School etc

Caldershaw Primary School

Caldershaw Primary School
Edenfield Road

phone: 01706 658623

headteacher: Mrs Ruth Corrigan Npqh Ba

reveal email: off…


school holidays: via Rochdale council

205 pupils aged 4—10y mixed gender
210 pupils capacity: 98% full

110 boys 54%


95 girls 46%


Last updated: June 18, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 387209, Northing: 414108
GPS coordinates
Latitude: 53.623, Longitude: -2.1949
Accepting pupils
4—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Dec. 5, 2011
Region › Const. › Ward
North West › Heywood and Middleton › Norden
Urban > 10k - less sparse
Free school meals %

rooms to rent in Rochdale

Schools nearby

  1. St Vincent's Roman Catholic Primary School, Rochdale OL127QL (419 pupils)
  2. 0.2 miles Alder Meadow Green Corns Independent School OL127PW
  3. 0.5 miles Norden Community Primary School OL127RQ (446 pupils)
  4. 0.5 miles Oulder Hill Community School and Language College OL115EF (1207 pupils)
  5. 0.5 miles Shelfield OL115XZ
  6. 0.5 miles Shawfield Middle School OL127RQ
  7. 0.5 miles Oulder Hill Upper School OL115EF
  8. 0.5 miles Bankfield OL115RJ
  9. 0.5 miles Redwood OL115EF (219 pupils)
  10. 0.6 miles Innes School OL127AL
  11. 0.6 miles Alf Kaufman School OL115XP
  12. 0.6 miles Moorgate OL115JY
  13. 0.7 miles Meanwood Community Nursery and Primary School OL127DJ (424 pupils)
  14. 0.7 miles Whittaker Moss Primary School OL115UY (343 pupils)
  15. 0.7 miles Knowl View Residential School OL115PT
  16. 0.7 miles Elmsfield OL115XA
  17. 0.8 miles Bamford Primary School OL115PS
  18. 0.8 miles Bamford Academy OL115PS (307 pupils)
  19. 0.9 miles Redbrook Middle School OL115BX
  20. 0.9 miles Bury Road School OL126BZ
  21. 1 mile Shawclough OL127HL
  22. 1.1 mile Oakenrod Primary School OL114EE
  23. 1.1 mile Spotland Primary School OL126QG (426 pupils)
  24. 1.1 mile Falinge Park High School OL126LD (1141 pupils)

List of schools in Rochdale

Caldershaw Primary School

Inspection report

Age group 4–11
Inspection date(s) 5–6 December 2011
Inspection number 377295
Unique Reference Number 105779
Local authority Rochdale
Inspect ion number 377295
Inspect ion dates 5–6 December 2011
Reporting inspector Declan McCarthy

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

Type of school Primary
School category Community
Age range of pupils 4–11
Gender of pupils Mixed
Nu mber of pupils on the school roll 204
Appropriate authority The governing body
Chair Douglas Grindrod
Headteacher Ruth Corrigan
Date of prev ious school inspection 23 April 2007
School address Edenfield Road
OL12 7QL
Telephone number 01706 658623
Fax number 01706 710269
Email address reveal email: h…


This inspection was carried out by three additional inspectors. They observed 12
lessons taught by seven teachers. Inspectors held meetings with nine parents and
carers, pupils representing the school council, four members of the governing body,
senior and middle leaders and a representative of the local authority. They observed

the school's work, and looked at pupils’ books, the school development plan, policies

and procedures to promote the welfare and safety of pupils, the school’s data for

recording and tracking progress, and records of monitoring of the school’s work.

Inspectors also scrutinised questionnaire returns from staff, pupils and 83 parents
and carers.
The inspection team reviewed many aspects of the school's work. It looked in detail
at a number of key areas.

  • How well pupils are achieving at Key Stage 1, particularly in writing and
  • How consistent the use of assessment is to match learning tasks to the
    different aptitudes and abilities of pupils.
  • To what extent middle leaders and the governing body are involved in self-
    evaluation and school development.
  • What impact the newly developed outdoor area in the Early Years Foundation
    Stage is having on children’s learning and well-being.

