Roe Lee Park Primary School
phone: 01254 56297
headteacher: Mr Mark Geldard
336 pupils capacity: 118% full
195 boys 49%
205 girls 52%
Last updated: June 20, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 368951, Northing: 430637
- GPS coordinates
- Latitude: 53.771, Longitude: -2.4726
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- June 27, 2012
- Region › Const. › Ward
- North West › Blackburn › Little Harwood
- Urban > 10k - less sparse
- Investor in People
- Committed IiP Status
- Free school meals %
- 0.4 miles Holy Souls Roman Catholic Primary School Blackburn BB18QN (209 pupils)
- 0.5 miles St Gabriel's Church of England Primary School BB18QN (208 pupils)
- 0.6 miles Cedars Primary School BB19TH (559 pupils)
- 0.6 miles Islamiyah School BB15NQ (237 pupils)
- 0.7 miles Hawthorns Junior School BB18HQ
- 0.7 miles Pleckgate High School Mathematics and Computing College BB18QA (1272 pupils)
- 0.9 miles Little Harwood Children's Centre BB15PE
- 0.9 miles Brookhouse Primary School BB16NY (210 pupils)
- 0.9 miles St Stephen's Church of England Primary School BB15PE (466 pupils)
- 0.9 miles St Stephens's Church of England Infant School Blackburn BB15PB
- 0.9 miles Rawdhatul Uloom Islamic Primary School BB15NZ (128 pupils)
- 1 mile John Smethurst Nursery School BB18ES
- 1 mile Seven Trees Nursery School BB16ER
- 1 mile St Mary's College BB18DX
- 1 mile Tauheedul Islam Boys' High School BB15PE (254 pupils)
- 1.1 mile Daisyfield Primary School BB15LB (329 pupils)
- 1.1 mile Lammack Primary School BB18LH (488 pupils)
- 1.1 mile St James' Church of England Primary School Blackburn BB18EN (382 pupils)
- 1.2 mile Jamiatul-Ilm Wal-Huda UK School BB15JT (464 pupils)
- 1.3 mile St Michael with St John CofE Controlled Primary School BB16LE (457 pupils)
- 1.3 mile St Alban's Roman Catholic Primary School Blackburn BB15BN (230 pupils)
- 1.3 mile Tauheedul-Islam Girls' High School BB17EY
- 1.3 mile First Steps Day Nursery and Preparatory School BB18AZ
- 1.3 mile Claremont Preparatory School BB18AZ
Roe Lee Park Primary School
|Inspection date(s)||27–28 June 2012|
|Unique Reference Number||119127|
|Local authority||Blackburn with Darwen|
|Inspect ion number||379732|
|Inspect ion dates||27–28 June 2012|
|Lead inspector||Michael Blaylock|
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|
|Nu mber of pupils on the school roll||383|
|Appropriate authority||The governing body|
|Date of prev ious school inspection||20 January 2009|
|School address||Emerald Avenue|
|Telephone number||01254 56297|
|Fax number||01254 694034|
This inspection was carried out with two days' notice. Inspectors observed teaching
and learning in 21 lessons or part lessons, taught by 16 members of staff. Meetings
were held with groups of pupils, members of the governing body, subject
coordinators, a representative from the local authority, and with the senior
|Michael Blaylock |
|Additional inspector |
|Paul Edmondson ||Additional inspector |
leadership team. Inspectors observed the school’s work and looked at pupils’
workbooks, published analyses of results and the school’s own pupil performance
data, school improvement planning and documentation in relation to attendance,
safeguarding and child protection. Inspectors also analysed 160 questionnaires
returned by parents and carers, as well as those completed by pupils and staff.
Information about the school
Roe Lee Park is a larger than average primary school with Early Years Foundation
Stage provision of Nursery and Reception classes. The school has a lower than
average proportion of girls and the proportion of pupils known to be eligible for free
school meals is above average. About two fifths of pupils are of White British
heritage, over a quarter are Indian and just less than one quarter are Pakistani. More
than half of the pupils speak English as an additional language, much higher than
found in most schools. The proportion of pupils supported either by school action
plus or with a statement of special educational needs is above average. Extended
childcare is provided by an on-site, independent children’s centre.
The school has achieved the Investors in People Award, the Arts Mark Silver Award,
the Sing Up Gold Award, the Physical Activity Achievement, the Football Association
Charter Standard, and has both Healthy Schools Status and Extended Schools Status.
It is the lead school in the North East Blackburn Extended Schools cluster. The school
meets the government floor standard, which sets the minimum expectations for
pupils’ attainment and progress.
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||1|
|Quality of teaching||1|
|Behaviour and safety of pupils||1|
|Leadership and management||1|
- This is an outstanding school that teachers and pupils are proud to be part of.
They enjoy their work and staff are strongly committed to and successful in
helping each pupil to do well and to be the best they can. Roe Lee Park is a
cohesive community and an improving school where leaders and teachers have
high aspirations and pupils make excellent progress.
