School etc

Rectory CofE Primary School

Rectory CofE Primary School
Rectory Road
North Ashton

phone: 01744 678470

headteacher: Mrs Janet Prowse

reveal email: rect…


school holidays: via St. Helens council

155 pupils aged 2—10y mixed gender
210 pupils capacity: 74% full

80 boys 52%


75 girls 48%

≤ 233y134c55y126y67y128y69y1110y6

Last updated: June 18, 2014

Primary — Voluntary Aided School

Education phase
Religious character
Church of England
Establishment type
Voluntary Aided School
Establishment #
OSGB coordinates
Easting: 355810, Northing: 400414
GPS coordinates
Latitude: 53.499, Longitude: -2.6676
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
June 21, 2012
Diocese of Liverpool
Region › Const. › Ward
North West › St. Helens North › Billinge and Seneley Green
Urban > 10k - less sparse
SEN priorities
ASD - Autistic Spectrum Disorder
ASD - Autistic Spectrum Disorder
Special classes
Has Special Classes
Investor in People
Committed IiP Status
Free school meals %

rooms to rent in Wigan

Schools nearby

  1. 0.3 miles Our Lady Immaculate Catholic Primary School WN40LZ (125 pupils)
  2. 0.6 miles Garswood Primary School WN40SF (223 pupils)
  3. 0.7 miles Bryn St Peter's CofE Primary School WN40DL (203 pupils)
  4. 0.8 miles Gerard RC Infant School WN40TT
  5. 0.9 miles Perry Brook Community Primary School WN40EP
  6. 0.9 miles Landgate School, Bryn WN40EP (61 pupils)
  7. 1 mile Nicol Mere School WN48DF (318 pupils)
  8. 1 mile Cansfield High Specialist Language College WN49TP (965 pupils)
  9. 1.1 mile R L Hughes Primary School WN49QL (517 pupils)
  10. 1.3 mile St Oswald's Catholic Primary School WN49AZ (350 pupils)
  11. 1.5 mile St Aidan's CofE Community Primary School Billinge WN57LS (198 pupils)
  12. 1.5 mile Winstanley Community Primary School WN36JP (451 pupils)
  13. 1.6 mile Marus Bridge Primary School WN36SP (305 pupils)
  14. 1.6 mile St Aidan's Catholic Primary School, Wigan WN36EE (365 pupils)
  15. 1.6 mile St Thomas CofE Primary School WN48PQ (233 pupils)
  16. 1.6 mile The Byrchall High School WN49PQ
  17. 1.6 mile St Edmund Arrowsmith Catholic High School, Ashton-in-Makerfield WN49PF (1214 pupils)
  18. 1.6 mile Hope School WN36SP (196 pupils)
  19. 1.6 mile The Gerard Pupil Referral Unit WN48PD
  20. 1.6 mile The Byrchall High School WN49PQ (1005 pupils)
  21. 1.8 mile Chapel End Primary School WN57TX (348 pupils)
  22. 1.8 mile Nugent House School WN57TT (50 pupils)
  23. 1.9 mile Saint Paul's CofE Primary School WN36SB (208 pupils)
  24. 1.9 mile St Wilfrids Catholic Primary School WN48SJ (245 pupils)

List of schools in Wigan

Rectory CE Primary School

Inspection report

Age group 3–11
Inspection date(s) 21–22 June 2012
Inspection number 377129
Unique Reference Number 104797
Local authority St. Helens
Inspect ion number 377129
Inspect ion dates 21–22 June 2012
Lead inspector Geoffrey Yates

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 3–11
Gender of pupils Mixed
Nu mber of pupils on the school roll 164
Appropriate authority The governing body
Chair Tony Narayanan
Headteacher Janet Prowse
Date of previous school inspection 21 January 2009
School address Rectory Road
North Ashton
Telephone number 01744 678470
Fax number 01744 678475
Email address reveal email: rect…


Inspection team
This inspection was carried out with two days' notice. The inspection team visited 18
lessons, observing seven teachers. Meetings were held with the headteacher, senior leaders
teaching staff, the Chair of the Governing Body and groups of pupils. The inspectors also
heard 12 pupils read. Inspectors observed the school’s work, and looked at the minutes of
the governing body meetings, systems for assessing and monitoring pupils’ progress,

Geoffrey Yates
Maureen Coleman
Additional inspector
Additional inspector

safeguarding procedures, pupils’ work, and teachers’ planning and marking. Inspectors took

account of the responses to questionnaires completed by 44 parents and carers and those
completed by pupils and staff.

