Clitheroe Brookside Primary School
phone: 01200 425564
headteacher: Mrs Beverley Allan
210 pupils capacity: 88% full
100 boys 54%
85 girls 46%
Last updated: June 20, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 374947, Northing: 441889
- GPS coordinates
- Latitude: 53.873, Longitude: -2.3825
- Accepting pupils
- 5—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- April 2, 2014
- Region › Const. › Ward
- North West › Ribble Valley › Salthill
- Urban > 10k - less sparse
- Investor in People
- Committed IiP Status
- Free school meals %
- 0.3 miles Clitheroe Pendle Primary School BB72AL (333 pupils)
- 0.3 miles Clitheroe Royal Grammar School BB72DJ
- 0.3 miles Clitheroe Royal Grammar School BB72DJ (1248 pupils)
- 0.4 miles Ribblesdale Nursery School BB71EL (87 pupils)
- 0.4 miles St Michael and St John's Roman Catholic Primary School, Clitheroe BB71AG (208 pupils)
- 0.5 miles Ribblesdale High School BB71EJ (1238 pupils)
- 0.6 miles St James' Church of England Primary School, Clitheroe BB71ED (249 pupils)
- 0.7 miles Moorland School Limited BB72JA (178 pupils)
- 1 mile Edisford Primary School BB72LN (228 pupils)
- 1.6 mile Waddington and West Bradford Church of England Voluntary Aided Primary School BB73JE (124 pupils)
- 1.9 mile Chatburn Church of England Primary School BB74AS (114 pupils)
- 2.2 miles Barrow Primary School BB79AZ (129 pupils)
- 2.4 miles Grindleton Church of England Voluntary Aided Primary School BB74QS (40 pupils)
- 3 miles Bowland High BB74QS
- 3 miles Bowland High BB74QS (561 pupils)
- 3.2 miles Oakhill College BB79AF (257 pupils)
- 3.3 miles Sabden Primary School BB79DZ (107 pupils)
- 3.3 miles St Mary's Roman Catholic Primary School, Sabden BB79ED (77 pupils)
- 3.7 miles Whalley Church of England Primary School BB79SY (261 pupils)
- 3.9 miles Stonyhurst St Mary's Hall BB79PU
- 4.1 miles Stonyhurst College BB79PZ (683 pupils)
- 4.3 miles St Augustine's Roman Catholic High School, Billington BB79JA (1061 pupils)
- 4.5 miles St Joseph's Roman Catholic Primary School, Hurst Green BB79QJ (65 pupils)
- 4.7 miles Read St John's CofE Primary School BB127PE (181 pupils)
Clitheroe Brookside Primary
Bright Street, Clitheroe, Lancashire, BB7 1NW
|Inspection dates||2–3 April 2014|
|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
| Pupils make good progress from their starting |
Teaching is good and some is outstanding.
Teaching and learning in the Reception class
The school’s curriculum is rich, vibrant and
points so that they reach above average
standards by the end of Year 6 in reading,
writing and mathematics.
Learning is well planned and includes a rich
variety of activities.
are good so that children benefit from a
strong start in their development.
exciting. The spiritual, moral, social and
cultural education of the pupils underpins
everything it does.
| Pupils are proud of their school. They show |
Disabled pupils and those with special
Attendance is high. Pupils of all ages enjoy
The school’s leaders have been successful in
respect to one another and to adults. They feel
safe and their behaviour is good both in
lessons and around the school.
educational needs make good progress.
Individual pupils’ needs are very well
understood and skilled support is quickly put in
place when necessary.
coming to school and like the topics they
raising achievement. They are taking effective
actions to bring about further improvements.
| The quality of teaching is not yet enabling |
On occasions work set for pupils does not
pupils to make the best progress possible.
Strengths in teaching in the school are not
always shared among all teachers.
challenge them enough.
| Pupils’ spelling and grammar lets down the |
Governors do not hold school leaders fully to
good, creative ideas that they write about.
account for the improvement in the quality of
teaching and the achievement of the pupils.
Information about this inspection
- Inspectors observed parts of 13 lessons; they also visited an assembly.
- Inspectors looked at pupils’ work in their lessons and carried out a detailed scrutiny of their
- Inspectors held meetings with groups of pupils, and talked with pupils in their lessons and
around the school.
- Meetings were held with the headteacher, other staff with leadership responsibilities and seven
members of the governing body. A discussion was held with the school’s improvement
consultant from the local authority.
- A variety of school documentation was examined, including records of current pupils’ progress,
self-evaluation summaries and improvements plans, behaviour and attendance logs, the sports
premium action plan, minutes of governors’ meetings and records relating to safeguarding and
to the management of staff performance.
- Inspectors heard pupils read and talked with them about their reading.