- Achievement is outstanding. From low starting points pupils make rapid
progress in English, mathematics and across all areas of the curriculum.
Attainment at the end of Year 2 is average and is above average by Year 6,
although relatively few pupils are currently reaching the highest levels.
- Teaching is excellent and makes learning fun and enjoyable. Teachers plan
lessons extremely well. They make skilful use of well-chosen resources to meet
the needs of pupils. Pupils respond enthusiastically and enjoy challenges in their
work. A focus on the progress pupils make in lessons has contributed to the
improving effectiveness of teaching and learning. Occasionally, lessons do not
provide the appropriate challenge for those pupils with potential to reach the
- Behaviour and safety are outstanding. Pupils’ exemplary behaviour ensures
their attitudes to learning are excellent, resulting in a calm and orderly
environment. They show impeccable courtesy and respect to each other, their
teachers and visitors. Pupils know that school is a safe place where they have
excellent opportunities to thrive and develop. Pupils recognise the importance
of attending school, evident in above-average and improving attendance.
Outstanding leadership and management result in a shared vision and passion
among all adults involved with the school to help each child fulfil their potential.
The leadership of teaching and management of performance are excellent. As a
result, school priorities are accurate. These are succinctly presented and are
very well understood by teachers and pupils. Self-evaluation is critical and
challenging, resulting in a school that tries new ideas and rigorously assesses
What does the school need to do to improve further?
- Raise the number of pupils attaining above-average levels in mathematics and
increasing the proportion of teaching that is outstanding through sharing
best practice and focusing more on the needs of pupils who have the
potential to exceed the level expected for their age.
Achievement of pupils
The outstanding achievement of pupils in the school is a consequence of the
excellent teaching and learning. Pupils enter the Early Years Foundation Stage with
skills that are generally below age-related expectations, some with very low
communication skills in speaking English. In previous years attainment on entry has
been even lower. Positive relationships and excellent behaviour and attitudes help
these youngsters to make rapid progress, particularly in their personal, social and
emotional development. Teachers have good knowledge of child development and
the needs of the individual children and ensure activities meet their needs and
interests. This, along with high-quality, systematic teaching of letters and sounds,
helps children to leave the Reception class with skills that are close to expectations.
Pupils make excellent progress throughout Key Stages 1 and 2. Historically, pupils
have still been below average at the end of Key Stage 1 but this year’s results show
that they are now average by the end of Year 2. The impetus for change has been
the accelerated progress made by all pupils, including those who are learning English
as an additional language. The exceptional support in class from trained assistants
and bilingual support mean that they readily integrate with no discernible differences
in achievement in Key Stage 2. By the end of Year 6 attainment is above average in
both English and mathematics. The proportion securing the higher Level 5 is not as
high but is increasing. This is a result of the more able pupils receiving more
attention as they move through the school. However, this is not yet fully secure in all
classes and some do not always make enough progress.
Disabled pupils, those with special educational needs and the many who are learning
through English as an additional language make excellent progress. This is due to
focused tracking of individual pupils and the targeted work in class from teachers
and support assistants, including bilingual support.
Learning in the classroom is highly effective in response to inspirational teaching.
Writing has been a high priority. Strategies specifically targeting writing have been
successful and the school’s focus on reading has raised attainment in reading as well
as contributing to even greater gains in pupils’ writing. High-quality teaching of
letters and sounds begins in the Early Years Foundation Stage. By the end of Year 2
attainment in reading is broadly average and even the weaker readers are confident
users of sounding out and blending methods to read unfamiliar words. Pupils
continue to make excellent progress in their reading throughout Key Stage 2 to
become discerning readers and attainment is above average by the end of Year 6.
In the questionnaire responses virtually all parents and carers agreed that their child
is making good progress in the school and that the school is helping their child
develop skills in communication, reading, writing and mathematics.
Quality of teaching
High aspirations and high challenge are characteristic of the outstanding teaching in
the school. In lessons observed teaching was consistently good with much that was
outstanding. In the very best teaching observed imaginative and creative approaches
with attractive relevant resources grabbed the attention and fired the imagination of
pupils. Respectful attitudes were evident in speaking and listening, in interactive
teaching and in the established use of ‘talk partners’ to explore ideas. These
opportunities are extremely beneficial to pupils learning English as an additional
language. Activities were carefully and sensitively prepared to provide appropriate
challenge for all learners. This includes excellent provision for disabled pupils and
those with special educational needs. Pupils are consequently purposefully engaged
and make rapid progress.
Literacy and numeracy are promoted very well across the whole curriculum. As a
result, pupils practise their skills in purposeful activities. Setting mathematical word
problems in context provided excellent opportunities to read, analyse and extract key
information. Further good practice was seen in encouraging pupils to reflect on their
methods of working in order to promote both scientific enquiry and mathematical
understanding. Effective assessment of work means that pupils know what is
expected of them. They know their targets and say that the marking of their work
helps them to improve. Pupils enjoy their work and sensibly assess their
achievements. Occasionally, pupils who have the potential to reach Level 5 find tasks
are either too easy or too hard but, overall, pupils both welcome and thrive on
Teachers have strong subject knowledge that they share passionately with pupils.