Information about the school

Rectory Church of England Primary School is a smaller than average-sized primary school.
There is resource provision for pupils with Autistic Spectrum Disorder (ASD) for children
within and outside the normal catchment area. Most pupils are from White British
backgrounds. There are no pupils at an early stage of learning English as an additional
language. The proportion of pupils known to be eligible for free school meals is well above
average. The proportion of pupils supported at school action plus or with a statement of
special educational needs is well above that seen nationally. The school has achieved a
number of awards, including the Basic Skills award. The school meets the current floor
standard, which sets the government’s minimum expectations for attainment and progress.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is satisfactory and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Inspection judgements

Overall Effectiveness 2
Achievement of pupils 2
Quality of teaching 2
Behaviour and safety of pupils 1
Leadership and management 2

Key Findings

  • This is a good school. It is not yet outstanding because teaching is good rather than
    outstanding. The needs of individual pupils are at the centre of everything the school
    does and parents and carers are highly positive about the school.
  • Pupils make good progress overall, and achievement is good from their starting points.
    This includes disabled pupils and those with special educational needs, including those
    in the school’s resource base. Children achieve well in the Early Years Foundation
    Stage. By the end of Year 6, pupils’ attainment is average in English and mathematics,
    but in the most recent unvalidated national tests, outcomes were higher in English
    than in mathematics.
  • The overall quality of teaching is good, with examples of outstanding practice. Where
    teaching is good or better, lessons move at a very fast pace, questioning is used well
    and teachers are highly effective in ensuring that pupils have sufficient time to carry
    out the work. Where teaching is not as strong, questioning does not probe pupils’
    understanding, and teachers talk too much. In some classes, opportunities are missed
    to ensure pupils develop basic numeracy skills well and opportunities for pupils to
    apply them in solving problems are inconsistent.
  • Pupils’ behaviour, attitudes to learning and their spiritual, moral, social and cultural
    development are outstanding. Incidents of bullying or racial harassment are rare, and
    dealt with well. Pupils have a very good understanding of how to keep themselves safe
    in various situations, including when using the internet.

Leadership and management are good, including the leadership of teaching and

management of performance. Pupils enjoy all aspects of school life and are well
prepared for the future due to the school’s clear focus on academic and personal

needs. There are good systems in place to evaluate the school’s work. 

What does the school need to do to improve further?

  • Improve the quality of teaching further by:
    making sure there is a brisk pace in lessons
    providing a good balance between teachers talking and pupils’ working
    making sure questioning is consistently good in probing pupils’ understanding
    providing more opportunities for pupils to develop their basic numeracy skills well
    and for them to apply them in solving challenging mathematical problems.

Main Report

Achievement of pupils

Pupils enjoy their learning and are keen to do well. Their good attitudes mean that they
work with enthusiasm and determination even when they encounter challenges. For
example, in a Year 2 information and communication technology (ICT) lesson all pupils were
absorbed in working out how to shrink a picture, and persevered with the task. They worked
at a good pace and with a high degree of concentration on succeeding. Activities such as
this ensure learning is at least good and develops pupils’ independence well.
Children make good progress in the Early Years Foundation Stage from a well below
average start. However, by the time they enter Year 1, their skills in all areas of learning are
still below those expected. Children show tremendous enthusiasm for learning and are keen
to talk about what they are doing. For example, they gave a very good account about the
vegetables they had planted and how rain and sunshine help them to grow. There is a good
balance between child-initiated and teacher-led activities.
Good learning and progress continue throughout Years 1 to 6. Some cohorts of pupils are
small and this, together with having pupils on role in the resource base, means that
attainment data requires cautious analysis. Inspection evidence shows pupils’ attainment in
English and mathematics is broadly average by the time they leave. In 2011, attainment at
the end of Year 6 was lower in mathematics compared to that in reading and writing. The

school has successfully implemented a range of strategies to develop pupils’ mental and

