Ashton-on-Ribble St Andrew’s Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are extremely proud of their school and there is a tangible family atmosphere.

The warm and nurturing relationships between staff and pupils are at the heart of the school's effectiveness. Everyone is welcome, regardless of any differences and, as a result, pupils feel happy and safe.

Pupils conduct around school is impeccable.

Pupils rise to meet the school's high expectations for their behaviour and learning. Pupils are highly respectful of staff and each other. This allows everyone to learn without distraction.

Pupils are enthusiastic to learn. They work hard and enjoy school. Pupils speak confidently about their learning and are keen to le...arn more every day.

Pupils, including those with special educational needs and/or disabilities (SEND), achieve well. In the early years, children settle quickly into school routines and get along well together.

Pupils enjoy being with their friends.

They care deeply for each other and the wider world. They enjoy the opportunities they have to visit the eco-garden together or spend time on the many school trips that the school offers, including museums and residential centres.

What does the school do well and what does it need to do better?

The school has developed a broad and ambitious curriculum.

It has clearly identified the key knowledge that pupils should learn from the beginning of Reception to the end of Year 6. Learning builds in a logical way and this ensures pupils have strong foundations for future learning.

In most subjects, teachers deliver the curriculum very effectively.

They select appropriate activities to spark pupils' interest. This helps pupils learn and remember important information. For example, in early years children are given opportunities to learn about early mathematics and the world around them as they play with their friends.

Occasionally, in a small number of subjects the curriculum is not delivered as intended. This means that some elements of the curriculum are missed out or not taught in sufficient detail. As a result, pupils' work is not of the high standard seen in most subjects.

Staff make regular checks on what pupils know and remember. Gaps and misunderstandings that some pupils develop in their learning are addressed promptly. This means that pupils learning is secure.

The school has equally high expectations for pupils with SEND. Pupils' needs are quickly and accurately identified. Staff adapt the delivery of the curriculum so that pupils with SEND can thrive and achieve alongside their peers.

Consequently, these pupils progress well through the curriculum and participate fully in school life.

Reading is at the heart of the curriculum. Starting from early years, staff foster pupils' enjoyment of reading.

From the beginning of the Reception Year, children follow a well-structured phonics programme. Pupils practise their reading using books that contain the sounds that they already know. Staff provide additional help, should pupils find reading difficult.

This enables pupils to develop into fluent readers in readiness for key stage 2. Older pupils talk enthusiastically about their favourite books and authors.

Pupils' behaviour is exceptional.

They are extremely polite and well mannered towards each other, staff and visitors. Pupils support each other particularly well and live out their values to love and nurture. Pupils are able to learn without distraction.

The school is tenacious in its approach to making sure pupils attend school. This means that pupils attend as much as they should.

The thought given to pupils' personal development in school is exceptional.

Pupils, including those with SEND, are ambitious about their future and embrace learning about jobs and careers. They have a deep understanding of difference and treating everyone with respect. Pupils are given an opportunity to complete a personal passport to develop their character.

Activities include learning sign language, visiting theatres and restaurants, and writing letters.

The school prioritises staff's well-being and considers their workload carefully. Staff carry out their roles with enjoyment and pride.

Leaders, including governors, ensure that the school's work has a positive impact on pupils. However, occasionally checks that leaders make on the quality of pupils' work do not always identify gaps in the delivery of the curriculum.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, the curriculum is not taught as intended and leaders do not check everything has been delivered in sufficient depth. This means there is variability in the quality of pupils' work. The school should ensure that the intended curriculum is taught in its entirety across all subjects.

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