Castleton Primary School
Headteacher: Miss Lindsay Torrance B.Ed Hons
School holidays for Castleton Primary School via Rochdale council
210 pupils capacity: 115% full
135 boys 55%
110 girls 45%
Last updated: June 18, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 388637, Northing: 410562
- GPS coordinates
- Latitude: 53.591, Longitude: -2.1731
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Oct. 31, 2012
- Region › Const. › Ward
- North West › Heywood and Middleton › Castleton
- Urban > 10k - less sparse
- SEN priorities
- SLCN - Speech, language and Communication
- Special classes
- Has Special Classes
- Free school meals %
- 0.2 miles St Gabriel's Roman Catholic Primary School, Rochdale OL112TN (195 pupils)
- 0.4 miles St Edward's Church of England Primary School OL113AR (337 pupils)
- 0.4 miles Pleasant Street OL113BE
- 0.7 miles Queensway Community Primary School OL112LR
- 0.7 miles Sandbrook Community Primary School OL112LR (515 pupils)
- 0.9 miles Hill Top Community Primary School OL112EH
- 0.9 miles Ashfield Valley Primary School OL111TA (241 pupils)
- 0.9 miles Holy Family Roman Catholic Primary School, Rochdale OL112DA (229 pupils)
- 0.9 miles Thornham Middle School OL112EH
- 1 mile Brimrod Nursery School OL114NB
- 1 mile Brimrod Community Primary School OL114NB (244 pupils)
- 1 mile Marland Hill Community Primary School OL114QW (463 pupils)
- 1 mile Matthew Moss High School OL113LU (794 pupils)
- 1 mile High Birch School OL114RA
- 1 mile Matthew Moss Middle School OL113LU
- 1.1 mile St John's VA Church of England Primary School, Thornham M242SB (87 pupils)
- 1.1 mile Balderstone Technology College OL112HJ
- 1.1 mile Convent Primary School OL114LU
- 1.1 mile Balderstone Upper School OL112HJ
- 1.3 mile St Mary's Church of England Primary School, Balderstone OL112HB (206 pupils)
- 1.3 mile Beech House School OL114JQ (185 pupils)
- 1.4 mile All Souls Church of England Primary School OL104DF (250 pupils)
- 1.4 mile St Cuthbert's RC Business and Enterprise College OL164RX (1169 pupils)
- 1.4 mile Bishop Henshaw RC School OL164RX
Ofsted report transcript
Castleton Primary School
Hillcrest Road, Castleton, Rochdale, OL11 2QD
|Inspection dates||31 October–1 November 2012|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Good||2|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| From starting points that are below those |
All groups of pupils achieve equally well and
Pupils develop their mathematical skills
Teaching is good with some examples of
typically expected for their age, pupils make
good progress and reach average standards
overall in English and mathematics by the
time they leave the school in Year 6.
make good progress in reading, writing and
particularly well and all reached the nationally
expected standard (Level 4) in the 2012 tests
in Year 6.
outstanding teaching. Teaching assistants
provide effective support to pupils.
| Pupils behave well in lessons and show good |
The headteacher and senior leadership team
The governing body checks that all groups of
attitudes to learning. Their good attendance
shows that they enjoy school.
have high ambitions for the school and check
on the quality of teaching regularly to ensure
that it is at least consistently good.
pupils make good progress including those in
receipt of the pupil premium, pupils who do
not speak English as their first language,
disabled pupils and those who have special
| The quality of teaching is not yet outstanding |
Pupils’ achievement is good, but not as many
because pupils are not given enough
opportunities to respond to teachers’ marking
and improve their own work.
of the more able pupils reach the standards
they should, particularly in writing. This is
because the activities that they are given are
sometimes too easy.
| Targets are set for pupils but are not used in |
Standards of attainment in writing, particularly
lessons regularly to remind pupils what they
need to do next to improve.
for boys, are not as high as in reading and
Information about this inspection
- Inspectors observed 16 lessons taught by nine different teachers. Of these observations, two
were joint observations with the headteacher. Also, the lead inspector observed the headteacher
reporting back to teachers on the quality of teaching and pupils’ achievement in lessons.
- Inspectors met with two groups of pupils and listened to a group of Key Stage 1 pupils reading.
- Meetings were held with the Chair of the Governing Body and three governors, a representative
from the local authority, senior leaders and teachers.