The school employs specialist teachers for music, physical education and reading and
has brought in sport coaches to support an Olympics week. These additional
experiences greatly enhance pupils’ spiritual, moral, social and cultural development.
Parents and carers were virtually unanimous in agreeing that their children are
taught well. ‘Thank you Roe Lee for providing my children with a wonderful
education’ was one of many appreciative comments.
Behaviour and safety of pupils
Outstanding behaviour is consistently encouraged and promoted throughout the
school through excellent classroom management and the instilling and reinforcing of
high expectations. A rewards system is highly effective in motivating pupils. Pupils’
excellent behaviour contributes to their learning and achievement consistent with the
school motto of ‘Free to flourish’. Pupils treat each other with respect and
consideration in this culturally diverse yet cohesive and harmonious school. They are
polite, courteous, welcoming and eager to learn. Their positive attitudes are summed
up in the pupil comment, ‘It’s the best school that anyone can go to. Everyone is nice
and friendly. They make us work hard but it is fun as well.’
Pupils are keenly aware of how to keep safe. They have an in-depth understanding
of the different forms of bullying, although instances are rare and quickly dealt with
by staff. They are well aware of risks, including when working on computers where
the use of an on-screen icon for protection is well understood. Almost all pupils
strongly agreed with the statement ‘I feel safe when I am in school’, a view
supported by staff, parents and carers.
Historically, attendance, although improving, has been below average. A high-profile
attendance awareness campaign involving pupils, parents and carers has accelerated
this improvement and resulted in above-average attendance this year. Parents,
carers and pupils are more aware of the importance of every day in school and less
likely to take extended holidays during term-time, something that the school will not
sanction in Years 2 and 6.
Leadership and management
There is very strong leadership throughout the school with good support and
challenge from the governing body. A large senior leadership team meets fortnightly
and is highly effective in establishing consistent practice and generating a clear sense
of purpose for all staff. Responses to the staff questionnaire indicated very strong
agreement that members of staff know what they are trying to achieve as a school
and are ‘proud to be a member of staff at this school’.
Teaching is accurately monitored by the headteacher and the recently appointed
deputy headteacher. The recent sharp focus for lesson observation on pupils’
progress in lessons has proved challenging for teachers and has increased reflection
on and refinement of their classroom practice. This monitoring links closely to
performance management and staff training. The impact is evident in the improving
quality of teaching. Self-evaluation is accurate and based on robust monitoring of
performance. Priorities are both pertinent and precise. In light of the pupils’ excellent
progress and sustained improvement the school has excellent capacity to improve.
Members of the governing body are well informed about the school’s strengths and
areas for development. They ensure safeguarding meets requirements. Governors
and leaders promote equality of opportunity most effectively. The school is intolerant
of discrimination of any kind. Equality of opportunity is both promoted and modelled,
summed up by the comment, ‘It’s your choice, your destiny.’
Enterprise and flexibility are hallmarks of the rich curriculum. For example, in Years 5
and 6 literacy and numeracy are taught in groups set by ability to ensure pupils’
needs are more fully met. Many memorable learning experiences engage and
motivate pupils while also extending their key literacy and numeracy skills. The
curriculum is inclusive and promotes pupils’ spiritual, moral social and cultural
development. Singing and sport are also particularly strong features, with many
opportunities to learn new skills both in lessons and extra-curricular activities.
Parents and carers are effusive in their praise for the school. Typical parental
comments include: ‘The school offers all children the opportunity to strive to achieve
their potential’; and ‘I commend the excellent standards of the school and would
recommend it to all other parents without hesitation.’
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||9||55||28||8|
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 (see www.ofsted.gov.uk).
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 |
|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
29 June 2012
Inspection of Roe Lee Park Primary School, Blackburn, BB1 9RP
Thank you for your warm and enthusiastic welcome when we came to inspect your
school. We enjoyed meeting you and are particularly grateful to those of you who
talked with us during our visit and helped us to find out as much as we could about
It was clear that you are proud of your school and enjoy being there. We found that
Roe Lee Park Primary School is an outstanding school and provides you with many
challenges and excellent opportunities to help you thrive and succeed in your
education. Your teachers work hard in order to help you to do and to be the very
best you can. Your behaviour is excellent and really helps you to make rapid
progress, particularly in English and mathematics. You also have rich opportunities to
take part in musical and sporting activities. We particularly enjoyed being with you
during your Olympic Challenge week.
Your school is an improving school and we have asked your headteacher to help your
teachers continue to improve so that more of you reach the higher levels in your
work in English and mathematics.
Thank you again for making us so welcome. It was very pleasing to see how your
attendance has improved. We are sure that you will continue to work hard and enjoy
your time in school.