Eccleston St Mary’s Church of England Primary School

Highlights from Latest Inspection

Outcome

Eccleston St Mary's Church of England Primary School has taken effective action to maintain the standards identified at the previous inspection.

What is it like to attend this school?

The school has a vision for its pupils to enjoy the richest and most varied of experiences. This is brought to life at this welcoming school where there are high expectations for pupils, including those with special educational needs and/or disabilities (SEND). Pupils embrace the learning opportunities provided for them.

They feel happy in school and achieve well across many subjects.

Pupils benefit from the broad range of clubs available. These include sports, book, choir and cookery clubs.<...br/>
Pupils learn about the positive difference that they can make for others through charitable fundraising. A number of charities hold a personal connection to the school. Pupils are proud of their collective contributions to these charities.

Such opportunities build pupils' understanding of empathy and being a positive member of a community.

The school expects pupils to meet its high standards of behaviour. Pupils do this with ease.

They demonstrate excellent attitudes to learning from the start of their time in the early years. Across the school, behaviour is positive, and learning is rarely interrupted. Pupils are kind and considerate and aim to treat others in the same way they would like to be treated themselves.

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

Across much of the curriculum, the school has set out the important knowledge that pupils should learn from the Nursery Year through to Year 6. The school's effective systems identify the additional needs of pupils with SEND. Well-chosen resources help pupils with SEND access the same curriculum as their peers.

Parents and carers of pupils with SEND value the support that the school provides for them.

The school ensures that most pupils are very well prepared for the demands of secondary school in reading, writing and mathematics. This is also the case in most foundation subjects.

This has been supported by high-quality training for staff. Furthermore, the school has effective approaches for teachers to check what pupils know and remember from previous learning. Typically, teachers use this information well to design learning activities that build up pupils' knowledge.

In a very small number of foundation subjects, the school has not set out precisely what key knowledge pupils should learn and when. This makes it difficult for teachers to know what knowledge to prioritise when designing lessons. As a result, some pupils experience learning that does not connect with, and build on, what they already know.

Consequently, their knowledge in these subjects is insecure.

Pupils in the Reception Year and key stage 1 get off to a strong start with reading. Well-trained staff teach the phonics programme as the school intends.

Pupils quickly learn the sounds that letters represent. They read books that are well matched to the sounds they know. This means that pupils regularly experience success when reading and are motivated to pick up a book.

Many pupils become confident and fluent readers by the end of Year 2.

Children in the early years quickly learn class routines and promptly follow instructions from staff. Pupils in Year 6 help settle early years children into the school, and they are very positive role models for their younger peers.

Pupils understand the school's rules and work hard to realise them. This helps to create many calm and purposeful classrooms.

Pupils have a detailed understanding around healthy relationships.

They know about the different faiths, cultures and families that exist in modern day Britain. Pupils engage in a range of activities that bring fundamental British values to life. For example, school council candidates produce their own manifestos and take part in hustings prior to whole school voting.

Governors are very effective in checking how well the school operates at all levels. They have a keen focus on the quality of education and support the school on its journey of continuous improvement. This has made a positive contribution to maintaining the standards identified at the previous inspection.

Staff are positive about what the school does to support their workload and well-being. For example, subject leaders appreciate the training and time the school provides for them to carry out their duties effectively.

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 very small number of foundation subjects, the school has not set out precisely what key knowledge it wants pupils to learn and when. This hinders teachers from designing learning that helps pupils to build up a deep body of knowledge. The school should ensure that it finalises its curriculum thinking so it is clear what pupils should learn and when this knowledge should be taught.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in January 2020.