Scarisbrick St Mark's Church of England Primary School
phone: 01704 880636
headteacher: Mrs Marilyn Freeman
100 pupils capacity: 56% full
30 boys 53%
25 girls 44%
Last updated: June 20, 2014
Primary — Voluntary Controlled School
- Education phase
- Religious character
- Church of England
- Establishment type
- Voluntary Controlled School
- Establishment #
- OSGB coordinates
- Easting: 337867, Northing: 413523
- GPS coordinates
- Latitude: 53.615, Longitude: -2.9407
- Accepting pupils
- 5—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Dec. 5, 2013
- Diocese of Liverpool
- Region › Const. › Ward
- North West › West Lancashire › Scarisbrick
- Village - less sparse
- Free school meals %
- 0.9 miles St Mary's Catholic Primary School, Scarisbrick L409QE (88 pupils)
- 1 mile Scarisbrick Hall School L409RQ (431 pupils)
- 1.4 mile Pinfold Primary School L408HR (39 pupils)
- 1.8 mile Kew Woods Primary School PR86JW (418 pupils)
- 2.2 miles Meols Cop High School PR86JS (727 pupils)
- 2.2 miles Halsall St Cuthbert's Church of England Primary School L398RR (151 pupils)
- 2.2 miles King George V College PR86LR
- 2.6 miles Bishop David Sheppard Church of England Primary School PR97BZ (246 pupils)
- 2.7 miles Christ The King Catholic High School and Sixth Form Centre PR84EX (1226 pupils)
- 2.8 miles Norwood Primary School PR97DU (418 pupils)
- 2.9 miles Birkdale Primary School PR84EL (389 pupils)
- 2.9 miles St Philip's Church of England Primary School PR86SS (213 pupils)
- 2.9 miles Holy Family Catholic Primary School PR97DU (201 pupils)
- 2.9 miles Our Lady of Lourdes Catholic Primary School PR84LT (582 pupils)
- 3 miles Farnborough Road Junior School PR83DF (461 pupils)
- 3 miles Farnborough Road Infant School PR83DF (436 pupils)
- 3 miles Linaker Primary School PR85DB (474 pupils)
- 3.1 miles St Teresa's Catholic Infant and Nursery School PR84BT (136 pupils)
- 3.2 miles Mellowfield School PR90QT
- 3.2 miles Arden College PR90TZ
- 3.3 miles Holy Trinity Church of England Primary School PR99AZ (208 pupils)
- 3.3 miles Ormskirk West End Primary School L391PA (122 pupils)
- 3.3 miles Southport College PR90TT
- 3.4 miles Churchtown Primary School PR97NN (859 pupils)
Scarisbrick St Mark’s
Church of England Primary School
Southport Road, Scarisbrick, Ormskirk, Lancashire,L40 9RE
|Inspection dates||5–6 December 2013|
|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
| Achievement is good. Pupils make particularly |
Teaching is good. Some teaching is
Behaviour is good and often outstanding in
The headteacher’s good leadership expects
good progress in learning to read and many
acquire a love of books. They usually reach
standards that are above, and sometimes
well above, the national average.
outstanding. Teachers make lessons
interesting so pupils enjoy learning.
lessons. Pupils are eager to take responsibility
and are proud of their school.
the very best for all pupils. Teachers make a
good contribution to leadership by taking
responsibility for key areas of the school’s
work. All staff work together to do the best
they can for every pupil.
| The school has improved since the last |
Governors know the school well because they
Pupils are keen to participate in sport. The
inspection. Pupils make better progress in
reading and writing. Relevant training has
improved teaching so it is good in all classes.
This shows the impact of good leadership over
time. Methods for checking on the quality of
teaching and for tracking the progress of pupils
are thorough and robust.
are regular visitors and some help with after-
school clubs. Governors provide good
challenge and support.
school makes a wide range of activities
available. This contributes strongly to pupils’
| Teaching is not yet outstanding. In a few |
lessons, the pace of learning slows when
teachers’ introductions are over-long. At
times, work is not pitched at the right level.
| Pupils’ achievement in mathematics is not as |
strong as in English, particularly for girls and
the least able. The teaching of mental
calculation is not always effective and some
pupils are not sufficiently able to apply their
skills to problem solving.
|Inspection report:||Scarisbrick St Mark's Church of England Primary School, 5–6 December 2013||2 of 9|
Information about this inspection
- The inspector observed three teachers teaching in 10 lessons. Three lessons were observed
jointly by the headteacher and the inspector.
- The inspector looked at the work in pupils’ books to assess achievement currently and over time
and the quality of marking. Some of this was done jointly with the headteacher.
- The inspector spoke to groups of pupils to get their views of, among other things, behaviour in
school and the quality of teaching. The inspector took account of 19 responses to the online
questionnaire (Parent View). The inspector also spoke to seven parents who were helping in
school, and to three parents following the school’s carol singing at the local church.
