Bispham Endowed Church of England Primary School
phone: 01253 354672
headteacher: Mrs Jo Hirst Bed Hons Npqh
420 pupils capacity: 105% full
240 boys 55%
200 girls 45%
Last updated: July 21, 2014
Primary — Voluntary Controlled School
- Education phase
- Religious character
- Church of England
- Establishment type
- Voluntary Controlled School
- Establishment #
- OSGB coordinates
- Easting: 331714, Northing: 439693
- GPS coordinates
- Latitude: 53.849, Longitude: -3.0395
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- June 24, 2014
- Diocese of Blackburn
- Region › Const. › Ward
- North West › Blackpool North and Cleveleys › Ingthorpe
- Urban > 10k - less sparse
- Investor in People
- Committed IiP Status
- Free school meals %
- 0.4 miles Moor Park Junior School FY20LY
- 0.4 miles Moor Park Infant School FY20LY
- 0.4 miles St Bernadette's Catholic Primary School FY20AJ (208 pupils)
- 0.4 miles St Bernadette's School FY20AJ
- 0.4 miles Moor Park Primary School FY20LY (426 pupils)
- 0.5 miles Westcliff Primary School FY29BY
- 0.5 miles Bispham High School - An Arts College FY20NH (628 pupils)
- 0.5 miles Montgomery High School - A Language College and Full Service School FY20AZ
- 0.5 miles Westcliff Primary School FY29BY (292 pupils)
- 0.5 miles Montgomery High School - A Language College and Full Service School FY20AZ (1429 pupils)
- 0.5 miles Blackpool Aspire Academy FY20NH
- 0.8 miles Kincraig Primary School FY20HN (146 pupils)
- 0.9 miles Unity College Blackpool FY20TS
- 0.9 miles Langdale Preparatory School FY29RZ
- 0.9 miles Blackpool and the Fylde College FY20HB
- 0.9 miles Unity Academy Blackpool FY20TS (724 pupils)
- 0.9 miles Langdale Free School FY29RZ (103 pupils)
- 1.1 mile The Blackpool Sixth Form College FY37LR
- 1.2 mile Norbreck Primary School FY51PD
- 1.2 mile Holy Family Catholic Primary School FY12SD (200 pupils)
- 1.2 mile Highfurlong School FY37LR (49 pupils)
- 1.2 mile Norbreck Primary Academy FY51PD (604 pupils)
- 1.3 mile Carleton St Hilda's Church of England Primary School FY67PE (190 pupils)
- 1.3 mile Collegiate High School FY37LS (363 pupils)
Bispham Endowed Church of
England Primary School
Bispham Road, Bispham, Blackpool, Lancashire, FY2 0HH
|Inspection dates||24–25 June 2014|
|Overall effectiveness||This inspection:||Requires improvement||3|
|Achievement of pupils||Requires improvement||3|
|Quality of teaching||Requires improvement||3|
|Behaviour and safety of pupils||Good||2|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a school that requires improvement. It is not good because
The school has the following strengths
| Between Years 3 and 6, pupils do not |
Standards at the end of Year 2 and 6 fell in
Teaching in Key Stage 2 is too variable. Work
Achievement in mathematics is held back
consistently make good progress, especially
in writing and mathematics.
2013 and were below average. Pupils do not
reach the standards they are capable of.
set is not always challenging enough,
particularly for the most able. Marking does
not always provide pupils with clear steps to
improvement or the chance to correct errors.
because mathematical activities do not offer
enough chances for pupils to apply their skills
by solving real-life problems.
| Pupils are not given enough opportunities to |
Leaders are yet to ensure that teaching is
Teachers and subject leaders do not have
write regularly, at length, and for a range of
purposes, including across other subjects.
consistently good in Key Stage 2, especially in
mathematics and writing.
enough opportunities to observe good and
better teaching practices within school and in
other school settings so that good practices are
effectively shared among staff.
| Effective leadership is ensuring that the |
Improvements in teaching and achievement
The teaching of early reading is consistently
school’s dip in attainment in 2013 has been
are evident across the school and notably in
the Early Years Foundation Stage and Key
Stage 1, where pupils achieve well.
good. Achievement in reading in Key Stage 2
| Pupils supported by the pupil premium and |
Pupils behave well. Their safety is assured
Attendance has risen significantly and is above
Good partnerships within the locality help to
disabled pupils and those with special
educational needs achieve well.
through good care, guidance and support.
enliven pupils’ learning.
Information about this inspection
- Inspectors observed 21 lessons or parts of lessons including two jointly observed with the
headteacher and acting deputy headteacher.
