Rainford Brook Lodge Community Primary School
phone: 01744 678816
headteacher: Mr Simon Hanley Bed(Hons), Msc, Npqh
210 pupils capacity: 83% full
85 boys 49%
90 girls 51%
Last updated: June 18, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 348007, Northing: 401497
- GPS coordinates
- Latitude: 53.508, Longitude: -2.7854
- Accepting pupils
- 4—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Feb. 13, 2013
- Region › Const. › Ward
- North West › St. Helens North › Rainford
- Town and Fringe - less sparse
- Free school meals %
- 0.1 miles Rainford High Technology College WA118NY (1419 pupils)
- 0.3 miles Corpus Christi Catholic Primary School WA118JF (189 pupils)
- 0.4 miles Rainford CofE Primary School WA118AJ (299 pupils)
- 0.4 miles Rainford CofE Infant School WA118AJ
- 0.4 miles Rainford CofE Junior School WA118AJ
- 1.7 mile Crawford Village Primary School WN89QP (35 pupils)
- 1.8 mile Midstream (West Lancs) Ltd WN89PR
- 2.2 miles Little Digmoor Primary School WN89NF (79 pupils)
- 2.3 miles St Luke's Catholic Primary School WN89DP
- 2.3 miles Hope High School WN89DP (31 pupils)
- 2.3 miles St Luke's RC Infant School WN89DP
- 2.3 miles Hope High School WN89DP
- 2.4 miles Bishop Martin Church of England Primary School WN89BN (237 pupils)
- 2.5 miles St Francis of Assisi RC Primary School WN89AZ (293 pupils)
- 2.6 miles Moorside Community Primary School WN89EA
- 2.6 miles St Matthew's Catholic Primary School, Skelmersdale WN89AZ
- 2.6 miles St Matthew's RC Infant School WN89AZ
- 2.6 miles Learn 4 Life School WN89AL (6 pupils)
- 2.6 miles Moorside Community Primary School WN89EA (157 pupils)
- 2.7 miles Delph Side Community Primary School WN86ED (195 pupils)
- 2.8 miles Holland Moor Primary School WN89AG (491 pupils)
- 2.8 miles Bickerstaffe Voluntary Controlled Church of England School L390EH (88 pupils)
- 2.8 miles Glenburn Sports College WN86JB (382 pupils)
- 2.8 miles West Bank High School WN86JA
Rainford Brook Lodge Community
Rufford Road, Rainford, St Helens, WA11 8JX
|Inspection dates||13–14 February 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||Outstanding||1|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| Leadership and management are outstanding. |
The senior leadership team is meticulously
As a result of good teaching pupils make
All staff are focused on doing their best to
organised and ensures that data on pupil
achievement is used to good effect when
planning lessons and allocating resources.
good progress throughout the school. Many
make outstanding progress in Key Stage 2 in
mathematics and reading, and attain high
standards by the end of Year 6.
raise levels of achievement continually. A
well–thought-out system to assess the
effectiveness of teachers ensures that helping
pupils to succeed is a core priority for the
| Behaviour is outstanding; pupils are positive |
Governors have an intimate knowledge of the
The vast majority of parents are of the opinion
and considerate, and do their best to achieve
to the best of their ability. Pupils enjoy coming
to school, and they care for and respect each
other. They feel safe because the school
provides a supportive environment in which
school; they are supportive and ambitious, and
take on every aspect of their role in earnest.
They know where the school’s strengths are
and are committed to working with the
headteacher to improve standards
that the school provides a good level of
education for their children.
| The achievement of boys in mathematics and |
writing in Key Stage 1 is not as good as in
reading and could be better. Overall
achievement in Key Stage 1 is not as good as
in Key Stage 2.
| Teaching is not yet outstanding. Lessons do |
not always stretch more-able pupils or provide
enough opportunities for them to work
independently and find things out for
Information about this inspection
- Inspectors observed 18 lessons, of which four were joint observations with the headteacher and
deputy headteacher. Inspectors also visited parts of lessons and observed small-group activities
including the teaching of letters and sounds (phonics).
- Meetings were held with two groups of pupils from Years 3, 4, 5, and 6 and inspectors listened
to pupils read from Years 3, 4, 5 and 6.
- Inspectors met with a number of staff including the headteacher, deputy headteacher and
subject leaders. Inspectors also met with eight governors and a representative from the local
authority. A telephone conversation was held with a consultant who works with the school.
- Inspectors took account of 28 responses to the on-line questionnaire (Parent View), surveys
carried out by the school, 23 staff questionnaires and one letter from a parent.