Information about the school

Caldershaw is an average-sized primary school serving the local community. Most
pupils are from White British backgrounds and one fifth are from other minority
ethnic backgrounds. The proportion of pupils known to be eligible for free school
meals is below average. The proportion of pupils with special educational needs
and/or disabilities, including those with a statement of special educational needs, is
broadly average. There are very few pupils looked after by the local authority. The
headteacher, deputy headteacher and assistant headteacher were appointed shortly
after the last inspection. The school has experienced turbulence in staffing at Key
Stage 1, beyond its control, during the past three years and two teachers have
recently been appointed. Most of the governing body are new in post. There has
been significant refurbishment of the outside play area.
The school has gained a number of recent awards, moving from the bronze and
silver Eco Schools award at the time of the last inspection to highest standard of
three green flags for Eco Schools now. The school has also recently achieved
Effective School Council status.
The additional early years provision on the school site is managed independently
from the governing body and subject to a separate inspection.

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? 1
The school's capacity for sustained improvement 1

Main findings

Caldershaw is an outstanding school. Pupils’ personal development, including their

behaviour and their spiritual, moral, social and cultural development, is outstanding.
These outcomes are promoted exceptionally well through the excellent curriculum
and outstanding care, guidance and support. These are considerably enhanced
through strong partnerships with other schools and outside agencies. The school is
exceptionally well led and managed by an outstanding headteacher and senior
leadership team. They have been instrumental in raising achievement since the last
inspection. Outstanding links with parents and carers were reflected in their
extremely positive views during discussion and in their highly positive questionnaire
returns. They praised the strong family ethos of the school where everyone is truly

valued and where children’s learning, well-being and safety are given the highest

priority. The vast majority of parents and carers feel that their children are given the
very best chances to succeed and reach their potential.
Children settle into their routines quickly in the Reception class and make rapid
progress from their generally average starting points. By the time pupils leave school
in Year 6, their attainment is typically above average and was well above average

last year. Pupils’ learning and progress as seen in lessons, and accurately reflected in

school data, are good. Teaching is at least good as is the use of assessment to
support learning. These aspects are stronger and more consistent at Key Stage 2
than at Key Stage 1. Pupils have an excellent understanding of how to stay healthy.
They take full of advantage of the outstanding opportunities to participate in sport
and exercise in the curriculum. The excellent improvements in the outdoor learning

environment contribute strongly to pupils’ learning and well-being.

Pupils’ contribution to the community is excellent, particularly through the active

school and eco councils, which have been instrumental in developing the school as a
harmonious and caring community. They meet with the governing body and other
schools and eco councils within the local authority and are held in high esteem as
models of best practice by other schools.
Outstanding leadership and management by senior leaders, ably supported by middle
leaders, have led to excellent improvements since the last inspection. Good
monitoring of teaching and learning has resulted in significant improvements in the
quality of teaching since the last inspection, with recent good improvements at Key
Stage 1. Good governance has ensured that the promotion of safeguarding
throughout the school is outstanding. All staff, including middle leaders and members
of the governing body, are fully involved in self-evaluation and the accurate
identification of priorities for improvement. This is having an excellent impact on
raising pupils' achievement across the school, demonstrating an outstanding capacity
for further improvement.

What does the school need to do to improve further?

  • Build on recent improvements in Key Stage 1 to ensure that the quality of
    teaching and the use of assessment are as consistently high as they are in Key
    Stage 2.
Outcomes for individuals and groups of pupils 1

Pupils’ achievement is good. Children's attainment on entry to the school varies from

