Our Lady of the Assumption Catholic Primary School
phone: 01253 762833
headteacher: Miss Melanie Haggerty
210 pupils capacity: 97% full
100 boys 49%
105 girls 51%
Last updated: June 20, 2014
Primary — Voluntary Aided School
- Education phase
- Religious character
- Roman Catholic
- Establishment type
- Voluntary Aided School
- Establishment #
- OSGB coordinates
- Easting: 332684, Northing: 432442
- GPS coordinates
- Latitude: 53.784, Longitude: -3.0231
- Accepting pupils
- 4—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Nov. 7, 2012
- Diocese of Lancaster
- Region › Const. › Ward
- North West › Blackpool South › Stanley
- Urban > 10k - less sparse
- Free school meals %
- 0.4 miles Highfield Humanities College FY43JZ (1095 pupils)
- 0.5 miles Marton Primary School and Nursery FY45LY (348 pupils)
- 0.5 miles Blackpool St Nicholas CofE Primary School FY45DS (390 pupils)
- 0.5 miles Piers House FY42QN
- 0.6 miles Hawes Side Primary School FY43HZ
- 0.6 miles Hawes Side Academy FY43HZ (612 pupils)
- 0.8 miles Roseacre Primary School FY42PF
- 0.8 miles Roseacre County Junior School FY42PF
- 0.8 miles Roseacre County Infant School FY42PF
- 0.8 miles Roseacre Primary Academy FY42PF (623 pupils)
- 1 mile St George's High School FY44PH
- 1 mile Aks Blackpool FY41JG
- 1 mile St George's School A Church of England Business & Enterprise College FY44PH (977 pupils)
- 1 mile St George's School A Church of England Academy FY44PH
- 1.1 mile Blackpool Baines Endowed Church of England Voluntary Aided Primary School FY44DJ (547 pupils)
- 1.2 mile Palatine Community Sports College FY42AR
- 1.2 mile Victory Christian School FY42AP
- 1.2 mile South Shore Academy FY42AR (793 pupils)
- 1.3 mile Thames Primary School FY41EE
- 1.3 mile Waterloo Primary School FY43AG
- 1.3 mile St Cuthbert's Catholic Primary School FY42AU (264 pupils)
- 1.3 mile Waterloo Primary School FY43AG (657 pupils)
- 1.3 mile Thames Primary Academy FY41EE (462 pupils)
- 1.3 mile St Cuthbert's Catholic Academy FY42AU
Our Lady of the Assumption
Catholic Primary School
Common Edge Road, Blackpool, Lancashire, FY4 5DF,
|Inspection dates||7–8 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
| Pupils achieve well and make good progress; |
Children get off to a flying start in the
The governing body provides good support.
attainment in reading and mathematics is
above the national average.
Reception class and experience and enjoy
greatly a well planned and exciting range of
It challenges when necessary because
governors know very well what the school
needs to do to be even better.
| Teaching and learning are good across the |
Pupils enjoy being in school. They say they feel
The headteacher leads the school very
school and some of the teaching is
safe and cared for well. Behaviour is good and
pupils show a respect for each other and for
the adults in school.
effectively and is well supported by the deputy
headteacher. Leaders are skilled at identifying
how well the school is doing. They take
decisive action to rectify identified weaknesses.
| Teaching is good rather than outstanding. |
Sometimes the work set for the more able
pupils is not hard enough and opportunities
are missed to help pupils improve their
| Some pupils make slower progress in writing |
across Years 4 to 6. As a result, attainment in
writing is below that in reading and
Information about this inspection
- Inspectors observed 16 lessons of which one was a joint observation with the headteacher.
Additional short visits in lessons were carried out to look at important issues such as how well
pupils get on with their classmates and how well they behave.
- Meetings were held with groups of pupils (randomly chosen), members of the governing body
and with senior staff. A meeting was also held with a representative of the local authority.
- Inspectors heard pupils read and talked to them about the types of books they enjoyed and
- Pupils’ current work and available work and assessment from the previous academic year were
scrutinised, including information which showed how well they do in English and mathematics.
