Reedley Primary School
phone: 01282 693688
headteacher: Mrs R Thompson
315 pupils capacity: 102% full
165 boys 52%
155 girls 48%
Last updated: June 20, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 385244, Northing: 435912
- GPS coordinates
- Latitude: 53.819, Longitude: -2.2256
- Accepting pupils
- 5—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- March 1, 2012
- Region › Const. › Ward
- North West › Pendle › Reedley
- Urban > 10k - less sparse
- Free school meals %
- 0.3 miles Woodfield Nursery School BB95BE (94 pupils)
- 0.3 miles Brierfield Walter Street Primary School BB95AW
- 0.3 miles Holy Trinity Roman Catholic Primary School, Brierfield BB95BL (105 pupils)
- 0.3 miles Pendle Primary Academy BB95AW (406 pupils)
- 0.4 miles St John's RC Junior School BB102PZ
- 0.5 miles Burnley Casterton Primary School BB102PZ (277 pupils)
- 0.5 miles Brierfield Mansfield High School BB95RX
- 0.5 miles St John the Baptist Roman Catholic Primary School BB102PZ (241 pupils)
- 0.5 miles Marsden Heights Community College BB90PR (836 pupils)
- 0.6 miles Nelson Edge End High School BB90PZ
- 0.7 miles Burnley St James' Lanehead Church of England Primary School BB102NH (269 pupils)
- 0.7 miles Burnley Primrose Hill School BB102NX
- 0.7 miles The Isaac Centre BB102NX
- 0.8 miles Nelson St Paul's Church of England Primary School BB90DZ (266 pupils)
- 0.9 miles Burnley Walshaw High School BB102AT
- 1 mile Barden Lane Nursery School BB101HY
- 1 mile Marsden Community Primary School BB90BE (419 pupils)
- 1 mile Barden Primary School BB101JD (414 pupils)
- 1 mile St John Southworth Roman Catholic Primary School, Nelson BB90DQ (209 pupils)
- 1 mile Reedley Hallows Nursery School and Childrens Centre BB101JD (120 pupils)
- 1 mile Thomas Whitham Sixth Form BB101JD (372 pupils)
- 1 mile Holly Grove School BB101JD (68 pupils)
- 1.1 mile McMillan Nursery School BB99AG (110 pupils)
- 1.1 mile Briercliffe Primary School BB102JU (300 pupils)
Reedley Primary School
|Inspection date(s)||01–02 March 2012|
|Unique Reference Number||119320|
|Inspect ion number||379779|
|Inspect ion dates||1–2 March 2012|
|Lead inspector||Jennifer Platt|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||5–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||283|
|Appropriate authority||The governing body|
|Date of prev ious school inspection||11 November 2008|
|School address||Reedley Road|
|Telephone number||01282 693688|
|Fax number||01282 693688|
This inspection was carried out with two days’ notice. The inspectors visited 21 lessons and
parts of lessons taught by teachers and led by teaching assistants. Pupils from different year
groups read to inspectors. Three meetings were held with pupils to glean their views of the
school. Inspectors scrutinised the work of pupils in their books with a focus on writing.
Meetings were held with members of the governing body and senior leaders. Inspectors
|Jennifer Platt |
|Additional inspector |
|Ian Wellens ||Additional inspector |
observed the school’s work and looked at a number of documents, including the school
development plan, records on safeguarding, attendance, behaviour and pupils’ progress
data. It was not possible to take account of the responses to the on-line questionnaire
(Parent View) in planning the inspection as insufficient responses had been registered. The
inspectors met a few parents and carers informally and examined questionnaire responses
from pupils and staff as well as 157 completed by parents and carers.
Information about the school
This is larger than the average-sized primary school. There are some mixed-age classes.
The school is oversubscribed and has building extensions planned as it changes to become a
two-form entry school. The proportion of pupils known to be eligible for free school meals is
average. The proportions of pupils from minority ethnic backgrounds and who have English
as an additional language are well above those found nationally, although few are at the
very early stages of learning to speak English. The proportion of disabled pupils and those
with special educational needs is increasing and is above average. A considerable number of
pupils join the school at times other than the normal time of entry in Reception. The school
meets the current floor standard, whereby the government sets the minimum expectations
for attainment and progress. The school holds the Lancashire Excellence Award for an
Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory and 4 is inadequate
Please turn to the glossary for a description of the grades and inspection terms
|Achievement of pupils||2|
|Quality of teaching||2|
|Behaviour and safety of pupils||2|
|Leadership and management||2|
- Reedley is a good school. Pupils are happy and eager to learn. Older pupils have high
expectations for their future. Behaviour is good. Pupils clearly understand how to keep
safe. Parents and carers are highly satisfied with the education provided and the
school is increasingly popular in the community.
- Attainment has risen steadily and is now above average at the end of Key Stage 2.
