School etc

Preston Grange Primary School

Preston Grange Primary School
Grange Avenue
Ribbleton
Preston
Lancashire
PR26PS

01772 792573

Headteacher: Ms C Nelson

School holidays for Preston Grange Primary School via Lancashire council

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126 pupils aged 4—10y mixed gender
150 pupils capacity: 84% full

55 boys 44%

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70 girls 56%

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Last updated: June 20, 2014


Primary — Community School

URN
119232
Education phase
Primary
Establishment type
Community School
Establishment #
2191
OSGB coordinates
Easting: 357044, Northing: 431836
GPS coordinates
Latitude: 53.781, Longitude: -2.6534
Accepting pupils
4—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
May 8, 2013
Region › Const. › Ward
North West › Preston › Ribbleton
Area
Urban > 10k - less sparse
Free school meals %
49.20

Rooms & flats to rent in Preston

Schools nearby

  1. 0.3 miles Moor Nook Community Primary School PR26EE (216 pupils)
  2. 0.3 miles St Maria Goretti Catholic Primary School, Preston PR26SJ (186 pupils)
  3. 0.3 miles St Maria Goretti Infant School PR26SJ
  4. 0.4 miles City of Preston High School PR26EE
  5. 0.4 miles Highfield Priory School PR25RW (251 pupils)
  6. 0.5 miles Brookfield Community Primary School PR26TU (163 pupils)
  7. 0.5 miles The Blessed Sacrament Catholic Primary School PR26LX (422 pupils)
  8. 0.6 miles Preston Greenlands Community Primary School PR26BB (181 pupils)
  9. 0.8 miles Preston Tutorial Centre PR26YD
  10. 0.8 miles Woodlands School PR26DB
  11. 0.9 miles Longsands Community Primary School PR29PS (210 pupils)
  12. 1 mile Brockholes Wood Community Primary School and Nursery PR15TU (262 pupils)
  13. 1 mile Silver Birches Independent School PR29PS
  14. 1.2 mile Holme Slack Community Primary School PR16HP (156 pupils)
  15. 1.2 mile Fishwick Primary School PR14RH (80 pupils)
  16. 1.2 mile Ribbleton Avenue Methodist Junior School PR15SN (191 pupils)
  17. 1.2 mile St Teresa's Catholic Primary School, Preston PR14RH (172 pupils)
  18. 1.3 mile Ribbleton Avenue Infant School PR15RU (246 pupils)
  19. 1.4 mile Grimsargh St Michael's Church of England Primary School PR25SD (199 pupils)
  20. 1.4 mile St Gregory's Catholic Primary School, Preston PR16HQ (210 pupils)
  21. 1.5 mile St Joseph's Catholic Primary School, Preston PR15XL (304 pupils)
  22. 1.5 mile Samlesbury Church of England School PR50UE (52 pupils)
  23. 1.5 mile Preston St Matthew's Church of England Primary School PR15XB (466 pupils)
  24. 1.5 mile St Joseph's Junior School PR15XL

List of schools in Preston

Ofsted report transcript

School report

Preston Grange Primary School

Grange Avenue, Ribbleton, Preston, Lancashire , PR2 6PS

Inspection dates 8–9 May 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 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

It is improving because teaching is getting
Pupils achieve well. From frequently low
Teaching is nearly always good. The basic
Pupils behave well and are kept safe. Lessons

better and pupils are making increasingly
rapid progress.
starting points, more and more pupils are
exceeding expectations.
skills of reading, writing, communication and
mathematics are being promoted well.
are rarely interrupted by bad behaviour.
Pupils’ spiritual, moral, social and cultural
development is particularly good.
Leadership, management and governance are
Governors are increasingly involved in
The good curriculum includes many activities
good. They are helping to improve teaching
through a good programme of professional
development. All staff have targets for
improvement and their progress towards these
targets is carefully monitored.
evaluating the effectiveness of the school and
the performance of the headteacher.
that broaden pupils’ horizons by giving them
opportunities to go to places and do things
that they would otherwise probably not do.
Not enough teaching is outstanding. The
main issue is that too often teachers are not
making it clear enough to pupils what they
need to do to make even faster progress.
Leaders and managers are not consistent in
Not enough pupils exceed expectations in
feeding back weaknesses in teaching after they
have observed lessons.
writing.

Information about this inspection

  • Seven lessons were observed, two of them jointly with the headteacher. All teachers were
    observed at least once.
  • On-going discussions were held with the headteacher.
  • Discussions were held with the Chair of the Governing Body and a representative of the local
    authority.
  • The inspector talked informally with many pupils.
  • There were insufficient responses to the on-line questionnaire (Parent View) for the views to be
    considered representative.
  • The inspector scrutinised samples of pupils’ work and looked at documentation, including that
    relating to pupils’ progress, their safeguarding and school improvement.

