School etc

Bishop Lonsdale CofE VC Primary School

Bishop Lonsdale CofE VC Primary School
Shaws Lane

01785 850388

Headteacher: Mr C Middleton Npqh


School holidays for Bishop Lonsdale CofE VC Primary School via Staffordshire council

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209 pupils aged 3—10y mixed gender
262 pupils capacity: 80% full

115 boys 55%


95 girls 45%


Last updated: June 20, 2014

Primary — Voluntary Controlled School

Education phase
Religious character
Church of England
Establishment type
Voluntary Controlled School
Establishment #
OSGB coordinates
Easting: 382693, Northing: 328662
GPS coordinates
Latitude: 52.855, Longitude: -2.2585
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Feb. 26, 2013
Diocese of Lichfield
Region › Const. › Ward
West Midlands › Stone › Eccleshall
Town and Fringe - less sparse
Free school meals %

Rooms & flats to rent in Stafford

Schools nearby

  1. Eccleshall CofE Middle School ST216AU
  2. 1.4 mile Walton Hall School ST216JR (122 pupils)
  3. 1.4 mile Walton Hall Academy ST216JR
  4. 1.6 mile Companions ST216LF (6 pupils)
  5. 2.6 miles Woodseaves CofE (C) Primary School ST200LB (111 pupils)
  6. 3.1 miles All Saints CofE (C) Infants School ST189JU (24 pupils)
  7. 3.6 miles Springfields First School ST150NJ (166 pupils)
  8. 3.9 miles Adbaston Infants' School ST200RA
  9. 4 miles All Saints CofE (C) First School ST216RN (55 pupils)
  10. 4.1 miles Cooper Perry Primary School ST189PQ (227 pupils)
  11. 4.4 miles Our Lady's Catholic Primary School ST150QG
  12. 5 miles Gnosall St Lawrence CofE (C) Primary School ST200ET (194 pupils)
  13. 5 miles Heron Brook CofE Middle School ST200ET
  14. 5.1 miles Manor Hill First School ST150HY (67 pupils)
  15. 5.2 miles Pirehill First School ST150AA (260 pupils)
  16. 5.2 miles Walton Priory Middle School ST150AL (336 pupils)
  17. 5.4 miles The Yarlet School ST189SU (162 pupils)
  18. 5.4 miles Greenhall Nursery ST161PS (29 pupils)
  19. 5.6 miles St Dominic's Catholic Primary School ST158YG (207 pupils)
  20. 5.6 miles St Dominic's Priory School ST158EN (200 pupils)
  21. 5.7 miles Doxey Primary and Nursery School ST161EG (213 pupils)
  22. 5.7 miles Christ Church CofE (C) First School ST158EP (137 pupils)
  23. 5.7 miles Haughton St Giles CofE (C) Primary School ST189ET (165 pupils)
  24. 5.8 miles Tillington Manor Primary School ST161PW (320 pupils)

List of schools in Stafford

Bishop Lonsdale CofE VC Primary School

Inspection report

Unique Reference Number 124296
Local Authority Staffordshire
Inspect ion number 359628
Inspect ion dates 19–20 October 2010
Report ing inspector Melvyn Blackband

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary
School category Voluntary controlled
Age range of pupils 5–11
Gender of pupils Mixed
Nu mber of pupils on the school roll 210
Appropriate authority The governing body
Chair Angela Webb
Headteacher Christopher Middleton
Date of prev ious school inspection 20 February 2008
School address Shaws Lane
ST21 6AU
Telephone number 01785 850388
Fax number 01785 851275
Email address
Age group 5–11
Inspect ion dates 19–20 October 2010
Inspect ion number 359628


This inspection was carried out by three additional inspectors. Inspectors observed 14
lessons and 8 teachers. Meetings were held with groups of parents and carers, pupils,
staff and governors. Inspectors observed the school's work, and looked at a range of
documents relating to the school's performance data, teaching standards, and leadership
and management. Inspectors also took account of 70 parents' questionnaires, 11 staff
questionnaires and 113 pupils' questionnaires.
The inspection team reviewed many aspects of the school's work. It looked in detail at a
number of key areas.
How high is current attainment in English and mathematics and how well are pupils
achieving in these subjects?

  • How well does the teaching take account of the needs of different groups of pupils,
    including those with special educational needs and/or disabilities and pupils learning
    English as an additional language?
  • How effective is the curriculum in motivating pupils and to what extent are activities
    adapted to suit the abilities and interests of different groups of learners?
  • How effectively do leaders at all levels monitor and evaluate the school's work and
    contribute to improvement?