Although writing is above average, handwriting is not always neat. Progress is good
although the more-able pupils do not always make enough progress in writing in Key
Stage 1. Progress is excellent in the Early Years Foundation Stage because teaching
and the curriculum, as well as being imaginative and exciting, keep a clear focus on
- Teaching is good in Key Stages 1 and 2 with many strengths and only a few relative
shortcomings. The good focus on teaching letters and sounds has raised attainment in
reading and a high proportion of pupils exceed the level expected for their age.
Teachers effectively include pupils in their own learning and, although there is some
variability in practice, often make it clear to pupils how to improve. The challenge in
writing is not always consistent in Key Stage 1, especially for the more-able pupils.
Pace is often brisk, although occasionally too much time is allocated to teachers’
- The school is effectively led. The leadership of teaching is strong and teachers’ work is
managed robustly. Staff work together as a team, showing a dogged determination to
provide the best for the pupils, especially those who find themselves in more
vulnerable circumstances. Self-evaluation is accurate, action plans for the main
priorities are detailed and the school knows how to move to improve further.
- The school is not yet outstanding because:
- More-able pupils in Key Stage 1 do not consistently make enough progress
especially in writing
- handwriting is not always neat
- teaching, although good, is not yet outstanding.
What does the school need to do to improve further?
- Raise attainment in writing by:
- improving the quality of pupils’ handwriting
- ensuring that the more-able pupils always make enough progress in Key Stage 1.
- Raise the quality of teaching from good to outstanding by:
- ensuring that all lessons go at a brisk pace
- checking that throughout lessons pupils are always sufficiently challenged to
produce their best work, especially in writing
- ensuring that the pupils’ checklists that inform them how to achieve success are
always written at their level of understanding.
Achievement of pupils
Learning in lessons is good and in the Early Years Foundation Stage is excellent. The
children in Reception absorb new skills and information like sponges because they are
inspired by their staff. Letters and sounds are taught through fun and actions so children
learn and apply this knowledge in early reading and writing. Pupils in Key Stages 1 and 2
benefit from working in small groups where readily available help leads to effective learning.
In Year 6, learning was good and sometimes better in a literacy lesson because teachers’
expectations were high and pupils applied their knowledge of puns and alliteration to create
The vast majority of parents and carers are of the view that progress is good and inspectors
agree. From generally low starting points, children in the Early Years Foundation Stage
make outstanding progress. They start in Year 1 at the expected level and the significant
improvement in social and communication skills prepares children well for Key Stage 1.
Achievement in Key Stages 1 and 2 is good, but stronger in Key Stage 2. Progress from their
starting point is generally good in Key Stage 1 and attainment is average. It is rising as a
result of the stronger Early Years Foundation Stage. Writing in Year 2 is average but
achievement is not as high as in other subjects because more-able pupils are not always
challenged as much as they could be and do not always make enough progress. Attainment
at the end of Year 6 is above average. Results of national tests in 2011 showed that almost
a half of pupils reached above average levels in English and mathematics. Inspection
evidence indicates that this rise is being sustained. Although handwriting is not always neat,
the pupils show great confidence in writing imaginatively. Current attainment in reading is
average at the end of Year 2 and above average at the end of Year 6. One pupil in Year 6
said ‘Everyone loves reading; that is where they get their inspiration from.’
Disabled pupils and those who have special educational needs make good progress as do
pupils, mainly in Key Stage 1, who start at different times through the year. These pupils
benefit from prompt assessment and effective support. Pupils speaking English as an
additional language make good progress, with examples of excellent progress for those who
start school with very little spoken English. Bilingual support is available and the emphasis
on talking greatly enhances their learning. There is no evidence of sustained difference
between the progress of boys and that of girls.
Quality of teaching
The vast majority of parents and carers agree that teaching is good with many strengths
and inspectors concur. Social development is enhanced by good relationships. In the Early
Years Foundation Stage teaching is outstanding. During the inspection it was amazing to see
how well all areas of learning are linked. The finale of the week was a jungle safari. Children
followed their written instructions to prepare their sandwiches, donned their hand-made
hats and binoculars, sang as they marched and recorded their sighting of animals using a
tally chart. The organisation, resources and deployment of staff were spot on so that the
whole event was great fun, leading to very effective learning.
In Key Stages 1 and 2 thorough preparation and skilful use of different approaches sustain
pupils’ interest. Their imagination is sparked off using a story, examples on the interactive
white board or by a visit. This promotes effective learning for all, including those who are at
the early stages of speaking English as they learn through activity and collaboration.
Support staff understand their roles and make an effective contribution to learning. In one
lesson where additional support was not available pupils lacked the help needed to clarify
misunderstandings. Assessment is used effectively to group pupils by ability. For example, in
Key Stage 1, all ages are taught letters and sounds at the same time, which allows for small
groups to have their individual needs met fully. Older pupils confidently assess their work
against checklists telling them how to improve their writing. This effective practice is
variable for younger pupils as they do not fully understand some of the language used. The
pace of lessons is often brisk and pupils respond well when time limits are set. Occasionally,
the pace slows when teachers take too long explaining. Teachers generally have high
expectations but this is not always the case for pupils’ handwriting which often fluctuates in
quality. Writing tasks in Key Stage 1 are not always sufficiently challenging to ensure that
the more-able pupils make as much progress as possible.
