely rare and any incidents of poor behaviour are dealt with swiftly. Pupils say they feel safe in school. Procedures to keep pupils safe are extremely robust. The school provides a well-planned, broad and balanced range of activities and subjects. All national curriculum topics are covered thoroughly. The school supports disadvantaged pupils well. They are now making better progress and participate fully in everything school offers. Pupils enjoy being in school; attendance is good. Good teaching and very effective indoor provision in the early years ensure that children get off to a good start and are ready for Year 1. It is not yet an outstanding school because : Pupils’ progress in writing lags behind that in reading and mathematics. Expectations about what pupils can achieve in writing, including presentation, are not yet high enough. Pupils have limited opportunities to reason in mathematics – for example to follow a line of enquiry or develop an argument. There are limited opportunities for children in the early years to develop their learning outdoors. The plans used to move the school forward do not all include sharp, measurable targets to judge how well pupils are doing. Consequently, leaders and governors are not able to assess fully the impact of actions on pupils’ achievement.