|Name||St James’ Church of England Primary School|
|Ofsted Inspection Rating||Requires improvement
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Inspection Date||10 January 2017|
|Address||Crossfield Road, Wardle, Rochdale, Lancashire, OL12 9JW|
|Religious Character||Church of England|
|Number of Pupils||205 (50% boys 50% girls)|
|Number of Pupils per Teacher||25.6|
|Academy Sponsor||Watergrove Trust|
|Percentage Free School Meals||7.8%|
|Percentage English is Not First Language||2%|
|Pupils with SEN Support||8.8%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
This school is smaller than the average-sized primary school. The proportion of disadvantaged pupils is below average. The proportion of pupils who have special educational needs and/or disabilities is below average. Most pupils are of White British heritage. The proportion of pupils from different minority ethnic backgrounds is well below average, as is the proportion of pupils who speak English as an additional language. Children in the early years provision attend Reception class on a full-time basis. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6. The school meets requirements on the publication of specified information on its website. Since the previous inspection a new headteacher and deputy headteacher have joined the school.
Summary of key findings for parents and pupils
This is a school that requires improvement Pupils do not make consistently good progress across key stages 1 and 2 and too few pupils make accelerated progress. As a result, a significant number of pupils do not achieve the standards of which they are capable. As a result of inconsistencies in the effectiveness of teaching, pupils’ progress varies across different year groups in key stages 1 and 2 and is too slow in some. The most able pupils do not achieve as well as they should. This is because teachers do not have consistently high expectations of what pupils can achieve and do not consistently move them on to more challenging work quickly enough. The feedback that teachers give to pupils during lessons and through marking in books does not clearly and consistently address pupils’ mistakes and misconceptions. As a result, pupils sometimes repeat errors and this slows their progress. Leaders have introduced a range of curriculum changes, including in mathematics and English, which are intended to raise standards. The impact of these changes has not yet been measured or evaluated in detail in order to identify which are making a positive difference to pupils’ learning. Leaders’ work to improve the quality of teaching across key stages 1 and 2 has not fully eradicated inconsistencies. The school has the following strengths The headteacher, through his energetic leadership, has secured an ambitious vision for the school that is shared by both parents and staff. All are determined to improve the quality of teaching and outcomes for pupils. School leaders, including governors, have an accurate picture of the school’s position and are tackling weaknesses with determination and vigour. A corner has been turned and clear improvements are being made. Pupils’ behaviour is good and they say that they are happy and feel safe in school. Attendance rates are consistently good. The school provides effective support for pupils who have special educational needs and/or disabilities. Children get off to a good start at St James’ because effective teaching in the early years helps them to make good progress.