- Twenty two responses were received to the on line questionnaire (Parent View).
- Most members of staff completed the voluntary staff questionnaire.
|Geoffrey Yates, Lead inspector||Additional Inspector|
|Robert Birtwell||Additional Inspector|
Information about this school
- The school is a broadly average sized primary school.
- 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 below average.
- The proportion of pupils from minority ethnic groups is well below average.
- The proportion of pupils known to be eligible for pupil premium funding, including those entitled
to free school meals and those looked after by the local authority, is below average.
- The school meets the government’s current floor standards which set the minimum expectations
for pupils’ attainment and progress.
- The school has achieved many awards, including Healthy School status.
What does the school need to do to improve further?
- Raise the quality of teaching to outstanding by ensuring that:
- the existing best practice is shared across the school
- more varied and demanding work is provided for the more able pupils, so that they have more
opportunities to plan and organise their own learning
- teachers constantly check, through questioning, pupils’ understanding and learning as lessons
proceed, adjusting the planned tasks, where necessary, by what they find out.
- Ensure achievement in writing is as good as in reading and mathematics in Key Stage 2 by:
- giving pupils more regular opportunities to write at length
- providing more opportunities for pupils to use and develop their writing skills well in other
- making sure that pupils take on board comments made by teachers when marking their work,
with regard to improving both the quality of content and the quality of presentation.
|The achievement of pupils||is good|
- Progress in almost all lessons observed during the inspection was good or better. Pupils enjoy
learning because teachers plan work that motivates them. This was seen in an English lesson in
Year 2 where outstanding teaching stimulated pupils to very markedly improve their writing by
building in suspense. One pupil started his story with the line, ‘I was terrified as I went to open
the creaking gate.’
- Children start school with skills that are usually just below those expected for their age. Good
and often outstanding teaching in the Reception class ensures children settle well into school
life. They make good progress, especially in their personal development and in basic
communication skills and mathematics. By the end of the Reception Year they are working well
within the expected levels for their age. A real strength is in the way that children’s progress is
checked on and the curriculum adapted to meet their needs both in the classroom and in the
- Pupils’ progress in Years 1 and 2 builds successfully on what has been achieved previously and
as a result, their attainment is above the expected levels by the end of Year 2 in reading, writing
- While overall progress continues to be good in Years 3 to 6 in reading and mathematics,
progress in writing is not consistently good. However, as a result of the school’s actions
attainment in writing is rising in Year 3 but not yet in other years. There are some good
examples of pupils being challenged to write at length and to use their writing skills in other
subjects but not by all teachers. While marking has been improved, not enough is done to make
sure pupils take full notice of how they might improve both the content of their writing and the
way it is presented.
- Attainment in reading is above the national average at the end of both Years 2 and 6. Pupils say
that they love reading. This is because the teaching of reading skills is particularly effective and
most pupils have great confidence in their reading ability. Pupils say they read for pleasure both
within and outside school.
- Pupils known to be eligible for free school meals make good progress and there is no significant
gap between the achievement of this group with that achieved by pupils who are not eligible for
free school meals.
- Disabled pupils and those with special educational needs make good progress because teachers
and support staff check their progress closely and provide good support.
- Senior leaders have strengthened the ways in which they check how well pupils are doing. As a
result, any pupils who are falling behind are identified promptly and support provided to make
sure they catch up.
- The majority of parents who responded to the on-line questionnaire felt that their children make
|The quality of teaching||is good|
- School staff have very effective working relationships with the pupils and classrooms are
organised well. Pupils’ responses in lessons are valued greatly and as a result pupils are never
frightened to put forward their ideas.
- A strong feature of teaching is in the effective way issues relating to pupils’ spiritual, moral,
social and cultural needs are interwoven into lessons. During the inspection, a lesson with older
pupils focusing on Remembrance Sunday and what it stands for was successful in raising pupils’
understanding of why it is held each year.
- The teaching of reading is a major strength. Teachers across the school ensure that pupils are
given plenty of opportunities to use and extend their reading skills.
