Ribbleton Avenue Methodist Junior School
phone: 01772 792083
headteacher: Mrs Jill Alexander-Steele
240 pupils capacity: 80% full
105 boys 55%
85 girls 45%
Last updated: June 20, 2014
Primary — Voluntary Controlled School
- Education phase
- Religious character
- Establishment type
- Voluntary Controlled School
- Establishment #
- OSGB coordinates
- Easting: 355546, Northing: 430554
- GPS coordinates
- Latitude: 53.769, Longitude: -2.6759
- Accepting pupils
- 7—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Sept. 20, 2012
- Region › Const. › Ward
- North West › Preston › St Matthew's
- Urban > 10k - less sparse
- Investor in People
- Committed IiP Status
- Free school meals %
- Ribbleton Avenue Infant School PR15RU (246 pupils)
- 0.3 miles St Joseph's Catholic Primary School, Preston PR15XL (304 pupils)
- 0.3 miles St Joseph's Junior School PR15XL
- 0.3 miles St Joseph's RC Infant School PR15XL
- 0.4 miles Preston St Matthew's Church of England Primary School PR15XB (466 pupils)
- 0.4 miles Preston Muslim Girls' High School PR15BY
- 0.5 miles Preston Tutorial Centre PR26YD
- 0.5 miles St Gregory's Catholic Primary School, Preston PR16HQ (210 pupils)
- 0.5 miles Woodlands School PR26DB
- 0.5 miles Preston Muslim Girls' Secondary School PR16QL
- 0.5 miles Preston Muslim Girls High School PR16QQ (323 pupils)
- 0.6 miles Deepdale Junior School PR16TD (339 pupils)
- 0.6 miles Deepdale Infants' School PR16TD (320 pupils)
- 0.6 miles Holme Slack Community Primary School PR16HP (156 pupils)
- 0.6 miles Fishwick Primary School PR14RH (80 pupils)
- 0.6 miles St Teresa's Catholic Primary School, Preston PR14RH (172 pupils)
- 0.7 miles Preston Greenlands Community Primary School PR26BB (181 pupils)
- 0.7 miles Moor Park High School and Sixth Form PR16DT (537 pupils)
- 0.7 miles Northlands High School PR16DT
- 0.8 miles The Blessed Sacrament Catholic Primary School PR26LX (422 pupils)
- 0.8 miles Sherburn School PR16AA
- 0.8 miles Moorfield School PR16AA
- 0.8 miles Elms School PR16AU
- 0.8 miles Sir Tom Finney Community High School PR16AA (140 pupils)
Methodist Junior School
Emerson Road, Preston, Lancashire, PR1 5SN
|Inspection dates||20–21 September 2012|
|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
| The improvement since the last inspection |
Disabled pupils and those with special
Teaching is good. The diverse needs of pupils
Behaviour and safety are good. Pupils display
has been rapid. Attainment has risen and
progress improved. Achievement is good.
Standards are above average in reading and
mathematics, and average in writing.
educational needs, individuals in receipt of
the pupil premium and those with English as
an additional language make good progress.
are met and lessons are interesting.
Assessment is used effectively to identify any
individuals requiring extra support.
excellent attitudes to others. Everyone gets
on well together regardless of background.
| Attendance is improving at a good rate. |
The excellent leadership of the headteacher is
Good management of teachers’ performance
Governors support the school effectively and
There is a good capacity for sustained
Families are now aware of the need to avoid
unnecessary absence. This is helping pupils
to do better at school.
driving the school forward. Staff morale is
very high. Great pride is evident amongst
pupils and all adults in how well the school is
constantly develops their skills. This has a
positive impact on achievement and pupils’
challenge staff to do even better.
improvement in future.
| Attainment in writing lags behind that of |
reading and mathematics because more-able
pupils are not always provided with enough
opportunities to reach the highest levels.
| While the curriculum is sharply focused on |
raising achievement in English and
mathematics, it is not planned as effectively
in other subjects.
|Inspection report:||Ribbleton Avenue Methodist Junior, 20–21 September 2012||2 of 9|
Information about this inspection
- Inspectors observed teaching in every classroom, held discussions with pupils and staff, met
the Chair (designate) of the Governing Body and the school improvement partner employed by
the local authority. In addition, the inspection team evaluated the quality of pupils’ work
available in their books and folders.
- Inspectors took account of recent questionnaires of parents’ views in planning the inspection
and in forming judgements. Inspectors considered any responses to the on-line questionnaire
- The inspection team looked at a range of school documentation. These included the documents
related to safeguarding, the school improvement plan, the school’s self- evaluation, records
related to behaviour and attendance and to pupils’ attainment and progress.
|David Byrne, Lead inspector||Additional Inspector|
|Neil Dixon||Additional Inspector|
|Inspection report:||Ribbleton Avenue Methodist Junior, 20–21 September 2012||3 of 9|
Information about this school
- This is a larger than average sized junior school.