Information about the school

This is an average sized school. Almost all pupils are of White British heritage, but there is
a very small number of pupils who are learning English as an additional language. The
proportions of pupils who are entitled to free school meals and those with special
educational needs and/or disabilities are much lower than average. The school operates
on a split site where the buildings are separated by a public road. The school roll has
fallen in recent years and is now one-form entry. A new headteacher has been in post
since September 2010.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Inspection judgements

Overall effectiveness: how good is the school? 3
The school's capacity for sustained improvement 3

Main findings

In this satisfactory school, pupils are happy, confident and have positive attitudes towards
their learning and each other. Most parents and carers are supportive of the school, and
even those who have some criticisms recognise that their children love coming to school.
Pupils join the school with skills and abilities that are slightly above average for their age.
They make good progress through the Early Years Foundation Stage. Progress in the main
school is satisfactory, although inconsistent. At the end of Year 6, attainment is broadly
average. Results in national tests are getting better year on year in science but have
remained static in English and mathematics since the previous inspection. Achievement is
satisfactory because there is not enough good teaching to ensure that pupils make good
progress. The assessment of the pupils' work, although good in some classes, is
inconsistent, and teachers do not always match activities closely to the capabilities of
different pupils. There are limited opportunities for pupils to work collaboratively.
Teachers' planning for lessons does not always make clear exactly what pupils are
expected to learn. Sometimes the time at the end of lessons is not used to check how well
pupils have done.
The curriculum is satisfactory. There is a suitable emphasis on basic skills, and there are
many opportunities for pupils to enhance their learning through trips and visits, including
residential experiences. Links between subjects have yet to be fully exploited to provide
more opportunities for pupils to practise their literacy skills, in particular, those of research
and enquiry. Pupils have insufficient opportunities to make regular use of information and
communication technology, due in part to lack of suitable equipment.
Pupils' personal skills are good, as is their spiritual, moral, social and cultural development.
They have a high regard for their classmates and for the adults who work with them. Staff
have created a school in which all pupils get on well together. Pupils' behaviour is good
and is promoted by a shared set of values based on care and consideration throughout the
school. Pupils' enjoyment of school is obvious and is reflected in their above average
attendance. Sensitive and vigilant pastoral care ensures that, by the time pupils leave Year
6, they are confident, well-rounded young people, ready to play their full part in the world
beyond school.
The new headteacher has had an immediate positive impact on the school. Morale is good
and parents and carers are pleased with the school's efforts to establish good
communications with them, for example, in the recent well-attended open morning. The
headteacher has created an effective interim improvement plan and is leading the senior
team well in starting to tackle the school's weaknesses. Subject leaders and governors are
working hard to establish more robust monitoring and self-evaluation strategies and there
are signs that these are starting to improve the quality of teaching. Subject leaders,
however, currently have limited experience in monitoring standards in their subjects. The

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

governing body provides good support but has yet to evaluate the work of the school fully
and systematically and to play an active part in setting school priorities. Recent initiatives
which are beginning to have an impact, such as the focus on raising the quality of
teaching and learning and on more effectively tracking the pupils' progress, demonstrate
that the school has a satisfactory capacity to improve.

What does the school need to do to improve further?

  • Raise achievement by increasing the proportion of good and outstanding lessons
    improving the quality of assessment and target-setting
    checking pupils' progress regularly
    increasing the opportunities for pupils to take part in collaborative work
  • Strengthen the quality of leadership and management at all levels by:
    developing the effectiveness of the governing body in holding the school to
    account for the achievement of all pupils
    equipping subject leaders with the skills to drive up improvement in their subject
  • About 40 of the schools, whose overall effectiveness is judged satisfactory, may
    receive a monitoring visit by an Ofsted inspector before their next section 5
Outcomes for individuals and groups of pupils 3

The work seen by inspectors in lessons confirms the overall picture of satisfactory
progress and achievement. The rate of progress improves for pupils in Years 5 and 6.
Pupils enjoy their lessons because teachers are enthusiastic and teach at a lively pace.
The pupils develop positive attitudes to learning. There is some inconsistency in the
development of pupils' skills in English, largely due to the weaknesses in assessment and
the setting of clear targets. Where teaching is good, the pupils make rapid progress. This
was observed in a lesson for pupils in Years 5 and 6, where pupils confidently gave their
considered opinions on characters from a Shakespeare play and then wrote down their
descriptions. The teacher has maintained very clear assessment records and, as a result,
was able to set the pupils tasks which accurately matched their abilities and stretched all
of them in writing accurately and concisely about their chosen character. Pupils' progress
in mathematics is satisfactory but sometimes affected by imprecise assessment and by
working on activities which are not clearly focused on what each pupil knows and can do.
For example, groups of pupils are regularly asked to complete commercial worksheets,
which are not clearly linked to their learning targets and which they sometimes find too
easy or too difficult. Pupils with learning and/or behavioural difficulties and those learning
English as an additional language receive support which enables them to make
satisfactory progress. Pupils have targets in English and mathematics but they are often
uncertain as to what they are, or how to reach them.
Pupils have a well-developed understanding of right and wrong promoted by the strong
Christian ethos of the school and an appreciation of their own culture, thanks to the well -