- Where teaching is outstanding, staff work very successfully to provide activities that really
motivate pupils to want to learn. For example, those in the Reception class made excellent
progress in finding out about the festival of Divali. The challenge of preparing a ‘secret’ party for
their Year 5 playground buddies really captured their imagination.
- Where teaching is good rather than outstanding evidence from pupils’ books and lesson
observations shows that too few opportunities are provided for the more able pupils to organise
their own learning and some of the work is not varied or hard enough.
- In some classes, pupils are not asked to use and develop their writing skills well, either in
literacy lessons or in other subjects.
- Staff make good use of questions to encourage pupils to describe what they are doing and
thinking. However, sometimes teachers do not adjust activities when it is clear that they are
either too difficult or too easy for a particular group of pupils. Consequently, progress slows for
these groups in these lessons.
- Disabled pupils and those with special educational needs receive teaching that is of a good
quality. Support staff are used well to support their learning.
- Teachers mark pupils’ work diligently. However, not enough is done in making sure that pupils
take on board the comments made.
|The behaviour and safety of pupils||are good|
- This is a school where pupils get on really well with each other and with the staff. This is a key
factor in ensuring that good progress is made.
- Most parents are sure the school provides a safe environment and that pupils enjoy school and
- An analysis of records of pupils’ behaviour and observations made during the inspection show
that behaviour over time is good.
- Pupils are confident and polite in conversation with staff and visitors. They respond well to the
many opportunities provided for them to take on responsibilities in the school. These include
being a member of the school council, a peer mediator or being a playground pal to younger
- Pupils’ enjoyment of school can be seen in their regular attendance and in their punctual arrival
at the start of the day. Reception children, with no prompting from their teacher, have had an
attempt at writing their own name in the classroom, before the bell goes to officially start the
- Pupils have a good understanding of how to keep safe and are confident that any issues they
raise will be dealt with promptly by the school. They have a firm understanding of different types
of bullying. They are confident that should any ever occur, adults would deal with it quickly,
fairly and firmly.
|The leadership and management||are good|
- Leaders and managers are ambitious and have high expectations. The school accurately
analyses how well it is doing. Consequently, the school improvement plan is realistic and highly
focused. It shows firmly the school’s ambition to improve outcomes for all groups of pupils
- The successful spiritual, moral, social and cultural programme of support for pupils is integrated
into everything the school sets out to achieve for its pupils.
- Strong management of the quality of teaching and the impact it has on pupils’ progress has
brought about improvements since the previous inspection. Not only that, it has led to effective
members of staff being promoted to positions of responsibility in other schools. A recent focus
on the use of data about pupils’ progress has resulted in teachers having a more accurate
understanding of how this information can be used better to help pupils learn and achieve higher
- The responses to the staff questionnaires indicate that staff think highly about the leadership of
the school and of the provision made for their professional development.
- Leaders ensure that no pupils, regardless of background, or need, are denied access to anything
the school has to offer. Equal opportunities are pursued with rigour.
- Child protection and safeguarding have a high priority. Leaders ensure that all requirements are
met and that the building is a safe place where learning can take place.
- The curriculum is of a good quality. Pupils are taught a broad range of interesting topics.
However, not enough is done to make sure that there are sufficient opportunities for pupils to
develop their writing skills in Years 4 to 6. Subjects such as music are high on the agenda and a
significant number of pupils are learning to play instruments. Pupils say they enjoy lessons and
the good range of extra-curricular activities on offer.
- The local authority provides light touch support for this good school.
- The governance of the school:
- Governors take their responsibilities very seriously. They ensure that all statutory requirements
are met. Governance is well organised and well informed showing a good understanding of the
school and its context. They know what is happening in school through detailed information
they receive including the progress pupils make. The governors know how the budget is
allocated. They are aware of how the extra money provided for pupils known to be eligible for
pupil premium is used and that these pupils make 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||119596|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|School category||Voluntary Aided|
|Age range of pupils||4 -11 years|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||205|
|Appropriate authority||The governing body|
|Date of previous school inspection||22 September 2010|
|Telephone number||01253 762833|
|Fax number||01253 312583|