problem solving skills. However, the full impact of these strategies has yet to be seen. Pupils
say they enjoy reading and demonstrate good skills for their age. Attainment in reading is
average at the end of Year 2 and Year 6. During the inspection, outstanding teaching of
basic letter sounds was observed.
Most parents and carers agree that their children make good progress. Nearly all pupils say
they learn a lot in lessons. Inspection evidence confirms pupils make good progress from
their starting points. Highly effective support for disabled pupils and those with special
educational needs both in mainstream classes and in the resource base enables them to
make good progress towards their targets.
Quality of teaching
Parents and carers state that their children are well taught and inspectors agree. Pupils trust
and respect their teachers, relationships are of a high quality and adults work diligently to
provide a range of interesting learning experiences. Most teaching seen was good, with
assessment information about pupils’ progress used well. A minority of lessons were
satisfactory and a few were outstanding. The most significant differences between
satisfactory and good teaching relates to pace of learning, whether questioning is used well
and the balance of time between teachers talking and pupils’ involvement in independent
Where teaching is good, there is a brisk pace, good questioning and sufficient time for
pupils to carry out tasks. This is not the case where teaching is less strong. For example,
sometimes questioning only involves a small number of pupils, with little or no attempt to
involve a greater number. Good teaching in Year 6 ensured sufficient time for more-able
pupils to use their ICT skills well in carrying out challenging mathematical problem-solving
tasks working out percentage discounts on certain items. However, in the rest of the school
opportunities are sometimes missed in ensuring pupils develop a good understanding of
basic numbers and to apply these skills in problem-solving situations. In the Early Years
Foundation Stage, activities are very well matched to children’s needs and ensure they make
good progress.
Reading is taught well. Regular opportunities exist for pupils to read for pleasure. Pupils in
Key Stage 1, and some in Key Stage 2, take part in daily sessions that help them to develop
their knowledge of the sounds letters make. These sessions are taught well so pupils are
confident working out how unfamiliar words are likely to sound. Marking in books is of a
good quality overall, but is stronger in literacy. In the best examples seen teachers give
pupils clear guidance on how they can improve their work.
Disabled pupils and those who have special educational needs, including those in the
resource base, are supported very effectively so they can access the curriculum fully and
thrive. Teachers and teaching assistants know the individual needs of pupils exceptionally
well and make appropriate adaptations that ensure learning is of a good quality. Teachers
take every opportunity to thread the promotion of pupils’ spiritual, moral, social and cultural
development into their teaching. One pupil’s writing focussed on achieving personal goals
and included the statement, ‘My goal is friendship. I will achieve this by saying kind words
and being helpful.’

Behaviour and safety of pupils

Pupils enjoy school; this is demonstrated in their above average attendance. Observations

during lessons and around the school confirm that pupils’ behaviour is outstanding and

other evidence, including pupils' views, indicates that this is the case. Pupils show very high
levels of engagement, courtesy, collaboration, and cooperation in classrooms and around
the school. This was particularly noticeable when during the inspection highly inclement
weather meant that pupils could not go outside at playtimes yet continued to behave very
well. Pupils confirm that there is no bullying of any kind and they know about different types
of bullying such as name-calling and racist harassment. They are confident that any poor
behaviour is always dealt with effectively, fairly, and promptly; school records reflect this.
The ASD Resource Provision Base contains some pupils excluded from other schools who
settle exceedingly well.

The school’s strong ethos of care leads to pupils showing great respect for the feelings and

beliefs of others. They have very good attitudes to learning and develop considerate
relationships with peers and adults. They enjoy taking on responsibly such as school council
members or Eco club members. The school’s council has undertaken its own survey of

pupils’ views. All groups of pupils say they feel safe at school. They understand what

constitutes unsafe situations and are aware of how to keep themselves and others safe.
Children in the Early Years Foundation Stage clearly enjoy school and have settled into
routines well, playing happily both together and individually, indoors and out.
The great majority of parents and carers feel that behaviour is very good and that their
children are looked after well and are safe. This was confirmed by the inspection evidence.

Leadership and management

The headteacher provides a strong sense of purpose, promotes teamwork and maintains an
unrelenting focus meeting the needs of each child, no matter what the need may be. There
is good support from the leadership team. Accurate self-evaluation underpins the drive for
improvement and staff work together successfully to improve their practice, with a good
programme of continuing professional development in place. These have a positive impact

on pupils’ all-round development and achievement. Parents and carers are highly supportive

of the school, with one parent commenting, ’This is a very caring school which takes
account of all individual children and their needs.’
The school provides a good and interesting curriculum that promotes pupils’ personal
development well, prepares them for the next stage of their education and
ensures they understand how to stay safe. Provision for the promotion of pupils’ outstanding
spiritual, moral, social, and cultural development is a notable strength. For example, a
recent visit to the Imperial War Museum allowed pupils to gain a good understanding of
what life was like during times of war. The importance of caring for others less fortunate

than themselves is high on the school’s agenda.