- Inspectors scrutinised pupils’ work with the headteacher and deputy headteacher and looked at
school documents including data on pupils’ progress, the school improvement plan and self-
assessment, reports from the school improvement partner and consultant, teacher monitoring
files and minutes of the governing body meetings. A range of documentation was scrutinised
relating to safeguarding, including behaviour logs and policies.
|Lenford White, Lead inspector||Additional Inspector|
|Judith Tolley||Additional Inspector|
Information about this school
- The school is a smaller-than-average sized primary school.
- The vast majority of pupils are of White British heritage, and no pupil speaks English as an
- The proportion of pupils supported by the pupil premium is much lower than the national
- The proportion of pupils who are supported at school action is below the national average. The
proportion of pupils who are supported at school action plus or with a statement of special
educational needs is much lower than the national average.
- The governing body manages a breakfast-club which was observed during the inspection.
Governors also manage a pre-school and after-school service.
- The school meets the government’s current floor standards which set the minimum expectations
for pupils’ attainment and progress.
- The school is a member of the Edge Hill Premier Partnership and has gained a number of awards
including the Healthy Cities Award and the Investors in People Award.
- Since the last inspection a number of staff have left the school and a new headteacher and
deputy headteacher have been appointed as well as two newly qualified teachers.
What does the school need to do to improve further?
- Raise levels of attainment for all pupils in writing and mathematics in Key Stage 1, especially for
boys, so that they are at least as good as in reading by:
providing more opportunities for pupils to practise their writing and comprehension skills in all
subjects and topics that they study
providing more opportunities for pupils to engage in problem-solving activities which are
challenging and enable them to achieve to the best of their ability.
- Move teaching from good to outstanding across the school by:
making sure that all teachers plan tasks in lessons that always stretch and support all pupils to
providing more opportunities across the curriculum for pupils, especially the more-able to find
things out for themselves and work more independently.
|The achievement of pupils||is good|
- Achievement is not outstanding because attainment in mathematics and writing by the end of
Key Stage 1 is not outstanding and boys’ performance in 2012 was not as good as it has been.
- Most children join the Early Years Foundation Stage having attended the nursery adjacent to the
school. On entry their skills are at a level expected for their age. Their personal, social and
emotional skills, and their reading and writing are especially strong.
- Pupils make good progress through the Early Years Foundation Stage, Key Stage 1 and Key
Stage 2, and reach above average standards overall by the end of Year 6. Many pupils make
outstanding progress in mathematics and reading to achieve well above average standards by
the time they leave school.
- The school uses data and tracking information well to identify any pupils who are not performing
to the best of their ability. All boys who underperformed in mathematics and writing at the end
of Key Stage 1 have been identified and provided with additional support, including small-group
teaching activities. The school’s data show that these pupils are making good progress; in some
instances they have exceeded their targets. All pupils in Years 3 to 6 are now working at a
standard which is at least that expected for their age.
- Reading is strength across the school; this is because the school strongly promotes reading and
provides pupils with many opportunities to read. Pupils who read for inspectors were keen
readers and had developed a love for books. Less-able readers demonstrated that they could
use the skills that they had learned in phonics to sound out and read unfamiliar words.
- The small minority of pupils known to be eligible for the pupil premium are making good
progress. This is because of the effectiveness of carefully targeted funding for ‘booster’ groups
and one-to-one mentoring.
- Disabled pupils and those with special educational needs also make good progress. The school
has ensured this through training specialist staff who provide group support. This has
contributed well to raising levels of achievement for these groups, especially in mathematics and
writing across both key stages.
- Writing, while a strong subject for the vast majority of pupils, still remains a priority for the
school. The school’s monitoring of writing shows that most pupils are now attaining levels which
are at least as expected for their age.
|The quality of teaching||is good|
- The quality of teaching has improved considerably since the previous inspection and, as a result,
pupils’ learning and progress are now good. Because of good teaching the proportion of pupils
reaching the higher levels in mathematics and reading at Key Stage 2 is much higher than the
- Teachers set high standards and have high expectations of pupils; as a result of this they enjoy
learning. Relationships between teachers and pupils are very strong and pupils’ behaviour in
class is never less than good.
- Teachers plan their lessons carefully aiming to engage the interest of all pupils and to help them
to become confident learners. However, in some lessons the more-able are not fully stretched
and opportunities are missed for them to engage in independent learning, and in activities more
tailored to their abilities.
- Teachers often provide pupils with opportunities to come to the front of the class, to show what
they have learnt and how they have solved problems. However, in mathematics teachers do not
always take advantage of such opportunities to provide real challenge for pupils.
- Teachers are eager to identify as many opportunities as possible for pupils to develop their
technical skills in writing. They are working at ensuring that these skills are developed in all
areas of the curriculum but occasionally miss chances to do so.
- Teachers use skilful questioning to encourage pupils to use their imagination. In a Year 1 English
class pupils were exploring how an imaginary super-hero might rescue someone from a fire.
