Crow Orchard Primary School
phone: 01695 724046
headteacher: Miss Ann Hedges
182 pupils capacity: 84% full
75 boys 49%
80 girls 53%
Last updated: June 20, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 347726, Northing: 406682
- GPS coordinates
- Latitude: 53.554, Longitude: -2.7905
- Accepting pupils
- 5—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- June 19, 2013
- Region › Const. › Ward
- North West › West Lancashire › Skelmersdale North
- Urban > 10k - less sparse
- Special classes
- Has Special Classes
- Free school meals %
- 0.2 miles St Edmund's Catholic Primary School WN88NP (120 pupils)
- 0.3 miles Trinity Church of England/Methodist School WN88PW (257 pupils)
- 0.5 miles Skelmersdale Brookfield Community Primary School WN88EH
- 0.5 miles Cobbs Brow School WN86SU (278 pupils)
- 0.5 miles Lathom High School : A Technology College WN86JN (606 pupils)
- 0.5 miles Black Moss School WN88EH
- 0.5 miles Ashurst School WN88EH
- 0.5 miles Tawd Vale High School WN86JN
- 0.5 miles Kingsbury School WN88EH
- 0.5 miles Kingsbury Primary Special School WN88EH (53 pupils)
- 0.6 miles Skelmersdale Park Primary School WN88HN
- 0.6 miles Our Lady Queen of Peace Catholic Engineering College WN86JW (806 pupils)
- 0.6 miles St Thoma's the Apostle RC High School WN86JW
- 0.6 miles West Lancashire Community High School WN88EH (90 pupils)
- 0.6 miles Brookfield Park Primary School WN88EH (174 pupils)
- 0.7 miles Glenburn Sports College WN86JB (382 pupils)
- 0.7 miles West Bank High School WN86JA
- 0.7 miles Skelmersdale College WN86JA
- 0.8 miles St Richard's Catholic Primary School, Skelmersdale WN88LQ (259 pupils)
- 0.9 miles Fairlie Community Primary School WN86RG
- 1 mile Delph Side Community Primary School WN86ED (195 pupils)
- 1 mile Clough Fold Primary School WN86QH
- 1 mile St John's Catholic Primary School, Skelmersdale WN86PF (237 pupils)
- 1 mile St James' Catholic Primary School, Skelmersdale WN86TN (175 pupils)
Crow Orchard Primary School
School Lane, Skelmersdale, Lancashire, WN8 8QG
|Inspection dates||19–20 June 2013|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Outstanding||1|
|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
| Almost all pupils, at all key stages throughout |
Teaching is consistently good and some is
Pupils are extremely polite and courteous to
This is a very inclusive school where pupils
The behaviour of pupils and their attitudes to
the school, make good progress.
outstanding. This is having a good effect on
pupils’ learning. As a result, from low starting
points, almost all pupils make good progress
in reading, writing and mathematics and
reach standards that are broadly in line with
each other and to adults.
are extremely well cared for. Bullying is rare
and pupils feel very safe.
learning are often exemplary.
| The curriculum provides pupils with an |
The quality of leadership and management
interesting range of subjects and topics that
ensures that they enjoy school. This prepares
them well for the next stage of their education
and also effectively supports their spiritual,
moral, social and cultural development.
from the headteacher, senior leaders and
governors is good. They have a clear view of
how well the school is doing and what it needs
to do to improve the quality of teaching and
pupils’ achievement further.
| Although teaching is consistently good not |
Teachers’ marking of pupils’ work does not
enough is outstanding.
always help pupils to learn well, particularly in
mathematics. Teachers’ written comments do
not always clearly inform pupils what they
need to do to improve.
| Leaders and other staff do not always check |
Teachers do not always ensure that pupils
the quality of teaching thoroughly enough and
the effect this has on how well pupils learn.
This limits the information available to teachers
and other adults on what they need to do to
improve their classroom practice even further.
apply their writing skills well enough across all
Information about this inspection
- The inspectors observed 12 lessons taught by nine teachers. Two observations were conducted
jointly with members of the senior leadership team.
- The inspectors looked closely at the school’s work, including the school’s analysis of how well it
is doing and its improvement plan. They also scrutinised documents relating to behaviour and
safeguarding, minutes of governors’ meetings, the school’s data on pupils’ progress and work in
- The inspectors met with eight members of the governing body, school staff and had telephone
conversations with representatives of the local authority.
- Inspectors held meetings with two groups of pupils and listened to some Year 2 and Year 6
- The inspectors took account of the 13 responses from parents recorded in the online
questionnaire (Parent View), together with the 39 responses to a parental survey carried out by
the school in March 2013 and informal conversations with parents. Questionnaires completed by
25 members of staff were also taken into account.
|Alan Parkinson, Lead inspector||Additional Inspector|
|Kathleen Harris||Additional Inspector|
Information about this school
- Crow orchard is smaller than the average-sized primary school.