Inspection team

Alastair Younger, Lead inspector Additional Inspector

Full report

Information about this school

  • This is a smaller than average sized primary school.
  • Headship of the school has changed since the last inspection. All governors are new to the
    school since the last inspection. Over the past year, there has been some significant long-term
    absence among teaching staff.
  • Nearly all pupils are White British. There are very few looked-after children. The proportion of
    pupils supported through the pupil premium is very much higher than average. (The pupil
    premium is additional funding for those pupils who are known to be eligible for free school
    meals, children from service families and those children that are looked after.) The school
    provides a free breakfast-club which is usually attended by about one third of all pupils.
  • There is an above average proportion of pupils with special educational needs. The proportion of
    pupils supported through school action is well above average. The proportion of pupils supported
    at school action plus or with a statement of special educational needs is well above average.
  • The school meets the government’s current floor standards, which set the minimum expectations
    for pupils’ attainment and progress in English and mathematics.
  • The school has been extensively refurbished since the last inspection and has recently been
    awarded a substantial grant from Sport England to refurbish its playing field for school and
    community use.

What does the school need to do to improve further?

  • Improve teaching so that more of it is outstanding by making sure that:
    - when teachers have been observed in class the observer always feeds back clearly the
    weaknesses as well as the strengths of the teaching and records these as a starting point for
    subsequent monitoring
    - all pupils know how their own work compares with work at a higher level and what they need
    to do to get to that level.
  • Improve pupils’ attainment and progress in writing by:
    - making it very clear to pupils how simple mistakes can cost them points in assessments and
    that a single point can make the difference between attaining a higher or lower level
    - making it very clear that there are certain ‘non-negotiables’ in writing, such as the correct use
    of punctuation and capital letters, and making sure that teachers always mark work
    consistently to reflect this.