- The proportion of pupils known to be eligible for the pupil premium is above average.
- A higher than average proportion of pupils are supported by school action. This is also the case
for the proportion of pupils receiving support for school action plus or with a statement of
special educational needs.
- Around two-thirds of pupils are from minority ethnic backgrounds, which is higher than
average. The proportion of pupils for whom English is an additional language is above average.
- The school meets the government’s current floor standards, which set the minimum
expectations for pupils’ attainment and progress.
- The school makes available a breakfast club for families.
What does the school need to do to improve further?
- Raise achievement in writing so that it is closer to that of reading and mathematics by:
- creating strategies to provide higher challenge for pupils who have the ability to reach the
higher levels in writing
- increasing opportunities for pupils to write in a variety of different subjects and contexts
- refining the quality of marking and guidance offered to pupils so that high quality guidance is
- Develop the curriculum to raise achievement in all subjects by:
- developing the expertise of staff so that the high quality teaching in English and mathematics
is applied to all subjects
- refining the quality of curriculum planning so that pupils’ achievement in all subjects can be
better tracked and monitored and areas for improvement identified
- opening up opportunities for pupils to acquire better skills of working independently.
|Inspection report:||Ribbleton Avenue Methodist Junior, 20–21 September 2012||4 of 9|
|The achievement of pupils||is good|
- Attainment is rising at a good rate and progress is accelerating rapidly. Standards in Year 6
have risen to just above average. Remarkable progress is occurring in reading. In 2012,
unvalidated test data indicates that a higher than average proportion of pupils exceeded the
expectations for their age and attainment was above average.
- There is a similar picture in mathematics. Attainment is above average and a higher proportion
of pupils than average work at levels exceeding the expectations for their age. In writing,
progress is accelerating but attainment is lower than in mathematics and reading. This is
primarily because too few pupils gain the higher levels. Given pupils’ starting points on entry to
Year 3 that are just below average, these academic outcomes represent good achievement.
- Excellent procedures for monitoring the progress of different groups of pupils, coupled with the
shrewd deployment of staff, have enabled the needs of all pupils to be identified and provided
for. As a result, almost all pupils are making better than expected progress. This is the case for
disabled pupils and those with special educational needs and for the large majority of pupils
with English as an additional language. The large majority of pupils from minority ethnic
backgrounds achieve well because of the good support they are given.
- Robust data held by the school indicates that the gap in performance between pupils known to
be eligible for the pupil premium and those who are not is narrowing rapidly. This is as a result
of very effective use of assessment by leaders and managers which secures a clear focus on
the needs of such pupils.
|The quality of teaching||is good|
- Pupils benefit from committed teachers who provide very well-planned lessons that are often
imaginative and interesting. Consequently, pupils like learning. One pupil stated, ‘I would come
to school at the weekend if I could’. This enthusiasm generated amongst pupils is a key factor
in their good and rapidly accelerating progress.
- Very good use of assessment makes sure that lessons in all subjects are planned to match
pupils’ requirements. Pupils understand the goals for each lesson and usually know exactly how
well they have achieved them.
- There are inconsistencies in the quality of marking. At its best, it is done alongside the pupil
and sets out crystal clear guidance for improvement. Guidance, at times, however, is not clear
enough and comments for improvement are not followed up.
- Good use is made of information and communication technology to enhance learning. Pupils
use computers to support learning in a variety of subjects.
- Excellent teamwork between teachers and teaching assistants provides high quality guidance
to all pupils, but particularly those who struggle with aspects of reading and mathematics.
- English is taught well. Pupils are successfully encouraged to love books. They read regularly on
their own, with their classmates and at home. A recent decision to adopt a class-book to
underpin the literacy work successfully motivates learners. Care is taken to make sure that
pupils can not only read the texts but also understand them.
- A strong emphasis on teaching grammar, punctuation and spelling is boosting the quality of
writing. Increasingly, teachers create opportunities that inspire pupils to write, for example, by
creating character studies based on the book ‘Flat Stanley’. Drama and role play is used to
capture the pupils’ imaginations so that they want to write. Such techniques also widen pupils’
vocabulary, which for many is narrow.
- Pupils do not yet write enough in subjects across the curriculum. This reduces achievement
and holds back the progress of more-able pupils.