Weaknesses identified at the last inspection have been tackled effectively. Much of the

school’s success is down to consistent practices that help staff to provide an overall good

quality of teaching. This results from the good leadership and management of teaching and
learning. The accuracy of leaders’ monitoring and evaluation and their success in tackling
weaknesses and maintaining pupils’ good achievement show there is good capacity for more
The governing body is led well and carries out all its duties effectively. All safeguarding
requirements are met and robust systems are in place to ensure pupils are safe. Pupils of all
abilities and needs, including those in the resource base, are welcomed to the school and
included fully in all aspects of school life. Equality of opportunity is ensured and
discrimination in any form is not tolerated.


What inspection judgements mean

Grade Judgement Description
Grade 1 Outstanding These features are highly effective. An outstanding school
provides exceptionally well for all its pupils' needs.
Grade 2 Good These are very positive features of a school. A school that is
good is serving its pupils well.
Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school
is providing adequately for its pupils.
Grade 4 Inadequate These features are not of an acceptable standard. An
inadequate school needs to make significant improvement in
order to meet the needs of its pupils. Ofsted inspectors will
make further visits until it improves.

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 54 42 2 2
Primary schools 14 49 32 6
Secondary schools 20 39 34 7
Special schools 33 45 20 3
Pupil referral units 9 55 28 8
All schools 16 47 31 6

New school inspection arrangements have been introduced from 1 January 2012. This means that inspectors
make judgements that were not made previously.
The data in the table above are for the period 1 September to 31 December 2011 and represent judgements
that were made under the school inspection arrangements that were introduced on 1 September 2009. These
data are consistent with the latest published official statistics about maintained school inspection outcomes
The sample of schools inspected during 2010/11 was not representative of all schools nationally, as weaker
schools are inspected more frequently than good or outstanding schools.
Primary schools include primary academy converters. Secondary schools include secondary academy
converters, sponsor-led academies and city technology colleges. Special schools include special academy
converters and non-maintained special schools.
Percentages are rounded and do not always add exactly to 100.

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning and
development taking account of their attainment.
Attainment: the standard of the pupils' work shown by test and
examination results and in lessons.
Attendance: the regular attendance of pupils at school and in lessons,
taking into account the school's efforts to encourage good
Behaviour: how well pupils behave in lessons, with emphasis on their
attitude to learning. Pupils' punctuality to lessons and their
conduct around the school.
Capacity to improve: the proven ability of the school to continue improving based
on its self-evaluation and what the school has accomplished
so far and on the quality of its systems to maintain
Floor standards: the national minimum expectation of attainment and
progression measures
Leadership and
the contribution of all the staff with responsibilities, not just
the governors and headteacher, to identifying priorities,
directing and motivating staff and running the school.
Learning: how well pupils acquire knowledge, develop their
understanding, learn and practise skills and are developing
their competence as learners.
Overall effectiveness: inspectors form a judgement on a school's overall
effectiveness based on the findings from their inspection of
the school.
Progress: the rate at which pupils are learning in lessons and over
longer periods of time. It is often measured by comparing
the pupils' attainment at the end of a key stage with their
attainment when they started.
Safety: how safe pupils are in school, including in lessons; and their
understanding of risks. Pupils' freedom from bullying and
harassment. How well the school promotes safety, for
example e-learning.

25 June 2012
Dear Pupils

Inspection of Rectory CE Primary School, Wigan, WN4 0QF

Thank you for the warm and friendly welcome you gave us when we inspected your
school recently. It was great to see you trying your very best, including those pupils
in the resource provision. We really enjoyed our visit, especially talking with you. The
pupils we spoke with are excellent ambassadors.
The inspectors agree with your school that you receive a good education. Older
pupils told us how much they enjoy school and that they do not want to leave. It
was a delight to see how much children in the Reception class enjoy the activities
they were taking part in and how well you all sing during acts of worship. You
behave exceedingly well, not just in lessons but around the school. We agree with
you that everyone who works in the school takes very good care of you. You work
hard in lessons and are polite. You told us that you feel very safe in school.
There is currently some good teaching in your school and some that is outstanding,
but that is not the case in every class. We want your school to do all it can to make
all teaching even better so that the progress you make is even better. You can help
by making sure you work as hard as you can all the time. We especially want your
teachers to make sure you develop your basic numbers skills well and for you to use
them in solving mathematical problems a bit more. You can help, for example, by
really knowing your number bonds and times tables.
We hope you keep on working hard so you play a big part in trying to make your
school even better. Also, please keep up your good attendance record!
Yours sincerely
Geoffrey Yates
Lead inspector


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