year to year. Sometimes it is low and at other times it is broadly average depending
on the nature of the group. The attainment of the current Year 6 pupils on entry to
school was low. These pupils are on course to reach broadly average attainment in
English and mathematics by the end of the year, representing at least good and in
some cases outstanding progress. Attainment has been steadily rising over the last
three years from broadly average to above average and well above average by the
end of Year 6. Because of frequent staff changes in Key Stage 1, attainment dipped
in this key stage, but with more settled staff it is now rising. Pupils in Key Stage 1
are now achieving well, as seen in lessons and in the school’s own data. They are
doing better in reading, writing and mathematics and are on course to reach above
average attainment in all three subjects. In lessons, pupils remained highly focused
on learning, listening intently to their teachers, following instructions and completing
their tasks. For example, pupils in Year 1 displayed great enjoyment and enthusiasm
when they read the letter from the ‘Martian,’ explaining how his rocket had broken
and asking pupils to help make a new one, which they did. Year 5 pupils wrote
enthusiastically and imaginatively about dinosaurs, with boys enjoying writing as
much as girls. Pupils with special educational needs and/or disabilities, including
those with a statement of special educational needs, make equally good progress
toward their targets and in lessons because of the good and often outstanding
support they receive for their learning. The very few children who are looked after,
and those whose circumstances make them potentially vulnerable, make exceptional
progress from lower starting points, attaining as highly as their peers. The gap

between boys’ and girls’ attainment is narrowing and there are no significant

differences in the achievement of different groups.

Pupils’ outstanding behaviour, excellent relationships and great respect for others

impact positively on learning and reflect their outstanding spiritual, moral, social and
cultural development. Pupils say they feel very safe in school and are confident that
they can talk to any adult if they are worried. They show an excellent understanding
of staying safe both in school and beyond. Pupils are well prepared for the next
stage of their education through their above-average attendance, their excellent
development of work place skills and their competent use of literacy, numeracy and
information and communication technology (ICT). Their excellent enjoyment of

school is most evident in their eager participation in all school activities. Pupils’ show

great respect for others and have high levels of confidence as they move through the

These are the grades for pupils' outcomes

Pupils' achievement and the extent to which they enjoy their learning
Taking into account:
Pupils' attainment
The quality of pupils' learning and their progress
The quality of learning for pupils with special educational needs and/or disabilities
and their progress



The extent to which pupils feel safe 1
Pupils' behav iour 1
The extent to which pupils adopt healthy lifesty les 1
The extent to which pupils contribute to the school and wider community 1
The extent to which pupils develop workplace and other skills that will
contribute to their future economic well-being
Taking into account:
Pupils' attendance


The extent of pupils' spiritual, moral, social and cultural development 1

How effective is the provision?

In Key Stage 1, teaching has improved significantly this term, as a result of greater

stability in staffing. Lessons observed in Years 1 and 2 confirm the school’s accurate
evaluation that teaching in Key Stage 1 is now only occasionally satisfactory, mainly
good and sometimes outstanding. Equally, in Key Stage 2, the school’s own analysis
and the lessons observed during the inspection demonstrate at least good teaching
with a higher proportion of outstanding teaching. All teachers have good subject
knowledge, excellent relationships with pupils and manage behaviour well. Very
occasionally, assessment is not used effectively enough to match learning tasks to
pupils' different aptitudes or abilities or there are missed opportunities to engage
pupils in reviewing what they have learnt at the end of the lesson. Although the
quality of marking is generally good throughout the school, in Key Stage 2, pupils are

given a very clear idea of how well they are doing against their targets, but this is

not always the case in Key Stage 1.
The school provides very memorable experiences and rich learning opportunities that
are tailored to meet the needs and interests of pupils. These include: research
projects for homework; projects on topics, such as ‘Wolves in the Walls’; and special
days and weeks, such as puzzle days, science and technology day and international
week. The enterprise week involving pupils in all classes making and selling products,
and organising café sessions for parents and carers, promotes work place skills
exceptionally well. The very strong emphasis on promoting literacy, numeracy and

ICT has had a very positive impact on pupils’ achievement, especially in writing and

mathematics in Key Stage 1 and in ICT across the school. The rich variety of
lunchtime and after-school clubs, such as the fossil club, a wide range of sports
clubs, including lacrosse and street dance, recorders and choir are very popular and