- Inspectors took account of the six responses to the on-line questionnaire (Parent View) in
planning the inspection. Also, inspectors considered questionnaires from staff and two surveys
undertaken by the school to gather pupils’ views and parents’ opinions.
- The school’s work was observed and the inspection team looked at a number of documents,
including safeguarding records, the school development plan, the school’s data for tracking
pupils’ progress, reports on the quality of teaching, teachers’ planning and work in pupils’ books.
|Andrée Coleman, Lead inspector||Additional Inspector|
|Terry Bond||Additional Inspector|
Information about this school
- This is an average sized primary school.
- About a third of pupils are from minority ethnic groups and about half of this group speaks
English as an additional language.
- An above average proportion of pupils are known to be eligible for the pupil premium.
- The proportion of pupils supported through school action is below average.
- The proportion of pupils supported at school action plus or with a statement of special
educational needs is above average.
- In 2012, the school met the government’s current floor standards, which set the minimum
expectations for pupils’ attainment and progress in English and mathematics.
- There is a separately managed children’s centre on the same site as the school which was not
part of this inspection. The centre’s inspection report is available on the Ofsted website.
What does the school need to do to improve further?
- Increase the proportion of outstanding teaching by:
- ensuring that pupils have opportunities to respond to teachers’ marking and guidance on how
to improve their work
- checking that pupils have responded correctly and have understood the teachers’ marking
- ensuring that targets are checked regularly by pupils in lessons so that they can work towards
meeting their targets, especially in writing
- always setting challenging work for more-able pupils so that more of them are helped to
achieve the higher levels in tests and assessments.
- Raise standards in writing, for boys in particular, by ensuring that all pupils are well
motivated to write through activities that capture their imagination and interests in a wide
range of curriculum subjects.
|The achievement of pupils||is good|
- Most children start school with skills that are below those typically expected for their age. They
make good, and sometimes outstanding, progress in the Nursery and Reception classes as the
result of well-planned, interesting activities which help them to make rapid progress. In
particular, their speaking, listening and reading skills are developed very well through
outstanding teaching of the sounds that letters make (phonics).
- Pupils continue to make good progress in Key Stage 1 and Key Stage 2 and attainment in
reading, writing and mathematics has improved significantly since the last inspection. In 2012,
pupils in Key Stage 2 reached average standards in reading and mathematics, although
attainment in English was not as high.
- The number of more-able pupils achieving above the nationally expected standards at the end of
Key Stage 1 and Key Stage 2 is increasing, particularly in mathematics. However, not enough of
these more-able pupils are reaching these higher standards in English because their work is not
always challenging enough.
- All groups of pupils are effectively supported by well-trained teachers and teaching assistants.
Activities are carefully planned and help pupils to develop the skills and knowledge they need. As
a result, those in receipt of the pupil premium, pupils who do not speak English as their first
language, disabled pupils and those who have special educational needs achieve equally well.
- Standards in reading are average and rising as the result of good and sometimes outstanding
teaching. Daily sessions which help pupils to learn about the sounds that letters make in reading
are lively, well taught and enjoyed by pupils. Pupils say that they enjoy reading and that there is
a good range of interesting books for them to read.
- Although standards in writing are improving, they are below the standards reached in reading
and mathematics, particularly for boys. Boys are not as enthusiastic about writing as girls
because there are not enough writing activities across a range of subjects which capture boys’
interests and motivate them to write.
|The quality of teaching||is good|
- The quality of teaching is good and is continuing to improve. Most of the teaching observed in
lessons was good with some that was outstanding. Pupils learn quickly because teachers have
high expectations and make clear what they are expected to learn in lessons. Teachers
encourage pupils very well. Pupils say that they feel confident to ‘have a go’ and enjoy lessons.
- The curriculum is interesting and covers a wide range of subjects which ensures that pupils are
well prepared to live in a diverse society. For example, in a French lesson, pupils made
outstanding progress and developed their understanding of French words through lively activities
which they greatly enjoyed. Outstanding teaching ensured that they spoke with an excellent
French accent and learned several new words in a short time.
- Teachers’ marking of pupils’ work is good and there are clear comments which guide them well
about how to improve further. However, occasionally, pupils do not have time to look at this
guidance and respond to it. Also, there are a few instances where pupils have responded but
this has not been checked by the teacher to ensure that they have fully understood.