- The inspector met informally with parents and carers at the beginning of the school day and
took account of the 33 responses to the online questionnaire (Parent View). The responses to 19
staff questionnaires were also considered.
|Andrew Morley, Lead inspector||Additional Inspector|
|Janet Keefe||Additional Inspector|
Information about this school
- This is a smaller than average-sized primary school.
- Only a very small proportion of pupils are supported by the pupil premium. The pupil premium is
additional government funding allocated to the school for pupils known to be eligible for free
school meals, children of service families or those looked after by the local authority.
- The proportion of disabled pupils and those with special educational needs 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 below average.
- A lower than average proportion of pupils speaks English as an additional language.
- Pupils are mainly classified as White British.
- In 2013, the school met the current government floor standards, which are the minimum
expectations for pupils’ attainment and progress in English and mathematics.
What does the school need to do to improve further?
- Improve the quality of teaching so that pupils make even faster progress by:
ensuring work set for pupils, particularly the more able, is consistently matched to their
abilities in all lessons so that they are challenged to achieve their potential
taking every opportunity to develop spelling and grammar skills in all subjects
using the outstanding practice available in the school to support and develop all teaching.
- Improve the quality of leadership and management by:
ensuring governors are better informed and hold the school leadership to account for the
continued improvement in teaching and learning, and the achievement of the pupils.
|The achievement of pupils||is good|
- Most children start school with skills and knowledge that are broadly typical for their age.
Children make good or better progress over time so that when pupils leave the school at the end
of Year 6 their attainment is now above average.
- Children make good progress during the Early Years Foundation Stage because of individual
support and well-chosen learning activities. The school’s projections show that by the end of the
Reception year children are reaching at least typically expected levels.
- Over the last few years, pupils in Years 1 and 2 have made good progress in reading, writing
and mathematics so that they reach above average standards in all three by the end of Year 2.
- In the past, pupils’ attainment at the end of Key Stage 2 has been average. However, there is
now much improvement and the school’s records and work seen in pupils’ books show that
pupils currently in Years 3 to 6 are making faster progress and that attainment is improving.
2013 published results show that by the end of Year 6 pupils’ attainment was above average in
reading, writing and mathematics.
- Achievement in reading is good. Pupils enjoy reading and read widely. Throughout the school
pupils benefit from a structured programme of learning phonics (recognising the sounds letters
make). The results of the Year 1 national screening check on phonics were below average in
2013 but the school’s records indicate that since then there has been considerable improvement
and standards are now average.
- Pupils’ literacy is well developed in the various subjects that they study and writing has improved
since the last inspection. Pupils write with imagination but there is not always sharp enough
focus on the consistent and correct use of punctuation and grammar.
- There are too few pupils known to be eligible for pupil premium funding to comment on their
attainment without identifying them. The school identifies their needs accurately and quickly
puts in place effective support for their particular learning needs so that they achieve as well as
- The progress of all pupils, including the most able, is looked at closely and those who fall behind
the expected standard are given the help they need to catch up.
- Disabled pupils and those with special educational needs make good progress in both English
and mathematics. This is because their individual needs are carefully analysed when they join
the school and they benefit from appropriate skilled teaching.
- Achievement is not yet outstanding because all groups of pupils do not make as much progress
as they could.
|The quality of teaching||is good|
- The improvement of teaching is an important part of this school’s success. Teaching has
improved since the last inspection and the work that the pupils are producing is of a consistently
- Classrooms are lively, exciting places where teachers present activities in interesting ways.
Relationships between adults and pupils are particularly strong and contribute greatly to good
learning. Pupils want to succeed because they enjoy what they are doing.
- The good ratio of adults to pupils makes a strong contribution to good learning because pupils
get the support they need. The work of the adults who support disabled pupils and those who
have special educational needs is of high quality. These pupils are given just the right level of
support to help them gain the confidence to achieve well.
- The teaching of reading has improved. In the Early Years Foundation Stage and Key Stage 1,
phonics is taught systematically so that pupils quickly develop confidence to use their phonic
skills to help them with their reading. This is built upon at Key Stage 2.
- Writing is an area that the school has worked hard to develop. Pupils are keen to write and do
so with great imagination. However, the quality of grammar and punctuation is not at the same
standard as the written content.
- The teaching of mathematics is good because pupils are given the opportunity to develop
calculation skills and are given encouragement and opportunities to solve problems both in
mathematics lessons and other subjects.
- In the Early Years Foundation Stage, adults work together well as a team and focus right from
the start on developing children’s early language, literacy and numeracy skills. They provide
children with a wealth of rewarding experiences in an attractive indoor and outdoor learning
- The quality of marking has improved since the previous inspection. Pupils are guided to the next
steps in their learning and pupils know what they need to do to reach the next level.
