School etc

Rainford Brook Lodge Community Primary School

Rainford Brook Lodge Community Primary School
Rufford Road
St Helens

phone: 01744 678816

headteacher: Mr Simon Hanley Bed(Hons), Msc, Npqh


school holidays: via St. Helens council

175 pupils aged 4—10y mixed gender
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 %

rooms to rent in St. Helens

Schools nearby

  1. 0.1 miles Rainford High Technology College WA118NY (1419 pupils)
  2. 0.3 miles Corpus Christi Catholic Primary School WA118JF (189 pupils)
  3. 0.4 miles Rainford CofE Primary School WA118AJ (299 pupils)
  4. 0.4 miles Rainford CofE Infant School WA118AJ
  5. 0.4 miles Rainford CofE Junior School WA118AJ
  6. 1.7 mile Crawford Village Primary School WN89QP (35 pupils)
  7. 1.8 mile Midstream (West Lancs) Ltd WN89PR
  8. 2.2 miles Little Digmoor Primary School WN89NF (79 pupils)
  9. 2.3 miles St Luke's Catholic Primary School WN89DP
  10. 2.3 miles Hope High School WN89DP (31 pupils)
  11. 2.3 miles St Luke's RC Infant School WN89DP
  12. 2.3 miles Hope High School WN89DP
  13. 2.4 miles Bishop Martin Church of England Primary School WN89BN (237 pupils)
  14. 2.5 miles St Francis of Assisi RC Primary School WN89AZ (293 pupils)
  15. 2.6 miles Moorside Community Primary School WN89EA
  16. 2.6 miles St Matthew's Catholic Primary School, Skelmersdale WN89AZ
  17. 2.6 miles St Matthew's RC Infant School WN89AZ
  18. 2.6 miles Learn 4 Life School WN89AL (6 pupils)
  19. 2.6 miles Moorside Community Primary School WN89EA (157 pupils)
  20. 2.7 miles Delph Side Community Primary School WN86ED (195 pupils)
  21. 2.8 miles Holland Moor Primary School WN89AG (491 pupils)
  22. 2.8 miles Bickerstaffe Voluntary Controlled Church of England School L390EH (88 pupils)
  23. 2.8 miles Glenburn Sports College WN86JB (382 pupils)
  24. 2.8 miles West Bank High School WN86JA

List of schools in St. Helens

School report

Rainford Brook Lodge Community

Primary School

Rufford Road, Rainford, St Helens, WA11 8JX

Inspection dates 13–14 February 2013
Overall effectiveness This inspection: Good 2
Previous inspection: Satisfactory 3
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
they thrive.
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.

Inspection team

Lenford White, Lead inspector Additional Inspector
Judith Tolley Additional Inspector

Full report

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
    additional language.
  • 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
    learn more
    providing more opportunities across the curriculum for pupils, especially the more-able to find
    things out for themselves and work more independently.

Inspection judgements

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
    national average.
  • 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
    external consultant.
  • 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 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 104780
Local authority St Helens
Inspection number 400739

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 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
Email address reveal email: broo…


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