School etc

Crow Orchard Primary School

Crow Orchard Primary School
School Lane

phone: 01695 724046

headteacher: Miss Ann Hedges

school holidays: via Lancashire council

152 pupils aged 4—10y mixed gender
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 %

rooms to rent in Skelmersdale

Schools nearby

  1. 0.2 miles St Edmund's Catholic Primary School WN88NP (120 pupils)
  2. 0.3 miles Trinity Church of England/Methodist School WN88PW (257 pupils)
  3. 0.5 miles Skelmersdale Brookfield Community Primary School WN88EH
  4. 0.5 miles Cobbs Brow School WN86SU (278 pupils)
  5. 0.5 miles Lathom High School : A Technology College WN86JN (606 pupils)
  6. 0.5 miles Black Moss School WN88EH
  7. 0.5 miles Ashurst School WN88EH
  8. 0.5 miles Tawd Vale High School WN86JN
  9. 0.5 miles Kingsbury School WN88EH
  10. 0.5 miles Kingsbury Primary Special School WN88EH (53 pupils)
  11. 0.6 miles Skelmersdale Park Primary School WN88HN
  12. 0.6 miles Our Lady Queen of Peace Catholic Engineering College WN86JW (806 pupils)
  13. 0.6 miles St Thoma's the Apostle RC High School WN86JW
  14. 0.6 miles West Lancashire Community High School WN88EH (90 pupils)
  15. 0.6 miles Brookfield Park Primary School WN88EH (174 pupils)
  16. 0.7 miles Glenburn Sports College WN86JB (382 pupils)
  17. 0.7 miles West Bank High School WN86JA
  18. 0.7 miles Skelmersdale College WN86JA
  19. 0.8 miles St Richard's Catholic Primary School, Skelmersdale WN88LQ (259 pupils)
  20. 0.9 miles Fairlie Community Primary School WN86RG
  21. 1 mile Delph Side Community Primary School WN86ED (195 pupils)
  22. 1 mile Clough Fold Primary School WN86QH
  23. 1 mile St John's Catholic Primary School, Skelmersdale WN86PF (237 pupils)
  24. 1 mile St James' Catholic Primary School, Skelmersdale WN86TN (175 pupils)

List of schools in Skelmersdale

School report

Crow Orchard Primary School

School Lane, Skelmersdale, Lancashire, WN8 8QG

Inspection dates 19–20 June 2013
Overall effectiveness This inspection: Good 2
Previous 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
national averages.
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
    pupils’ books.
  • 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
    pupils reading.
  • 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.

Inspection team

Alan Parkinson, Lead inspector Additional Inspector
Kathleen Harris Additional Inspector

Full report

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.

Inspection judgements

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
    subject areas.
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
    looked after.
  • 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
    Water Aid.
  • Attendance has been improving steadily over the last three years and in 2012 was above the
    national average.
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 Judgement Description
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.

School details

Unique reference number 119334
Local authority Lancashire
Inspection number 412013

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
Number of pupils on the school roll 156
Appropriate authority The governing body
Chair Cheryl O'Connor
Headteacher Ann Hedges
Date of previous school inspection 2 December 2009
Telephone number 01695 724046
Fax number 01695 723805
Email address reveal email: h…


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