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

chosen visits to theatres and museums. They say they feel safe at school and confident in
trusted adults. The pupils develop a good understanding of eating healthily. They take
advantage of the many opportunities to take part in physical activity such as in the full
programme of after-school clubs and sporting fixtures. Their social development is good.
There is a flourishing school council, which many pupils aspire to join. They contribute
enthusiastically to the life of the village through the links with the local church, and their
behaviour is well regarded by the local community. The pupils are friendly and confident.
They were keen to show inspectors their work and to engage in conversation about the
school. Their good interpersonal skills and their satisfactory progress in basic skills means
they are satisfactorily prepared for the next stage in their lives.

These are the grades for pupils' outcomes

Pupils' achievement and the e xtent to which they enjoy their learning 3
Taking into account:
Pupils' attainment¹
The quality of pupils' learning and their progress 3
The quality of learning for pupils with special educational needs and/or disabilities
and their progress
The extent to which pupils fee l safe 2
Pupils' behav iour 2
The extent to which pupils adopt healthy lifestyles 2
The extent to which pupils contribute to the school and wider community 2
The extent to which pupils develop workplace and other skills that will contribute to
their future economic well-being
Taking into account:
Pupils' attendance¹
The extent of pupils' spiritual, moral, social and cultural development 2


The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

is low

How effective is the provision?

Teaching was satisfactory in most of the lessons observed during the inspection. There are
good relationships between pupils and adults. Lessons are generally interesting and lively,
and pupils respond with enjoyment and good attitudes towards their learning. In the most
effective lessons, teachers have high expectations of pupils' progress. This is indicated
through their clear planning, supported by precise marking and assessment which ensures
that activities are geared specifically to the needs and abilities of each pupil. In these
classes, teachers have a good understanding of each pupil's progress and set clear
challenging targets which they review consistently. However, weaknesses in teaching in

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

other classes are preventing the pupils' progress from being good. Assessment information
is not used effectively enough, which results in pupils sometimes being given work which
is too hard or easy. There is inconsistency in the regularity with which teachers use the
end of lessons to check pupils understanding and identify steps needed to improve
further. Similarly, pupils are not yet sufficiently involved in evaluating their own progress.
The curriculum supports the pupils' personal skills and well-being effectively through good
provision for personal, social and health education and through the opportunities for
residential and educational visits. There are limited opportunities, however, for the pupils
to make links between subjects and thus to extend their confidence in independent
learning and in their literacy and communication skills. Although pupils have timetabled
information and communication technology lessons, they do not have sufficient
opportunities to apply their skills to consolidate their learning in the classroom. Most pupils
find lessons interesting but the weakness in assessment in some lessons means that
activities are not always matched closely enough to the abilities of each pupil.
The school's strong emphasis on promoting the pupils' well-being results in them feeling
secure and happy at school. Parents and carers overwhelmingly agree that their children
are safe. There are secure arrangements to enable pupils to transfer between classes and
when they leave the school for secondary education. Vulnerable pupils with additional
needs receive good support. For instance, the confident, sensitive care, supported by clear
protocols, which was given to an injured pupil during the inspection, was of a high

These are the grades for the quality of provision

The quality of teaching 3
Taking into account:
The use of assessment to support learning
The extent to which the curriculum meets pupils' needs, including, where relevant,
through partnerships
The effectiveness of care, guidance and support 2

How effective are leadership and management?