- Teaching assistants and teachers give excellent support to pupils in receipt of the pupil premium,
pupils who do not speak English as their first language, disabled pupils and those who have
special educational needs and this ensures that these groups achieve well. In one mathematics
lesson seen by inspectors, two more able boys were given a difficult task which ensured that
they had to try very hard to work out the correct answers with support from a teaching
assistant. However, occasionally the work set for more-able pupils is too easy and does not help
them to achieve higher standards.
- Appropriate targets are set for pupils but their effectiveness is sometimes limited because pupils
do not check them regularly enough in lessons to see if their work is helping them to meet the
targets. Mostly, teachers remind pupils which targets to work on and this is effective. However,
in a few lessons, because pupils are not referring to their written targets, they sometimes forget
what they have to do next to improve.
|The behaviour and safety of pupils||are good|
- Pupils behave well in lessons and around school. They are enthusiastic and, in lessons where the
teaching is outstanding, pupils show excellent attitudes to learning. Pupils are polite and
cooperate in pairs and small groups on activities very well.
- Pupils say that they feel confident in reporting any worries to adults in school and that all forms
of bullying are rare. The school’s records confirm this and show that behaviour over time is
- Pupils’ attendance at school is good and they say that it is important to attend school regularly.
Their good attendance shows that they are happy and feel safe in school and this is confirmed
by pupils in discussion and through the recent questionnaire they completed.
- Pupils have a good understanding of how to keep themselves safe in a range of situations. For
example, they talked knowledgeably about ways to help someone who was drowning without
entering the water themselves. They know how to keep safe when using the internet and many
use the social networking site on the school’s website rather than a commercial site.
- Parents have a positive view of pupils’ behaviour as shown by their responses to the on-line
questionnaire (Parent View) and the survey undertaken by the school. They agree that their
children are safe, happy and looked after well.
- Although pupils’ behaviour and safety are good, they are not yet outstanding because at times,
pupils become a little too boisterous in the playground and there are sometimes minor
disagreements over the use of play equipment.
|The leadership and management||are good|
- The headteacher has high ambitions for the school and is well supported by senior leaders and
the governing body. The improvements made to the school since the last inspection show that
the school’s leadership is capable of continuing to make further improvements. The
headteacher’s clear view as to how successful the school can be is understood by all staff and
motivates them to work hard.
- Although the leadership and management of the school are good, they are not yet outstanding
because teaching is not yet outstanding and pupils’ attainment in writing is not yet as good as in
reading and mathematics. In addition, more-able pupils are not always given challenging enough
work, particularly in English.
- All school leaders check carefully and regularly on the progress that all groups of pupils make.
This ensures that the school promotes equal opportunities and tackles discrimination well. Short
teaching programmes to help particular groups of pupils, including those in receipt of the pupil
premium, are carefully evaluated to make sure pupils make quicker progress as a result.
- All staff, including teaching assistants are well trained. Teaching assistants make an effective
contribution to supporting pupils of all abilities.
- As part of teachers’ appraisal, senior leaders check regularly on the quality of teaching provided
by each teacher. This system works well and teachers are only rewarded if they have been
successful in helping pupils to make at least good progress.
- The varied and interesting curriculum gives pupils opportunities to think about social and moral
issues. For example, one class discussed the advantages and disadvantages to humans and
wildlife if a new bypass was built on fields near to a village. This is an example of how the
curriculum makes a good contribution to pupils’ spiritual, moral, social and cultural development.
- The local authority provides a good level of support to senior leaders and the governing body
and has helped them to plan appropriate improvements based on an accurate view of the
- The governance of the school:
- Governance is of good quality because the governing body checks regularly on pupils’
attainment and progress and ensures that all groups of pupils make equally good progress.
The governing body makes sure that the school budget is spent wisely and, in particular that
the pupil premium funding is used effectively to support pupils who need help to reach the
same standards as similar pupils across the country. Short teaching programmes, usually
taught by teaching assistants, have been very effective in supporting these pupils, particularly
in reading. The governing body is well informed about the school’s relative strengths and
weaknesses and how pupils’ attainment compares with attainment in most schools because
governors have been trained in how to evaluate data about pupils’ achievement. The quality of
teaching is checked through reports from the headteacher and examination of pupils’ progress
data. This ensures that teachers are only rewarded if they have ensured that pupils have
made at least good progress.
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||105765|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||3-11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||246|
|Appropriate authority||The governing body|
|Chair||Miss Tina Jones|
|Headteacher||Miss Lindsay Torrance|
|Date of previous school inspection||19 November 2009|
|Telephone number||01706 631858|
|Fax number||01706 710270|