- The proportion of pupils eligible for the pupil premium is above the national average. (The pupil
premium is additional funding for those pupils who are known to be eligible for free school
meals, children of service families and those children that are looked after by the local
- The proportion of pupils from minority ethnic backgrounds is well below the national average
and those who speak English as an additional language is below average. There were no pupils
who spoke English as an additional language in Year 6 in 2012.
- The proportion of disabled pupils and those who have special educational needs supported
through school action is above average. The proportion of those supported through school
action plus or with a statement of special educational needs is above average.
- The school meets the government’s current floor standard, which sets the minimum expectations
for pupils’ attainment and progress in English and mathematics.
- The school provides a before-school breakfast club and an after-school childcare club for some
pupils from the school. These are managed by the school’s governing body.
- The school accommodates a pre-school group every afternoon and the ‘Little Orchards’ play
group as facilities for parents and members of the local community with younger children.
- The school is a member of a local school consortia.
- In 2010, the school achieved the Arts Mark award.
What does the school need to do to improve further?
- Increase the proportion of outstanding teaching in order to raise pupils’ achievement further,
particularly in English and mathematics, by:
ensuring that the marking of pupils’ work by teachers consistently provides pupils with clear
guidance on what they need to do to improve, particularly in mathematics
further developing pupils’ writing skills across all subjects
ensuring that the checking by leaders and other staff of the quality of teaching and, in
particular, its effect on learning provides more precise information to staff on what they need
to do to improve their practice further to outstanding.
|The achievement of pupils||is good|
- A very large majority of children join the Early Years Foundation Stage with skills and abilities
that are below those that are typically expected for their age and some have skills that are well
below typical, especially in their personal and social development, and communication, language
and literacy. Effective planning ensures that activities and tasks are set that enable children to
make good progress in all areas of learning. By the end of the Reception Year the majority of
children have developed skills that are broadly in line with those that are typically expected for
their age across all areas of learning.
- The progress made by pupils between Years 1 and 6 is good. Although the standards reached by
pupils in reading, writing and mathematics have improved over recent years, by the end of Year
2 they are slightly below the national average.
- In 2012, results for Year 6 pupils at the end of Key Stage 2 show that standards in reading
declined and the proportion of pupils reaching the required standard in English was below the
national average. This was due to the larger proportion of pupils in this class joining the school
at times other than at the start of the Reception Year with lower than usual starting points in
English and especially in reading. The proportion of pupils reaching the required standard in
mathematics was broadly in line with the national average.
- In 2012, the standards reached by Year 6 pupils known to be eligible for free school meals,
which is the vast majority of pupils entitled to be supported by the pupil premium was above
that of other pupils in the school in mathematics. However, the attainment of this group of
pupils was slightly lower than other pupils in reading and writing. School information shows that
the current Year 6 pupils who are known to be eligible for free school meals are now achieving
as well as other pupils in the school in reading and writing as well as in mathematics. This is
because the pupil-premium funding is used effectively to provide additional support where pupils
are taught successfully in small groups ensuring that the progress of this group of pupils is good.
- Current school information shows that pupils are making good progress in reading, writing and
mathematics. The information also shows the proportion of pupils on target to make at least
expected progress in both English and mathematics to be above the national average.
- Pupils’ achievement in lessons is good. Pupils are enthusiastic to learn and work well on their
own and with others.
- The very few pupils who speak English as an additional language, those from minority ethnic
backgrounds, disabled pupils, and those who have special educational needs receive effective
additional help to improve their speaking, reading, writing and numeracy skills. This has enabled
them to achieve well and sometimes make better progress than their classmates.
- Lesson observations, listening to pupils read and inspectors’ checks on pupils’ work confirm that
currently pupils are making good progress in reading, writing and mathematics. However, the
work in pupils’ books shows that they do not always apply their writing skills well across all
|The quality of teaching||is good|
- In the Early Years Foundation Stage, the good teaching ensures that pupils are actively engaged
in their learning and make good progress.
- In the best lessons, teaching is very well organised and planned. Teachers’ good subject
knowledge enables them to explain well and extend pupils’ understanding. Resources and
equipment are well chosen to match the needs of individuals and groups of pupils and they are
provided with many opportunities to become actively involved in lessons. Teachers question
pupils skilfully to challenge them and check their understanding and this encourages them to
think for themselves.
- Throughout the school, the displays of pupils’ work help to stimulate their learning and
encourage them to develop their creative skills. They are also a celebration and reminder to
pupils of what they have achieved. The art project work done by each class and displayed
throughout the corridors is a good example of this.
- Teaching contributes well to pupils’ spiritual, moral, social and cultural development through
activities such as school assemblies, links with the local community, school trips and by
encouraging cooperation and very effective group working.