- Sometimes learning is less effective because, on occasions, teachers do not have high enough
expectations, particularly in what they demand of their most able pupils. Sometimes work is too
easy and these pupils do not make as much progress as they could. Occasionally, additional
activities provided are not always completed by pupils or followed up by the teacher to check if
they are correct.
|The behaviour and safety of pupils||are good|
- Pupils understand the importance of good attitudes and behaviour in their school life. There is a
very positive ethos in and around the school and pupils conduct themselves well at different
times of the school day; consequently, the behaviour of pupils is good. At times, it is exemplary.
- During playtimes and lunchtimes the older pupils take on a range of responsibilities. The play
leaders are a real credit to the school. They set a good example and are very caring in their role
to look after the younger children.
- Pupils are polite, courteous and friendly towards each other and to all adults. They show respect
towards the feelings of others and show care and sensitivity towards those pupils who have
additional difficulties or find behaving well difficult. Records show staff have been particularly
successful when supporting a very small number of pupils with particular behavioural needs and
- Bullying is extremely rare. Pupils have a very good understanding of what bullying is and what to
do if it should occur. They say they would go to the ‘nearest adult available’ if they needed help.
Incidents of poor behaviour are unusual and have been carefully logged and discussed with
pupils and their parents.
- Pupils consistently respond well to instructions and requests and low-level disruption in lessons is
not the norm. Just occasionally, if the pace of the lesson slows, pupils become less interested or
get a bit fidgety and start to chat among themselves.
- The school’s work to keep pupils safe and secure is outstanding. Parents are overwhelmingly in
agreement that the school keeps their children safe. Pupils themselves know how to keep safe
and say they feel safe in school. They are acutely aware of safety measures when using the
internet, as well as how to keep safe carrying equipment and moving around the school.
- Parents who completed the online survey are unanimous in their view that the school makes
sure its pupils are well behaved. This opinion is reinforced by the parents spoken to during the
- Attendance is consistently above average. Pupils’ enjoyment of school is clearly evident from the
time they arrive at school, happy to see their friends and teachers. Pupils do not want to miss
the exciting range of topics and regular visits that the school offers and they are eager to take
|The leadership and management||are good|
- School leaders work as a team and set high expectations for staff and pupils. They are
committed to taking effective actions to raise pupils’ attainment and standards of teaching.
- The management of teaching and its impact on learning is good. The school has developed
effective systems to check the quality of teaching and uses the information well to ensure that
teachers are provided with the training they require in order to improve their practice. Targets
are set clearly and reviewed regularly. As a result, teaching and pupils’ achievement have
improved since the last inspection. However, there is outstanding practice in the school which,
as yet, is not shared widely across the school.
- There is frequent checking of pupils’ achievement and the results are used to produce detailed
school improvement plans. These plans set the correct priorities for improvement.
- Leadership and management of the Early Years Foundation Stage are good and ensure that
children make good progress and are well prepared for Year 1.
- Teachers’ performance is managed well. There is evidence that salary progression is taken very
seriously and that it occurs only when merited by sustained good performance, linked to pupils’
- The wide range of subjects and topics taught inspires pupils to learn well. Pupils develop their
reading, writing and mathematics skills across subjects, with opportunities to solve problems and
investigate questions. They extend their learning in areas such as science and humanities and
develop their creativity through music, art and drama. Pupils are very appreciative of the many
additional opportunities, which include: learning French, playing a musical instrument, visiting
the Grand Theatre and many visitors to support the curriculum.
- The school promotes pupils’ spiritual, moral, social and cultural development very effectively
through all aspects of its work. Many opportunities for pupils to reflect on their work,
relationships and behaviour are included in their learning. Pupils’ understanding of other cultures
is broadened by the study of other faiths.
- The school is using the primary school sports funding to employ a specialist sports coach and
this is providing pupils with a broader range of sporting activities. After-school sports clubs are
enjoyed by the pupils. Teachers work alongside the sports coaches and benefit from their
- The local authority, through its improvement consultant, provides effective support and
challenge to the school. This includes support on school improvement, including teaching and
- The governance of the school:
Governors are committed to ensuring the school provides for all pupils and are aware of the
progress the school makes towards achieving its development priorities. They have a clear
understanding of the strengths and weakness in teaching and can explain how management
of teachers’ performance is used to develop teaching further, closely linked to pupils’ progress
and reflected in the salary structure. Governors have a good comprehension of how the pupil
premium is used for the few pupils who are eligible. Through increasingly detailed analysis of
pupils' assessment records, they can explain how the budget is used and what the impact has
been. However, they do not have the detailed knowledge as to how well the school is doing in
relation to other schools nationally and a working knowledge of the information on pupils’
progress. This means they are not sufficiently challenging to school leaders and holding them
to account for pupils’ achievement. Governors make sure safeguarding arrangements meet
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||119321|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||5–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||184|
|Appropriate authority||The governing body|
|Date of previous school inspection||8 June 2011|
|Telephone number||01200 425564|
|Fax number||01200 425564|