Teachers promote spirituality by adding that spark that makes pupils inquisitive. In Year 4,
the teacher set the scene well for stories from other cultures. Teachers use the curriculum
effectively to develop pupils’ basic skills, including information and communication
technology (ICT), and to promote these across other subjects.
Behaviour and safety of pupils
Pupils are very proud of their school and eagerly tell visitors about their successes. The
Reedley Team (school council) is very active in the daily life of the school. Pupils appreciate
the improvements over recent years, especially in behaviour, which is now consistently good
and in assembly is excellent. Shared prayers and singing reflect a close-knit community
comfortable with other pupils’ cultures and beliefs. Pupils have good attitudes to learning
and older pupils appreciate opportunities to make choices and to be independent. For
example, in a Year 6 mathematics lesson the pupils moved round the class to complete
different challenges. This was achieved in an orderly manner as pupils avoided queues and
used their common sense. Only when teaching starts to lose its spark do pupils become
restless. Attendance is average and punctuality is improving with the provision of breakfast.
All of the parents and carers who completed the questionnaire consider that their children
are looked after well and most agreed that behaviour is good. Pupils are very aware of
safety issues, especially using the internet. The school goes that extra step to ensure that
the school is free from any type of bullying or harassment. Staff deal with any concerns very
effectively and the pupils run an anti-bullying crew which produces ‘bully-buster top tips’ for
a happy lunchtime. The ‘making a positive choice day’ stresses to pupils the importance of
the choices they make when considering the implications of anti-social behaviour. One
response summed up most views, ‘the day gave me an insight of what the consequences
might be when making wrong choices’. Records indicate no racist incidents and a reduction
to two exclusions this year.
Leadership and management
The headteacher, staff and governing body share a determination to improve pupils’ life-
chances. To fulfil this aim an atmosphere of nurture combines with aspirations to raise
attainment. Progress is closely tracked and interventions are provided when required.
Assessment data indicate the success of these interventions. Teachers are held accountable
for pupils’ progress through regular review meetings. Teaching is monitored diligently,
leading to professional development targeted to specific weaknesses. This has been
effective in raising boys’ attainment in writing. Nevertheless, a few relative shortcomings
require attention to raise the quality of teaching even higher. Although subject action plans
are not always sharply focussed on outcomes, the school’s development plan has the correct
priorities and specific actions are reaping benefits. Consequently, attainment is rising,
teaching is improving and the ethos of the school is conducive to learning. Therefore, the
capacity to improve is good.
The governing body has a good knowledge of attainment and works closely with leaders and
managers to promote effectively equality of pupils’ opportunities for success. The increasing
numbers reaching high levels of attainment in Year 6 are indicative of the school’s success in
ensuring that all reach their potential. There are early signs of similar increases in Key Stage
1, although this is not yet secure across all subjects. Governors ensure that safeguarding
requirements are met.
The good curriculum ensures a balance of activities. An excellent feature is the promotion of
life experiences through the Reedley Real Life initiative which provides insight into future
options. Pupils are very well prepared for the future. Children in the Early Years Foundation
Stage benefit from an extremely inventive curriculum. Parents and carers expressed a wish
for more after-school activities. Although there are several clubs, the focus on sport is more
limited. The promotion of spiritual, moral, social and cultural development is good, with
excellence in moral development. Pupils value opportunities to learn about cultures that are
different from their own.
What inspection judgements mean
|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|
|Pupil referral units||15||50||29||5|
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 2010 to 31 August 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 primar y 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 up 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.
|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
|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
|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
5 March 2012
Inspection of Reedley Primary School, Burnley BB10 2NE
Thank you so much for the friendly welcome you gave the inspectors when we
visited your school. We appreciated your enthusiasm and eagerness to tell us about
your school. Your welcome cards have come home with me.
You go to a good school and I am sure you already know that. You make good
progress and leave school with above average attainment. Teaching is good and you
appreciate the interesting activities it provides. The children in the Reception make
excellent progress and enjoy some very exciting activities. We were delighted to hear
that you feel safe and this is not surprising with the efforts made by staff, the
Reedley Team and your anti-bullying crew. Behaviour is good and pupils in Year 6
provide good role models for the rest of you. Well done! Your headteacher, leaders
and governors manage your school very well and this has led to many
improvements. We think there are some changes that the school can make to
improve your progress even more and these are:
- make sure you all write as neatly as possible
- check that in Years 1 and 2 the work in writing is just at the right level so that
all of you, especially those who find learning easy, are challenged to do your
- make sure that you fully understand the lists teachers give you that explain
what is needed to improve your writing
- check that all of your lessons go at a brisk pace.
It was a delight to visit your school and I am confident that you will continue to play
your part in making your school even better. I wish you all the very best for the