- Meetings were held with two groups of randomly selected pupils, the headteacher, middle
leaders, representatives from the school’s governing body, and a representative from the local
- Inspectors spoke to a number of parents on site, and also scrutinised the 62 responses to the
on-line questionnaire, Parent View. They also considered the surveys of parental views
conducted by the school.
- Twenty inspection questionnaires completed by school staff were also considered.
- Inspectors conducted reviews of work in pupils’ books from different classes.
- They also considered a wide range of documents, including the school’s records of current pupil
progress, the school’s self-evaluation document, planning and monitoring information,
anonymised records of staff appraisals, and records of behaviour, attendance and safeguarding
|Jeremy Barnes, Lead inspector||Additional Inspector|
|Sheila Mawer||Additional Inspector|
|Sheila Loughlin||Additional Inspector|
Information about this school
- The school is a larger than average-sized primary school.
- Most pupils are White British.
- The proportion of pupils supported by pupil premium funding is average. This is extra funding
provided by the government to support pupils who are known to be eligible for free school meals
and those cared for by the local authority.
- The proportion of disabled pupils and those who have special educational needs supported
through school action is slightly above average. The proportion supported at school action plus or
with a statement of special educational needs is also slightly above average.
- The school provides breakfast for all pupils, and a range of lunchtime and after-school enrichment
- The school meets the government’s current floor standards, which set out the minimum
expectations for pupils’ attainment and progress at the end of Year 6.
- The school has experienced considerable staffing disruption since the last inspection. There has
been a significant number of staff who have had long-term absence within the last two years.
- The school therefore has an interim arrangement with two middle leaders sharing the role of the
deputy headteacher during the summer term.
What does the school need to do to improve further?
- Improve the quality of teaching so that it is consistently good or better, especially in Key Stage
2, by making sure that:
pupils of all abilities are provided with work that meets their varying needs and abilities,
particularly to challenge the most able pupils
teachers’ marking consistently provides clear steps for improvement to pupils and gives pupils
the time needed to correct and learn from their mistakes
pupils are equipped with the skills needed to get on with their learning without continual adult
support and to decide things for themselves so that learning can proceed at a good rate
opportunities are provided for teachers and subject leaders to observe good and better
teaching practices within school and in other school settings and to ensure that good practices
are effectively shared among staff.
- Raise pupils’ achievement, particularly between Years 3 and 6 in writing and mathematics, so that
progress is consistently good by making sure that:
pupils are given interesting and challenging mathematical activities that enable them to apply
their skills to solving real-life problems
pupils are given the opportunities to write regularly, at length, and for a range of purposes,
including as part of work across the subjects.
|The achievement of pupils||requires improvement|
- The achievement of pupils requires improvement because too few pupils are making good
progress in writing and mathematics in Key Stage 2. Between Year 3 and 6, pupils’ progress is
too variable between year groups and, as a result, from their previous starting points, pupils do
not reach the standards they are capable of by the time they leave Year 6.
- Children usually start the Early Years Foundation Stage with skills that are a little below those
typical for their age. They are generally confident and eager young learners. Children make good
progress due to good teaching and an exciting range of activities on offer, especially in the
outdoor areas. Improvements to provision in the last two years mean that the proportion of
children achieving skills above those typically expected by the start of Year 1 has increased.
They are well prepared for learning in Year 1.
- Good progress continues through Key Stage 1. Following a dip in attainment at the end of Year 2
in 2013, the decisive and effective actions of leaders have led to rapid improvements in
attainment. Currently in Year 2, an above average proportion of pupils are working at levels
higher than those expected for their age, in reading, writing and mathematics.
- Achievement in Key Stage 2 requires improvement. In Year 6 in 2013, the standards reached in
national tests fell and were below average, particularly in mathematics and writing. Although
most pupils made the expected rate of progress from their previous starting points and reached
the nationally expected Level 4, too few did better than this. The proportion reaching the higher
Level 5 was much lower than average in mathematics and writing.
- The school is working hard to accelerate progress and raise standards, especially across Key
Stage 2, and, although progress is now improving in all year groups in Key Stage 2, it is
improving at a quicker rate in Years 5 and 6 than it is in Year 3 and 4. More pupils are doing
increasingly well due to improvements in teaching. Even so, leaders are well aware more needs
to be done to address the inconsistent progress evident in Key Stage 2 and in mathematics and
- Achievement in mathematics is improving. Pupils have a good understanding of mathematical
computation; written calculations are clear and accurate. Even so, pupils do not have enough
chances to use and apply their skills to solve real-life, challenging mathematical problems. This
holds back achievement, particularly the older pupils reaching the higher levels of attainment.
- Although some improvements are also evident in pupils’ writing skills, pupils do not make
consistently good progress because they are not given enough opportunities to write for a range
of purposes, often enough or at length across the subjects, to ensure their writing skills develop
at a good rate.