The new headteacher's thoughtful, enthusiastic and determined leadership has given the
school a clear direction, and subject leaders, although relatively new in post, are eager to
take responsibility for their respective areas. The headteacher has begun to establish
rigorous and accurate self-evaluation of the school's strengths and weaknesses and there
is a rapidly growing understanding by staff that there needs to be consistently better
teaching to ensure that all pupils make better than satisfactory progress. Several teachers,
parents, carers and staff used the phrase, 'the green shoots of progress' to describe the
determination of all concerned to improve the school's performance. Through this unified
approach, the school is more effectively promoting the equal opportunities of all pupils.
This is illustrated by the school's new procedures to track the performance of pupils and to
detect and plan intervention should any underachievement occur. There are also recent

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

and rigorous procedures to monitor teaching and to link the school's improvement
planning securely to the performance of teachers.
The effectiveness of the governing body is satisfactory. It fulfils all legal requirements and
safeguarding arrangements were found to be satisfactory at the time of the inspection.
The governing body is very supportive of the school but is insufficiently involved in
prioritising improvements. Its present contribution to the school's improvement plan is
superficial and its approach to evaluating the success of some policies and procedures is
not yet rigorous enough. For instance, the school's promotion of community cohesion
remains satisfactory, because, while governors and the school's leaders ensure pupils have
a good knowledge of their school and local cultures and of the cultures and religions of
other countries, they have not yet created realistic plans to provide pupils with a good
understanding of the diversity of cultures in Britain today. Relations with parents and
carers are satisfactory. Through the questionnaires which they returned, a small minority
of parents and carers expressed dissatisfaction with the school's provision. Meetings with
groups of parents and carers revealed, however, that most are optimistic about the
school's future under the new leadership. The school has satisfactory partnerships with
other schools and sports clubs to enhance the pupils' learning. Given the outcomes for
pupils, the school provides satisfactory value for money.

These are the grades for leadership and management

The effectiveness of leadership and management in embedding ambit ion and driving
Taking into account:
The leadership and management of teaching and learning
The effectiveness of the governing body in challenging and support ing the
school so that weaknesses are tackled decisively and statutory responsibilities met
The effectiveness of the school's engagement with parents and carers 3
The effectiveness of partnerships in promoting learning and well-being 3
The effectiveness with which the school promotes equality of opportunity and tackles
discr iminat ion
The effectiveness of safeguarding procedures 3
The effectiveness with which the school promotes community cohesion 3
The effectiveness with which the school deploys resources to achieve value for money 3

Early Years Foundation Stage

There is a warm, welcoming, colourful and well-resourced environment for the children
and they are obviously happy to be at school. Teaching is good and this results in good
behaviour. Pupils are interested in their activities and they stay engaged for long periods.
Occasionally, however the 'free' activities lack some challenge and a small number of
pupils can lose concentration and wander from one activity to another. The outdoor area

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

is used routinely to enhance learning. The pupils make good progress through the Early
Years Foundation Stage and reach above average standards by the end of their Reception
Year. Relationships with parents and carers are good and help to support the children's
learning. The leadership and management of the provision are good. Pupils are well
provided for, their needs are met skilfully by teachers and they make good progress.

These are the grades for the Early Years Foundation Stage

Overall effectiveness of the Early Years Foundation Stage 2
Taking into account:
Outcomes for children in the Early Years Foundation Stage
The quality of provision in the Early Years Foundation Stage 2
The effectiveness of leadership and management of the Early Years Foundation

Views of parents and carers

Parents and carers overwhelmingly agree that their children enjoy school and that they
are safe. They also agree that they grow in understanding of healthy lifestyles and that
they are well prepared for changing schools. Overall, most are happy with the education
their children receive. A small minority of parents and carers are concerned about
behaviour, but this concern was not borne out by the inspection findings. A small minority
believe that their children are not making enough progress. The inspection confirmed that,
while pupils are making satisfactory progress, this could be improved. A few parents and
carers have concerns about the inclusion of pupils with special educational needs. This
aspect was a focus of the inspection and findings confirmed that provision for these pupils
is satisfactory and that they receive a good level of support. There are on-going concerns
that the pupils sometimes have to cross a fairly busy road to get to the other building, but
parents and carers are confident in the school's procedures to ensure the pupils' safety.
Just under a quarter of parents and carers made no comment about the quality of the
school's leadership. Discussions with groups of parents and carers revealed that
perceptions of the new headteacher and senior team are favourable but that it is too soon
to make a firm judgement on the impact of their work. One parent, however, spoke for
many in stating, 'Already, positive changes are beginning to happen.'

Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Bishop Lonsdale CofE VC Primary
School to complete a questionnaire about their views of the school.
In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements
about the school. The inspection team received 70 completed questionnaires by the end of the on-site
inspection. In total, there are 210 pupils registered at the school.
The table above summarises the responses that parents and carers made to each statement. The
percentages indicate the proportion of parents and carers giving that response out of the total number of
completed questionnaires. Where one or more parents and carers chose not to answer a particular question,
the percentages will not add up to 100%.