They eagerly discussed this in pairs, and then skilfully articulated their questions to a ‘real’
super-hero when she came into the class.
- Where teaching is at its best, learning moves on at a brisk pace and pupils have opportunities to
engage in discussions. In such lessons pupils work well together and show consideration for the
views of their class mates. In an English lesson in Year 6, pupils listened to each other’s views
very considerately when debating the arguments for and against the humane ‘putting down’ of
rescue centre dogs.
- Pupils know well how to improve their work. Marking is helpful and gives good guidance to
pupils. The best marking allows opportunities for pupils to comment on teachers’ suggestions as
well as to assess for themselves how well they think they have done.
- Teaching assistants and other adults provide good support; one-to-one support is particularly
effective for those children who have complex learning needs. The best planning ensures that
teaching assistants can provide their support as near to the start of lessons as possible.
|The behaviour and safety of pupils||are outstanding|
- The overwhelming majority of pupils, staff, parents and governors are positive about standards
of behaviour and safety. Pupils are calm, considerate, inquisitive and very welcoming towards
visitors. They are proud to be ambassadors for their school when out on visits, when meeting
pupils from other schools and when engaged in charity activities in their community.
- Attendance across the school is above average. Relationships between pupils are supportive and
respectful; they relish the opportunity of taking on board responsibilities through the school
forum and the role of prefect.
- Pupils are aware of most forms of bullying and say that behaviour in the school is almost always
good. Some say that bullying is unheard of and are clear that if it were to happen that it would
be treated seriously and dealt with immediately.
- Exclusions of any kind are very rare. Pupils can define racial discrimination well. They know that
is it wrong to treat people less favourably because of their religion or skin colour, and they
understand why the school takes all form of discrimination seriously.
- Behaviour is managed consistently well by all staff who communicate their expectations clearly
to all pupils. Pupils uphold the school’s expected standards of behaviour and look forward to the
many opportunities, such as ‘Golden Time’, available for recognising good behaviour.
- Pupils have a very good understanding of safe and unsafe situations and make a significant
contribution to the safe and positive learning environment of the school. They say that visits
from, for example, fire-fighters and police officers help them to keep safe.
- Pupils’ understanding of cyber-bullying is especially well-developed. They know how to stay safe
while using the Internet and never to give their personal details to strangers through, for
example, social networking sites.
|The leadership and management||are outstanding|
- The headteacher, supported by a very able deputy headteacher, is relentlessly leading a
committed and cohesive staff towards his goal of outstanding overall school effectiveness. He
has communicated a very clear vision through the school’s development plan which identifies the
steps that need to be taken in order for this goal to be achieved.
- One of the main focuses is on raising the level of achievement for all pupils in writing,
particularly in relation to grammar and punctuation. This was evident during the inspection when
many English lessons had a focus on improving pupils’ technical skills in constructing sentences,
writing persuasively and, for younger pupils, using adverbs and connecting sentences.
- Outstanding leadership and management ensure that all training and professional development
opportunities for staff are closely linked to school priorities, including improving the quality of
teaching. Newly qualified teachers say that they have been supported well in developing their
teaching practice and that they benefit from informal advice and support from colleagues.
- Leadership of the curriculum is outstanding. Pupils, who are provided with many memorable and
exciting experiences, say that they enjoy mathematics, English and the topic work that they do
in history, geography, religious education and science.
- The curriculum is further enriched through focus weeks, which have included famous artists and
world-changing events. For one week annually, all year groups learn about different South
African freedom fighters. This links to recent exchange visits which have provided a strong link
with a South African school.
- The school promotes equal opportunities well and provides a broad range of after-school
activities which have a good take-up rate by both boys and girls.
- Good relations are fostered between people from different backgrounds, cultures and religions,
and discrimination is challenged through developing pupils’ spiritual, moral, social and cultural
- The school is vigilant in maintaining the safety and welfare of pupils. It ensures that all statutory
requirements for safeguarding are met.
- The local authority provides light touch support for the school which also takes advice from an
- The governance of the school:
Governors are trained and informed well and very clear about their role. They challenge the
headteacher, set him stretching and regularly reviewed targets and have an intimate
knowledge of the school. They ensure that the pay of all staff is closely related to
performance. All governors come into the school on a regular basis and, therefore, they are
well aware of any actions taken to raise standards continuously. Governors authorise the
school’s pupil premium spending and know how it is helping to raise levels of achievement for
entitled pupils. They understand how the performance of teachers is being managed and are
aware of actions being taken to improve teaching.
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||104780|
|Local authority||St Helens|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||164|
|Appropriate authority||The governing body|
|Chair||Mr I Beaton|
|Headteacher||Mr S Hanley|
|Date of previous school inspection||17 June 2010|
|Telephone number||01744 678816|
|Fax number||01744 678815|
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