- Most pupils achieve well in reading. In 2013, the proportion of pupils in Year 1 reaching the
expected standard in the screening check of their understanding of the sounds that letters make
(known as phonics) was slightly above average, especially the boys. Standards in reading
currently in Year 2 are above average. They have risen quickly because of improvements to the
teaching of reading, good quality support for those who need it and a good level of challenge,
including for the most able. Slightly more than half of the year group are working at an above
average level of attainment. The school’s records of pupils’ progress in reading through Key
Stage 2 and inspection evidence confirm that more pupils are now making good progress and
more are attaining levels above those expected for their age than previously.
- The most able pupils are also now making better progress. More pupils are on track to make
better than expected progress. However, their achievement is not yet good because they are not
provided with work that is challenging enough, especially in writing and mathematics in Key
- Disabled pupils and those with special educational needs achieve well due to careful support and
a well-informed understanding of the pupils’ individual needs.
- Pupils supported by the pupil premium funding make good progress. In Year 6 in 2013, the
overall attainment of pupils known to be eligible for free school meals in reading, writing and
mathematics was about a term behind their peers. This gap is narrower than the gap seen
nationally between these two groups. School data and inspection evidence show that gaps in
attainment across the school continue to close. Although this demonstrates that the school is
committed to promoting equality of opportunity, variances in achievement across the year
groups and subjects show that their efforts are not yet wholly successful.
|The quality of teaching||requires improvement|
- Although there have been some improvements in teaching, between Years 3 and 6 not enough
is consistently good or better to enable all groups of pupils to achieve well, particularly in writing
- Improvements to teachers’ planning reflect a greater focus on providing work for different ability
groups. However, learning activities are not always matched well enough to the varying abilities
of groups of pupils. Middle-attaining pupils sometimes dictate the pace of learning. This means
that activities for most able pupils lack enough challenge to ensure they achieve well.
- There have been improvements to the quality of marking and some good examples can be seen.
For example, pupils’ attainment is clearly and accurately evaluated; pupils are given clear steps
for improvement and are given the time needed to correct mistakes. However, these practices
are not yet consistently evident and so some errors in pupils’ work are repeated, especially in
writing. Good marking practices, for example, are not yet shared effectively among staff.
- The teaching of reading has improved and is typically good. Effective teaching of phonics and
early reading means that pupils make good progress as they move through Key Stage 1. Pupils
benefit from confident and knowledgeable staff who work well together to carefully assess
pupils’ skills and understanding. Pupils report that they ‘feel like good readers and enjoy
reading’. Opportunities for older pupils to read more regularly in small groups, guided by their
teacher are helping to speed up progress in Key Stage 2.
- The teaching of mathematics and writing, while improving, is not yet consistently good. There
are not enough opportunities for pupils to use their mathematical problem-solving skills widely
by completing interesting, challenging or engaging tasks. Achievement in writing continues to be
hampered because pupils are given too few opportunities to complete extended pieces of writing
across the subjects and to write for a range of purposes.
- Teaching in the Early Years Foundation Stage and Key Stage 1 is good. In Nursery and
Reception classes activities are exciting and motivating; expectations of what children can
achieve are high. Children were seen correctly constructing number sentences to 100, some
involving multiplication, sustaining their attention over long periods and making good progress
as a result. In Key Stage 1, teaching ensures that pupils are fully involved with learning that is
focused very clearly on sharp learning objectives that meets pupils’ varying needs.
- Some teaching in Key Stage 2 is good. For example, a Year 6 class were fully immersed in a
scientific investigation testing out their own theories regarding the effect of air resistance on
falling objects. Carefully planned, well-organised and challenging activities ensured their
progress was good.
- Pupils’ achievement in Key Stage 2 is held back because some pupils do not use their own
initiative when in need of help. For example, pupils ask if they are allowed to use a particular
word in their writing, rather than deciding for themselves whether this would improve their
work. Pupils wait for the teacher’s assistance to check a spelling instead of using their initiative
and finding a dictionary. This slows the pace of learning and hinders their progress.
|The behaviour and safety of pupils||are good|
- The behaviour of pupils is good. Pupils listen respectfully to staff and each other, and maintain
positive attitudes towards their learning.
- Senior staff and governors set high expectations of pupil behaviour and ensure the whole school
remains focused on continually improving it. Leaders are assiduous in managing any incidents of
disruptive behaviour, maintaining accurate and meaningful records. Systems designed to
promote improvement in behaviour are effective. When needed, pupils can go to the `Blue
Yard’, where skilled support from well-trained staff offer effective support and guidance.
