Preston Grange Primary School
Headteacher: Ms C Nelson
reveal email address
School holidays for Preston Grange Primary School via Lancashire council
150 pupils capacity: 84% full
55 boys 44%
70 girls 56%
Last updated: June 20, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- 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
- Urban > 10k - less sparse
- Free school meals %
- 0.3 miles Moor Nook Community Primary School PR26EE (216 pupils)
- 0.3 miles St Maria Goretti Catholic Primary School, Preston PR26SJ (186 pupils)
- 0.3 miles St Maria Goretti Infant School PR26SJ
- 0.4 miles City of Preston High School PR26EE
- 0.4 miles Highfield Priory School PR25RW (251 pupils)
- 0.5 miles Brookfield Community Primary School PR26TU (163 pupils)
- 0.5 miles The Blessed Sacrament Catholic Primary School PR26LX (422 pupils)
- 0.6 miles Preston Greenlands Community Primary School PR26BB (181 pupils)
- 0.8 miles Preston Tutorial Centre PR26YD
- 0.8 miles Woodlands School PR26DB
- 0.9 miles Longsands Community Primary School PR29PS (210 pupils)
- 1 mile Brockholes Wood Community Primary School and Nursery PR15TU (262 pupils)
- 1 mile Silver Birches Independent School PR29PS
- 1.2 mile Holme Slack Community Primary School PR16HP (156 pupils)
- 1.2 mile Fishwick Primary School PR14RH (80 pupils)
- 1.2 mile Ribbleton Avenue Methodist Junior School PR15SN (191 pupils)
- 1.2 mile St Teresa's Catholic Primary School, Preston PR14RH (172 pupils)
- 1.3 mile Ribbleton Avenue Infant School PR15RU (246 pupils)
- 1.4 mile Grimsargh St Michael's Church of England Primary School PR25SD (199 pupils)
- 1.4 mile St Gregory's Catholic Primary School, Preston PR16HQ (210 pupils)
- 1.5 mile St Joseph's Catholic Primary School, Preston PR15XL (304 pupils)
- 1.5 mile Samlesbury Church of England School PR50UE (52 pupils)
- 1.5 mile Preston St Matthew's Church of England Primary School PR15XB (466 pupils)
- 1.5 mile St Joseph's Junior School PR15XL
Ofsted report transcript
Preston Grange Primary School
Grange Avenue, Ribbleton, Preston, Lancashire , PR2 6PS
|Inspection dates||8–9 May 2013|
|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
| 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
starting points, more and more pupils are
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.
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
- The inspector talked informally with many pupils.
- There were insufficient responses to the on-line questionnaire (Parent View) for the views to be
- The inspector scrutinised samples of pupils’ work and looked at documentation, including that
relating to pupils’ progress, their safeguarding and school improvement.
|Alastair Younger, Lead inspector||Additional Inspector|
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
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
- 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.
|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
- 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
- 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
- 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
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||119232|
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||112|
|Appropriate authority||The governing body|
|Date of previous school inspection||6 July 2010|
|Telephone number||01772 792573|
|Fax number||01772 702426|