St Thomas’ CofE Primary School, Leigh

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school. This is an extremely caring and nurturing school, where the needs of pupils are at the heart of all the school does.

Skilled, determined and wholehearted leadership by the headteacher, very ably supported by the deputy headteacher and governors, has successfully improved teaching and pupils' achievement. Morale is high because staff feel valued. Governors provide rigorous challenge and support.

They constantly review their effectiveness and are fully committed to continuous improvement. All groups of pupils in all key stages make at least good progress from their starting points. As a result, standards across the school are rising.
<...br/>Teaching is at least good and is improving. Staff eagerly respond to the challenge to make their teaching the best it can be. Reading skills are taught particularly well.

Pupils' highly positive and trusting relationships with staff boost their self-esteem and confidence in learning as well as their willingness to try their best. Provision in the early years is good. Due to good teaching and skilled support, children achieve well and sometimes outstandingly so from their different starting points.

Pupils' behaviour is good and sometimes outstanding. Pupils feel safe and enjoy learning. Their eagerness to learn is reflected in their broadly average and improving attendance.

Exciting and stimulating learning experiences promote pupils' spiritual, moral, social and cultural development well. Pupils have a good understanding of British values. They are well prepared for life in modern Britain.

The school maintains strong and positive relationships exist with parents, external agencies and partners. It is not yet an outstanding school because : A lower proportion of pupils than average reach the higher levels of attainment in writing and mathematics. Pupils' achievement in these subjects is not as strong as it is in reading.

A few teachers do not always pitch work at the right level to challenge the varying abilities of pupils, particularly the most able. Teachers' marking does not always make it clear to pupils how to improve their work. Pupils are not always encouraged to apply their writing and mathematical skills in different contexts.

This hinders the progress they make. It is not always crystal clear how the success of actions planned by leaders to improve teaching and achievement will be measured.

Information about this school

The school is much larger than the average-sized primary school.

A new Chair of the Governing Body has been appointed since the last inspection. The vast majority of pupils are of White British heritage. A very small proportion of pupils are from other ethnic backgrounds and cultural traditions and speak English as an additional language.

The proportion of disabled pupils or those with special educational needs is below average. The proportion of disadvantaged pupils, those supported through the pupil premium funding, is above the national average. This additional government funding is provided for pupils known to be eligible for free school meals and children who are looked after by the local authority.

Children attend the Reception classes full time. The school meets the government's current floor standard, which is the minimum expectation for pupils' achievement in English and mathematics by the end of Year 6. The school works in close partnership with the Leigh, Lowton and Golborne Schools' Partnership.

The school has been awarded the Wigan Council and NHS Gold Award for Mental Health Standards. The school shares its site with St Thomas Pre-School, a private nursery. This is subject to separate inspection arrangements.

Reports for this setting may be viewed at http://reports.ofsted.gov.

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