- The ‘Getting it Right’ programme encourages pupils to take pride in, and show respect for, their
school. As a result, pupils learn in a clean and tidy environment and resources are looked after
well. In some lessons in Key Stage 2, pupils are not always ready for learning with the correct
equipment and pupils speak of occasional low-level disruption by a few pupils that affects their
- Whether responding through Parent View or speaking to inspectors, a large majority of parents
agree that pupils behave well. Although a small minority express some concerns, any worries
from pupils or parents are dealt with swiftly and sensitively.
- The school’s work to keep the pupils safe and secure is good. Staff are vigilant in promoting safe
practices; the safeguarding and well-being of pupils is given high priority.
- Systems and procedures for managing safety are robust. Almost all parents who responded
through the Parent View survey agreed that their child was looked after well. Supervision is good
throughout the school day and pupils speak of a happy school both indoors and outside.
- Attendance has significantly improved and is now above national, including pupils supported
through the pupil premium. Weekly attendance rates and improvements made are reported in
‘Headlines’, the school’s weekly newsletter to parents. Better attendance is helping to improve
|The leadership and management||are good|
- Effective leadership and management are driving school improvement forward at a good rate.
Despite additional challenges arising from a significant level of staff absence over a period of two
years, senior leaders have maintained a resolute and effective focus on raising achievement
across all key stages.
- Strong improvements are evident in several key areas, especially in achievement and teaching in
the Early Years Foundation Stage and in Key Stage 1. Effective support and guidance to teachers
have resulted in good teaching in these key stages and, teaching in Key Stage 2, although still
not yet consistently good, is also improving. Most pupils are now achieving well in reading
including in Key Stage 2. Attendance has also risen significantly.
- The headteacher leads with strong determination and by example. Parents speak very highly of
her commitment to pupils and their families, and pupils and staff echo this. Senior leaders, who
although in temporary positions, have already demonstrated the ability to improve teaching, and
as a result ably support the headteacher.
- The leadership of teaching is good. Teachers are challenged to improve their own classroom
performance and to raise pupils’ achievement. This is reflected in very detailed performance
management procedures in place and higher expectations of teacher performance. Pay awards
are only granted where pupils are making good progress.
- Leaders ensure that the quality of teaching is accurate and effectively checked. Coaching and
mentoring of staff has led to better teaching. Occasionally, however, leaders’ checks on teaching
in the classroom places too little emphasis on how well pupils are learning over time and this
sometimes means that teaching does not improve as quickly as it could.
- Subject leaders, who have willingly accepted more responsibilities in the face of staff absences,
contribute well to school improvement. Their impact is evident, for example in improvements to
teaching, and particularly reading, in Key Stage 1. However, there are not enough opportunities
for subject leaders to observe the best teaching practice in other schools and settings and to use
this to share good practice among school staff to improve teaching even further.
- Leaders check carefully that the pupil premium is used to good effect. Pupils’ achievement, as a
result, has improved quickly and eligible pupils are now making good progress.
- The school’s promotion of pupils’ spiritual, moral, social and cultural development is good. Pupils
enjoy a range of sporting activities and competition, cultural and community events, and a wide
range of extra-curricular activities, for example a large choir and a thriving programme of
sporting activities led by talented staff.
- The school is a key part of the community, promoting productive and sustainable partnerships,
which benefit learning and opportunities for pupils. A commitment to the performing arts, for
example, is assisted by a partnership with the Royal Ballet, which has led to highly enjoyable
experiences for pupils.
- Good use is made of the primary school sports funding to further enhance staff training and to
improve pupils’ participation in sport by providing a wider range of sporting activities such as
sustained good performance in the Blackpool School Games across a range of disciplines.
- The governance of the school:
Governors are very skilled and knowledgeable, and display a commitment to improve the
school, offering support and challenge in equal measure in order to hold the school to
account. Together with the headteacher, they responded swiftly and decisively to raise pupils’
achievement following the dips in attainment in 2013.
They have a good understanding of how well the school performs, including in comparison to
other schools, asking questions about pupils’ progress, gaps in learning and standards. They
are fully aware of how the primary school sport and pupil premium funding is allocated and
consider its impact on pupils’ progress increasingly carefully.
Governors know about the school’s priorities, and that achievement and teaching are
improving but are still not consistently good in Key Stage 2.
Governors have ensured that arrangements to manage the performance of staff means that
staff only receive pay awards when targets for their own and pupils’ performance have been
Their vigilance in ensuring the safety of pupils is good, and they fulfil their statutory duties
with regard to safeguarding.
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes |
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
|Grade 2||Good||A good school is effective in delivering outcomes that provide well |
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it |
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is |
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.
|Unique reference number||119411|
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||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||462|
|Appropriate authority||The governing body|
|Date of previous school inspection||17 May 2010|
|Telephone number||01253 354672|
|Fax number||01253 596732|