- The teaching of mathematics is a strength. Staff have a good understanding of the needs of
pupils. A good focus is given in lessons to securing a good understanding of basic number,
addition, subtraction, multiplication and division.
|Inspection report:||Ribbleton Avenue Methodist Junior School, 20–21 September 2012||5 of 9|
- Close attention is given to deepening the pupils’ understanding of mathematical language. For
example, in learning about the different terms that mean multiply such as, ‘times’, ‘lots of’ and
‘product’. This helps pupils who struggle with English to improve their performance.
- At times, teachers do not expect enough of pupils or provide opportunities for pupils to work
independently and develop the confidence to make decisions about how and what they learn.
|The behaviour and safety of pupils||are good|
- Everyone involved in the school shares the same approach to promoting desirable behaviour
amongst pupils. This consistency has resulted in good and at times excellent behaviour. Pupils
have tremendous pride in their school and talk with great enthusiasm about how much it has
improved. All pupils get on together very well; they respect each other and celebrate the
richness and diversity of faith and culture within the school.
- Pupils report that they feel safe and that bullying or teasing is very rare. Occasional
disagreements occur which are handled very well by staff and by pupils. There is no evidence
of harassment related to any pupil based on their appearance, race or faith.
- The few pupils who struggle with controlling their behaviour benefit from high quality support
from teachers and skilled support staff. Regular opportunities for some pupils needing
emotional support benefit from attending the ‘Flower Room’. Pupils are nurtured and
encouraged to gain confidence and develop self-belief. This enables every pupil to feel valued
and have worth.
- Pupils behave sensibly and safely. They are aware of the choices required to avoid risk and to
protect their health. They influence decision making through the school council. Many have a
good awareness of others less fortunate than they are. Events such as the ‘Great Bake’ are
helping pupils to develop a good awareness of Fairtrade and its activities.
- Attendance is rising rapidly. It has lifted from below average to broadly average. The
improvement is because of the determination of the school to follow up absence. The
appointment of a member of staff to work with families in order to reduce absence has been
- The pupils who attend the breakfast clubs benefit from a settled start to the school day. Having
enjoyed cereal or toast and a drink, they are ready to work when school gets underway.
|The leadership and management||are good|
- Excellent leadership by the headteacher, supported by a very competent deputy headteacher,
has delivered rapid improvement since the last inspection. A very strong staff team exists in
which everyone takes responsibility for monitoring the school’s performance and pursuing
strategies for school improvement.
- Assessment is used very well to monitor the school’s performance and seek areas for
improvement in English and mathematics. Such systems are not as robust in other subjects.
- All staff share a very clear vision of how to move the school forward. Senior leaders astutely
identify the talents of staff and employ good strategies to foster them. This is through excellent
procedures for performance management linked to continuous professional development and
- Great success has been gained in raising the performance of teachers and teaching assistants.
Teaching assistants are now well-equipped to offer good support to all pupils, including
disabled pupils and those with special educational needs.
- The local authority has played a big part in the school’s improvement. A raft of initiatives has
enhanced training and improved the quality of teaching. Input has been given to strengthening
the role of middle leaders and supporting governors as they develop their roles.
|Inspection report:||Ribbleton Avenue Methodist Junior School, 20–21 September 2012||6 of 9|
- Productive partnerships with other schools benefits staff and in turn pupils. Links with a special
school adds to the quality of education for some pupils with a statement of special educational
need. Liaison with local primary and secondary schools adds to the quality of staff development
and to the curriculum.
- Parents are very supportive of the school. A recent questionnaire survey conducted by the
school indicates high rates of parental satisfaction. Good strategies are in place to engage even
better with some families so that their children benefit even more from school life.
- The curriculum promotes good levels of spiritual, moral, social and cultural development. Much
time is given to the basic skills of literacy and numeracy. While planning for other subjects is
adequate it is not as rigorous and does not ensure that achievement in all subjects can be
accurately monitored and improved.
- The governance of the school:
- governors offer good support and challenge. They ensure that all safeguarding requirements
are met fully
- they oversee the performance of the school and have fully backed the headteacher in taking
steps to improve teaching and in seeking a return when staff seek to move up the pay ladder
- care is taken to monitor the efficiency of budget allocations for disabled pupils and those
with special educational needs and for those eligible for the pupil premium funding.
|Inspection report:||Ribbleton Avenue Methodist Junior, 20–21 September 2012||7 of 9|
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.
|Inspection report:||Ribbleton Avenue Methodist Junior, 20–21 September 2012||8 of 9|
|Unique reference number||119354|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Junior|
|Age range of pupils||7–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||195|
|Appropriate authority||The governing body|
|Chair||Kenneth Wales (Chair Designate)|
|Date of previous school inspection||16 February 2011|
|Telephone number||01772 792083|
|Fax number||Not applicable|
|Inspection report:||Ribbleton Avenue Methodist Junior, 20–21 September 2012||9 of 9|