Statements Strongly
Agree Disagree Strongly
Total % Total % Total % Total %
My child enjoys school 31 44 32 46 5 7 0 0
The school keeps my child
35 50 32 46 1 1 0 0
My school informs me about
my child's progress
26 37 37 53 4 6 0 0
My child is making enough
progress at this school
19 27 38 54 10 14 1 1
The teaching is good at this
13 19 45 64 6 9 0 0
The school helps me to
support my child's learning
21 30 34 49 10 14 1 1
The school helps my child to
have a healthy lifestyle
28 40 39 56 0 0 0 0
The school makes sure that
my child is well prepared for
the future (for example
changing year group,
changing school, and for
children who are finishing
school, entering further or
higher education, or entering
27 39 36 51 3 4 0 0
The school meets my child's
particular needs
17 24 39 56 10 14 1 1
The school deals effectively
with unacceptable behaviour
13 19 35 50 14 20 3 4
The school takes account of
my suggestions and concer ns
16 23 40 57 7 10 0 0
The school is led and
managed effectively
12 17 39 56 2 3 1 1
Overall, I am happy with my
child's experience at this
20 29 40 57 7 10 1 1


What inspection judgements mean

Grade Judgement Description
Grade 1 Outstanding These features are highly effective. An outstanding school
provides exceptionally well for all its pupils' needs.
Grade 2 Good These are very positive features of a school. A school that
is good is serving its pupils well.
Grade 3 Satisfactory These features are of reasonable quality. A satisfactory
school is providing adequately for its pupils.
Grade 4 Inadequate These features are not of an acceptable standard. An
inadequate school needs to make significant improvement
in order to meet the needs of its pupils. Ofsted inspectors
will make further visits until it improves.

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 58 36 4 2
Primary schools 8 43 40 9
Secondary schools 10 35 42 13
Sixth forms 13 39 45 3
Special schools 33 42 20 4
Pupil referral units 18 40 29 12
All schools 11 42 38 9

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now
make some additional judgements that were not made previously.
The data in the table above are for the period 1 September 2009 to 31 March 2010 and are the most
recently published data available (see Please note that the sample of schools
inspected during the autumn and spring terms 2009/10 was not representative of all schools national ly, as
weaker schools are inspected more frequently than good or outstanding schools.
Percentages are rounded and do not always add exactly to 100. Secondary school figures include those that
have sixth forms, and sixth form figures include only the data specifically for sixth form inspection

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning,
development or training.
Attainment: the standard of the pupils' work shown by test and
examination results and in lessons.
Capacity to improve: the proven ability of the school to continue
improving. Inspectors base this judgement on what
the school has accomplished so far and on the quality
of its systems to maintain improvement.
Leadership and management: the contribution of all the staff with responsibilities,
not just the headteacher, to identifying priorities,
directing and motivating staff and running the school.
Learning: how well pupils acquire knowledge, develop their
understanding, learn and practise skills and are
developing their competence as learners.
Overall effectiveness: inspectors form a judgement on a school's overall
effectiveness based on the findings from their
inspection of the school. The following judgements,
in particular, influence what the overall effectiveness
judgement will be.
The school's capacity for sustained
Outcomes for individuals and groups of pupils.
The quality of teaching.
The extent to which the curriculum meets
The effectiveness of care, guidance and
pupils' needs, including, where relevant,
through partnerships.
Progress: the rate at which pupils are learning in lessons and
over longer periods of time. It is often measured by
comparing the pupils' attainment at the end of a key
stage with their attainment when they started.

21 October 2010
Dear Pupils,

Inspection of Bishop Lonsdale CofE VC Primary School, Stafford, ST21 6AU

On behalf of the inspection team I would like to thank you for making us so welcome
when we visited your school to see how well you are learning. We enjoyed talking to you
in your classrooms and in a meeting. We could see that you all enjoy school. We judge
your school to be satisfactory.
Here is a list of some of the things we particularly liked about your school.
You work hard and you make satisfactory progress in your learning. By the time you
leave, you are working at the levels expected for children of your age.
You make good progress in your personal development, especially in learning how to keep
safe, in appreciating the value of a healthy lifestyle and in your contribution to the school
and local community.
The many different people at the school look after you well.
You do many interesting activities including those which take you out into the community
so that you learn new things in all sorts of situations.
Your new headteacher and the staff are working hard to make things even better for you.

To help them do this and to improve the progress you are making, we have asked your

school to do the following:

  • improve the quality of the teaching, the way your work is assessed and the
    opportunities for you to work collaboratively
  • check really carefully how well you are doing in your work and make sure that
    everything you do is your best work.

You can help too by continuing to work hard and by supporting each other.
Please thank your parents and carers for the helpful comments they made on the
Yours sincerely

Melvyn Blackband
Lead inspector


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