Inspection judgements

The achievement of pupils is good
  • Starting points are usually very low. Children often join the school in the Reception class with
    skills that are well below age-related expectations. Fewer than one third are able to work at a
    level matched to their age. Many children have little knowledge and understanding of the world.
    At the end of Year 6, standards of attainment are broadly average, reflecting the good, steady
    progress pupils have made.
  • Children make good progress in the Reception class and this progress is accelerating.
    Nevertheless, many still join Year 1 at a below average stage of learning and development.
  • In Years 1 and 2, pupils continue to make good progress. Last year, fewer than average Year 1
    pupils met the level expected in a national check of their understanding of how letters combine
    to form different sounds. This year, many more are on track to do so. Pupils who did not meet
    expectations in Year 1 have been given good support in Year 2 to help them catch up.
  • By the end of Key Stage 1, standards in English and mathematics are very nearly in line with
    national expectations. Not enough pupils attain the higher level 3 to set them up for an
    expectation of above average results at the end of Key Stage 2.
  • Results in Key Stage 2 are very variable. Results in 2012 were disappointing but the year before
    they were good. Issues over the validity of Key Stage 1 results in years gone by have been well
    recorded. This has impacted adversely on current measures of progress.
  • Most pupils meet national expectations by the end of Year 6 but in 2012 not enough exceeded
    them. A few did so in reading and mathematics but none did so in writing. This year, school data
    and the work in pupils’ books suggest that results are going to be the best for a long time. Many
    pupils are set to exceed national expectations in mathematics and reading but fewer so in
    writing. Good use of the pupil premium is being made to resolve this issue by using some of the
    additional funding to help pupils to gain more experiences about which they can write
    imaginatively. However, too many pupils fail to adhere to the basic rules of grammar and
    punctuation, and not enough understand the requirements of different levels of work.
  • The progress of different groups is checked very carefully. There are variations because ‘groups’
    are frequently small and the performance of a single pupil can sway results enormously. Overall
    there is very little difference. Pupils known to be eligible for free school meals and the pupil
    premium tend to have lower attainment than that of other pupils but their progress and
    achievement equals those of all others. Pupils with special educational needs are given good
    support and access to aids that can help them to achieve equally with other pupils. This
    demonstrates the school’s successful promotion of equality of opportunity.
The quality of teaching is good
  • Teachers take pride in the quality of their work and are keen to keep improving it. The long-term
    absences of a few teachers over the past year do not appear to have had any major impact on
    pupils’ learning because cover for those absences has been at least good.
  • Consistently good teaching is helping pupils to achieve well in many subjects, including English
    and mathematics. Teachers are particularly aware of the extra barriers to learning that some
    pupils, such as those with special educational needs or those supported through the pupil
    premium, face. They make sure that teaching assistants are deployed effectively to support
    higher-attaining pupils in order to allow themselves to give the additional support that the more
    vulnerable pupils need to ensure that they achieve well over time.
  • Expectations are usually ambitious but realistic. Occasionally a few higher-attaining pupils are
    insufficiently challenged while a few lower-attaining ones struggle with the work they are set.
    Sometimes, simple mistakes made by higher-attaining pupils are not chased up sufficiently. This
    is reflected in those cases where pupils who were expected to gain a higher grade in the 2012
    assessments missed doing so by a single point.
  • Classrooms are bright, well organised and full of displays that inform pupils and also celebrate
    their achievement through prominent displays of pupils’ best work.
  • Through perceptive questioning and dialogue, teachers gain a good understanding of how well
    pupils are learning and how they should adapt future lessons to help pupils make faster
    progress. Where teaching is not so good it is because pupils are insufficiently involved in the
    process. Pupils are encouraged to respond to written comments teachers make about their work,
    but few do. Too many comments congratulate pupils about the quality of their work and what
    they have achieved but do not include enough information about what they need to do to
    achieve even more.
  • Teachers very successfully promote good behaviour and help pupils to become more sociable.
    They help pupils to feel good about themselves and to understand that a whole new world exists
    beyond the confines of the very small area of Preston that they live in. This lies at the heart of
    the school’s success.
The behaviour and safety of pupils are good
  • Pupils behave well. Lessons are rarely disrupted. Staff express very few concerns about
    misbehaviour, while recognising that certain pupils have more difficulty moderating their own
    behaviour than others do. Exclusions are rare.
  • Pupils, and the community they come from, are showing increasing pride in the school.
    Extensive refurbishment of the premises has helped to demonstrate that the school cares and
    that the pupils are worthy of the best. Families have embraced the introduction of the smart new
    uniform. Visitors enjoy coming to the school and find the pupils welcoming and inquisitive.
  • Attendance is broadly average. The persistent absence of a very small minority of pupils has a
    big impact on overall figures in such a small school. Leaders and managers are working well to
    tackle this issue.
  • Lessons start and finish on time. Once in the school, pupils are punctual and move quickly and
    smoothly between activities to make sure that little time is lost. They show a good sense of
    purpose.
  • Attitudes to learning are mainly positive. A few higher-attaining pupils keep quiet when work is
    too easy while a few lower-attaining ones remain oblivious to the fact that they are getting
    things wrong because they do not have the confidence to admit it.
  • Behaviour is managed well because staff recognise the effectiveness of ‘catching the child being
    good’. In the Reception class, for instance, at the end of the school day the teacher drew
    everyone together calmly by naming those children who were getting it right; the rest quickly
    complied.
  • Pupils feel safe. Leaders and managers make sure that this trust is not misplaced. Pupils are
    helped to understand what they need to do to keep themselves safe without becoming fearful of
    the world at large.
The leadership and management are good
  • Leaders, managers and governors share a keen interest in improving the school and making sure
    that it performs a role that puts it increasingly at the centre of the community. Improving the
    quality of teaching and learning is seen as a central role for leaders, managers and governors.
    The overarching needs of the community are taken into good account while doing so.
  • Improved teaching and raised standards bear testament to the effectiveness of leaders,
    managers and governors. There is a good programme of continuing professional development in
    place for staff, supported by well directed training and careful monitoring and evaluation of
    teachers’ performance. Occasionally, after observing lessons, leaders and managers are not clear
    enough about stating what teachers need to do to get even better, then using this statement as
    the starting point for assessing future performance.
  • Opportunities for training are matched well to issues identified in the school’s improvement plan.
    Individual targets for improving teaching are suitably challenging and progress towards them is
    monitored carefully.
  • The headteacher and senior staff monitor and evaluate the performance of pupils carefully and
    accurately. Governors are increasingly being involved. Leaders and managers have a good idea
    of the school’s strengths and weaknesses. They know how to build upon the former and how to
    eliminate the latter.
  • Pupils are making good progress in improving their literacy skills. Reading is promoted well and
    good inroads are currently being made into improving their writing.
  • Leaders and managers make every effort to equalise opportunities for all pupils. There is a good
    curriculum. Extra funding made available through the pupil premium is being used well to add
    considerable enrichment to the curriculum. Pupils are visiting museums and experiencing cultural
    events they would be highly unlikely to access other than through school. They are meeting
    regularly with artists, authors and performers that they never previously understood the point of.
  • Many parents attend social events and increasing numbers of them are being drawn in to
    contributing to their children’s education. More and more of them are joining in with celebration
    assemblies and talking to teachers about their children’s progress. Every week, every class sends
    out an easily understood newsletter to parents.
  • The governance of the school:
    There have been a great many positive changes in the governance of the school since the last
    inspection. The governing body is increasingly representative of the local community and the
    parents of children who attend. The governing body shows a good awareness of the issues
    that the school faces in terms of matching the education the school provides to the needs of
    the community. Governors make sure that the headteacher is meeting the targets they set for
    her performance. Finances are managed well and good attention is paid to checking up on
    how pupil premium funding is used and to what effect. Keen attention is paid to making sure
    that all safeguarding procedures are carefully observed and that equal opportunities are
    maintained.

What inspection judgements mean

School

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
improvement
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 119232
Local authority Lancashire
Inspection number 412011

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 112
Appropriate authority The governing body
Chair John Doris
Headteacher Cheryl Nelson
Date of previous school inspection 6 July 2010
Telephone number 01772 792573
Fax number 01772 702426
Email address head@grange.lancs.sch.uk

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