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

and 4 is low

considerably enhance pupils’ enjoyment, personal development and learning. There

is a wide range of visitors, such as a practising poet, a theatre company and a
Chinese visitor, who worked with children on origami and calligraphy. Outstanding
partnerships with other schools and the community enable pupils to visit others as
ambassadors for their school, as high-quality eco and school councillors. The success
of this is reflected in the rapid rise from bronze and silver eco school award to the
receipt of three green flags, and the award for an effective school council. Diverse
cultural experiences within the curriculum, for example the celebration of world
religious festivals such as Eid and Diwali, promote pupils’ cultural development well.
Excellent promotion and monitoring of attendance have led to sustained above-
average attendance since the last inspection. The warm and family-orientated ethos
of the school, with excellent relationships between staff and pupils, impacts positively

on pupils’ happiness and feeling secure. Outstanding links with outside professionals

ensure that pupils from the most vulnerable circumstances and those with special
educational needs and/or disabilities make outstanding progress in their personal
development, particularly in their behaviour. The school provides a wide range of
booster classes and intervention programmes, which are most successful in ensuring
that pupils who have fallen behind in their learning catch up quickly. Parents and
carers benefit greatly from, and appreciate, the wide range of guidance and training

opportunities available to them to support their children’s learning at home.

These are the grades for the quality of provision

The quality of teaching
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 1

How effective are leadership and management?

Leaders at all levels are very ambitious for the school and share a strong drive for
improvement which has led to excellent improvements since the last inspection. The
rigorous monitoring of teaching and learning has had an impact in raising attainment
significantly at Key stage 2, but has not had the same impact in Years 1 and 2 until
quite recently. Members of the governing body are frequent visitors to the school
and strongly support its work. They ensure statutory requirements are met and,
when they consider it necessary, they hold the school to account. The governing
body seeks parents’ and carers' and pupils’ views and acts on these accordingly, for
example, in improving the access to the school’s car park.
The school promotes equality of opportunity well and there is zero tolerance for any
form of discrimination. The school gives the highest priority to safeguarding in all
areas of its work. Excellent vetting procedures for staff and visitors are rigorously
implemented. The grounds are very secure and the promotion of safeguarding
permeates throughout the curriculum. Pupils are fully engaged in promoting
safeguarding by contributing to the assessment of potential risks in the new outside
play area and developing rules for the use of play equipment.
Outstanding partnerships, such as the environmental action sessions at Queen’s Park
and attendance at Rochdale football club study support, make an exceptional impact

on pupils’ personal development and achievement. Outstanding links with parents

and carers are reflected in their active participation and engagement in all the school
offers, such as their very high attendance at the recent consultation evening for

parents and carers. The school’s good promotion of community cohesion is

particularly strong at the local level and the topic-based curriculum promotes pupils’
understanding of national and global dimensions well. For example, there are good
opportunities for pupils to link with a school in North America and to provide support
for a child through Haiti Action Aid. The school makes excellent use of its resources
to ensure outstanding outcomes for pupils. As a result, it provides outstanding value
for money.

These are the grades for the leadership and management

The effectiveness of leadership and management in embedding ambitio n and
driving improvement
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
The effectiveness of the school's engagement with parents and carers 1
The effectiveness of partnerships in promoting learning and we ll-being 1
The effectiveness with which the school promotes equality of opportunity and
tackles discrimination
The effectiveness of safeguarding procedures 1
The effectiveness with which the school promotes community cohesion 2
The effectiveness with which the school deploys resources to achieve value for

Early Years Foundation Stage

Children make at least good and sometimes outstanding progress from their broadly
average starting points. They all reach, and most exceed, the expectations for their
age in all areas of learning by the end of the Reception Year. This is as a result of
consistently good and sometimes outstanding teaching and the excellent use of

assessment. Children’s progress is continuously and systematically tracked and

recorded in small stages of their development. This information is then used
consistently in planning to meet a range of individual needs. Children thoroughly
enjoy their learning and are totally absorbed in their activities. This is because their
learning opportunities are very well planned, rich, varied, imaginative and
stimulating. The newly refurbished outdoor learning is having a considerable impact
on their learning and enjoyment. All staff maintain excellent relationships and are
role models for children. Outstanding leadership ensures that all children stay
exceptionally safe and that relationships with parents and carers are excellent. In
discussion, parents and carers praised the outstanding arrangements for the very
smooth transition for their children into the Reception class, facilitated by strong
leadership and exceptional team-work amongst all staff.