- Although pupils’ work is regularly marked, teachers do not always provide pupils with clear
written comments on what they need to do to improve, particularly in mathematics. This means
chances to take learning even further forward are missed.
- The whole-school reading programme is very effective and is helping to develop pupils’ literacy
skills. Pupils say they enjoy reading and read regularly at home and school. They read a wide
range of fiction and non-fiction books, which support learning across a range of subjects and
topics. They make good use of their phonic skills (linking letters to the sounds that they make)
to help them read difficult words.
- Teaching assistants make a significant contribution to the learning of pupils, including disabled
pupils or those with special educational needs and those identified by the school for additional
support. As a result these pupils make good progress, particularly in developing their literacy and
numeracy skills. The support given to different groups of pupils shows the school’s commitment
to offering an equal opportunity to all its pupils and ensures that they all achieve well.
|The behaviour and safety of pupils||are outstanding|
- Pupils are extremely well behaved in lessons and around the school and have a very clear
understanding of the ‘Golden Rules’. The celebration assemblies, with awards for each class, are
valued by pupils and help to motivate them to work hard and behave well by recognising their
achievements. As a result pupils have extremely good attitudes to learning.
- Pupils are extremely polite, well-mannered and show exceptionally caring attitudes towards each
other and to adults and visitors. They say they enjoy their lessons and are taught and learn well.
This view is supported by the vast majority of parents.
- Pupils say they feel very safe in school because they are well cared for by teachers and other
adults. They understand how to keep themselves safe. For example, pupils learn about road
safety, safer cycling, they learn how to swim and about internet safety.
- Pupils are aware of the different forms of bullying and say that on the few occasions that any
instances of bullying or minor disputes do happen they are dealt with effectively. Pupils feel
confident to talk to an adult if they have any concerns and have a clear understanding of the
school as a ‘bully-free zone’.
- The responses to Parent View and to the parental survey carried out by the school indicate that
the vast majority of parents agree their children are very safe at school and exceptionally well
- The school provides many opportunities for pupils to develop as responsible individuals. Some
pupils make a significant contribution to the school community by taking on positions of
responsibility such as the school council, assembly monitors, house captains and peer mediators.
Pupils also successfully raise money for charities such as Children in Need, Red Nose Day and
- Attendance has been improving steadily over the last three years and in 2012 was above the
|The leadership and management||are good|
- The headteacher, senior leaders and the governing body know the school well. They have
accurately identified the school’s strengths and areas for further development. Consequently,
there is a strong focus on improving the quality of teaching to raise standards further.
- The school’s systems for regular observations of lessons to check the quality of teaching are
good. This information is used well to plan how best to support and encourage further training
opportunities for staff and to advise the governing body about teachers’ pay awards. However,
the feedback to staff on how well their teaching effects pupils’ learning does not always tell them
precisely what they need to do to improve and to ensure that pupils always make the best
- The curriculum is well planned and meets pupils’ interests. It provides opportunities for pupils to
develop a good range of skills and prepares them well for the next stage of their education.
- The school provides a wide range of activities to enrich pupils’ experiences, such as the Year 6
visit to Blackpool Pleasure Beach to help them with their fairground topic work and the trip to
Stockport Air Raid Shelter to help with their Second World War topic. Pupils also learn about life
in other countries. For example, the Year 2 role-play ‘trip to Mexico’ enabled them to experience
a Mexican dance, taste Mexican food and help their geography and Spanish work. Pupils also
learn about other cultures through their pen pals in Uganda and Spain.
- The school also offers pupils an extensive range of extra-curricular activities. These include
activities such as dancing, cricket, football, basketball, art and cookery. These activities help
pupils to extend their academic and social skills and contribute significantly to their spiritual,
moral, social and cultural development.
- The school has very effective relationships with parents. For example, the Little Orchards
playgroup and the afternoon pre-school sessions promote links with parents and members of the
local community who have younger children.
- The school has benefited from very successful and valuable support from the local authority and
from the consortium of local schools. This support has included training for governors and advice
and guidance to improve the quality of teaching and learning.
- The governance of the school:
The governing body knows the school well through the information that it receives and from
regular visits to the school. Governors regularly check the school’s performance and its
progress towards achieving the goals set in the school improvement plan. This includes
checking the quality of teaching, and using performance-management systems to set
appropriate and challenging targets. As a result they know the strengths of the school and
have an accurate understanding of school data regarding pupils’ progress and what needs to
be done to improve the school further. They have a good understanding of the school’s
finances. This includes allocating the pupil-premium funding to provide one-to-one support
and additional resources to improve the literacy and mathematical skills of pupils who are at
risk of falling behind. Safeguarding procedures and policies meet statutory requirements.
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||119334|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||4–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||156|
|Appropriate authority||The governing body|
|Date of previous school inspection||2 December 2009|
|Telephone number||01695 724046|
|Fax number||01695 723805|