These are the grades for the Early Years Foundation Stage

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



Views of parents and carers

Parents and carers who returned their completed questionnaires expressed strongly
positive views about the school. Nearly all are happy with their child’s experience at
school, believe their children feel safe, and say that their child enjoys school and that
the school is well led and managed. Most parents and carers, but not all, are happy

with their child’s progress, they believe that teaching is good and feel their children

are encouraged to adopt a healthy lifestyle. A few concerns were raised, mainly
about the progress their children are making, how the school informs them of their

children’s progress, how the school deals with unacceptable behaviour and takes

account of suggestions and complaints. These were shared with the headteacher.
Inspectors looked carefully at these concerns and their views are explained in the

Responses from parents and carers to Ofsted's


Ofsted invited all the registered parents and carers of pupils registered at Caldershaw 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 83 completed questionnaires by the end of the on-site inspection. In
total, there are 204 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 disagree
Total % Total % Total % Total %
My child enjoys school 55 66 26 31 1 1 0 0
The school keeps my child
71 86 11 13 0 0 1 1
The school informs me
about my child's progress
59 71 19 23 5 6 0 0
My child is making enough
progress at this school
59 71 23 28 0 0 1 1
The teaching is good at
this school
59 71 23 28 0 0 1 1
The school helps me to
support my child's learning
56 67 22 27 2 2 3 4
The school helps my child
to have a healthy lifestyle
60 72 19 23 3 4 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 employment)
51 61 25 30 3 4 1 1
The school meets my
child's particular needs
59 71 20 24 3 4 1 1
The school deals effectively
with unacceptable
56 67 21 25 4 5 1 1
The school takes account
of my suggestions and
48 58 28 34 6 7 0 0
The school is led and
managed effectively
59 71 20 24 2 2 2 2
Overall, I am happy with
my child's experience at
this school
63 76 18 22 1 1 0 0


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'
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
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

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)
Type of
Outstanding Good Satisfactory Inadequate
Nursery schools 43 47 10 0
Primary schools 6 46 42 6
14 36 41 9
Sixth forms 15 42 41 3
Special schools 30 48 19 3
Pupil referral
14 50 31 5
All schools 10 44 39 6

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 is for the period 1 September 2010 to 08 April 2011 and are consistent
with the latest published official statistics about mai ntained school inspection outcomes (see
The sample of schools inspected during 2010/11 was not representative of all schools nationally, as
weaker schools are inspected more frequently than good or outstanding schools.
Percentages are rounded and do not always add exactly to 100. Sixth form figures reflect the
judgements made for the overall effectiveness of the sixth form in secondary schools, special schools
and pupil referral units.

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
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
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.

7 December 2011
Dear Pupils

Inspection of Caldershaw Primary School, Rochdale OL12 7QL

Thank you for making the team so welcome when we inspected your school recently
and for sharing your views with us. We were very impressed with your excellent
behaviour, which helps greatly with your learning, and we could see how you really
enjoyed being in school. We agree with you that yours is an outstanding school. You
make good progress because teaching is good. Here are other things we found out
during our visit.
You are exceptionally well cared for by all staff, who help you to stay very safe as
you told us. You have many exciting and excellent learning opportunities, which
promote your personal development, including your spiritual, moral, social and
cultural development exceptionally well. We were impressed with the healthy foods
that you were eating at break and lunch times. You also participate in a great
number of sporting events, showing your excellent understanding of staying healthy.
You also make an excellent contribution to the community, especially through your
eco and school councils and the café you run for your parents and carers. The school
has outstanding partnerships with other schools and the community. Its links with
your parents and carers are also outstanding. I have made one suggestion to help
your school to stay outstanding and improve even more.

  • To make sure that the quality of teaching, and the knowledge that the adults
    have about how well you are doing in Years 1 and 2, are at least good in all
    your lessons so that you all learn as well as you can. You can help by
    continuing to do your best.

Thank you once again for telling us about your outstanding school.
Yours sincerely
Declan McCarthy
Lead inspector


print / save trees, print less