- Meetings were held with members of the governing body, teachers and support staff and with a
representative of the local authority.
- The inspector looked at a number of documents including the school’s own evaluation of its
work, the school improvement plan and various policies, for example on behaviour. The
inspector looked at safeguarding documents and took account of the school’s view of the quality
of teaching. Together with the headteacher, the inspector looked at the school’s tracking of
pupils’ progress. The inspector analysed the results of the 2013 standard assessment tasks.
- The inspector listened to pupils read and looked at their reading records.
|David Law, Lead inspector||Additional Inspector|
|Inspection report:||Scarisbrick St Mark's Church of England Primary School, 5–6 December 2013||3 of 9|
Information about this school
- The number of pupils at St Mark’s is well below that of the average-size primary school. All three
classes have a mix of year groups; in some year groups there are fewer than 10 pupils.
Excluding the headteacher, two of the three class teachers started at the school this term. The
proportion of pupils from minority ethnic groups is well below average. There are no pupils
whose first language is not English.
- A below-average proportion of pupils are supported at school action because they are disabled
or have special educational needs. An above-average proportion have a statement of special
educational needs or are supported at school action plus.
- The proportion of pupils supported through the pupil premium is well below average. (The pupil
premium is additional funding for pupils who are known to be eligible for free school meals,
children from service families or children that are looked after by the local authority.)
- The proportion of pupils leaving or joining the school in any one year is much higher than is
- The school meets the government’s current floor standards, which set the minimum expectations
for pupils’ attainment and progress in English and mathematics by the end of Year 6.
What does the school need to do to improve further?
- Improve the quality of teaching so more is outstanding in order to raise pupils’ achievement to
the best it can be at all times by:
making sure teachers’ introductions to lessons and their explanations are not too lengthy so
there is always a brisk pace to pupils’ learning
planning and teaching lessons in which the pitch of work is securely and consistently at the
right level for pupils of all abilities
improving methods for the teaching of mental calculation and problem solving so that all
pupils, but particularly girls and the least able, gain confidence in applying mathematical skills
|Inspection report:||Scarisbrick St Mark's Church of England Primary School, 5–6 December 2013||4 of 9|
|The achievement of pupils||is good|
- Children enter the Early Years Foundation Stage with skills, knowledge and understanding in line
with what is typical at this age. They quickly learn to follow class routines and make good
progress. On entering Year 1, most have acquired a good level of development. Children were
enthralled in one lesson when story characters jumped out of a magic box when they waved a
wand over it.
- Currently, pupils’ books, observation of lessons and school data show that pupils make good
progress across the school.
- At Key Stage 1, pupils’ achievement in reading and writing is good. They make good progress in
learning how to use letters and sounds (phonics). Reading and writing have improved since the
last inspection. The proportion of pupils reaching the higher level in reading improved in the
2013 assessments at the end of Year 2. Pupils are keen to take books home.
- At Key Stage 1, pupils make good progress in mathematics lessons currently. In one lesson, Year
2 pupils gained a good grasp of division, for example. However, over time achievement in
mathematics is less strong than in reading and writing.
- Good progress is seen across Key Stage 2. By the end of Year 6, overall standards of attainment
are usually above national levels; in most years following the last inspection, they are well above
- At Key Stage 2, pupils gain a love of books. One pupil said, ‘I really like my books because I can
imagine the story in my head.’ Pupils achieve well in reading and writing. In one outstanding
lesson in Years 5 and 6, pupils made rapid progress in constructing complex sentences.
- Standards of attainment in mathematics were above average in 2012 but dipped to below
average in 2013. In lessons currently, pupils make good progress in mathematics. However,
scrutiny of pupils’ books and school data show that too many pupils are not confident in mental
calculation strategies or able to use mathematical skills and knowledge sufficiently well when
solving problems. This particularly affects the least-able pupils and some girls.
- Disabled pupils and those with special educational needs make good progress because teaching
assistants skilfully support their learning. Pupils from minority ethnic groups make good
- The most-able pupils make good progress. At the end of Year 6 in 2013, an above-average
proportion of pupils reached the highest level in national tests (Level 6) in both reading and
- Pupils eligible for free school meals make the same good progress in both English and
mathematics as those not eligible for free school meals because the pupil premium funding has
provided good support. Although the number of pupils eligible for free school meals is very
small, these pupils attain far better than similar pupils nationally, being about three terms ahead.
- School leaders and teachers foster good relations across all groups of pupils so discrimination is
tackled and there is equal opportunity to make progress.
- Pupils make good use of their literacy skills across different subjects. For example, pupils in
Years 5 and 6 wrote about Ancient Greece in their history books. Mathematical skills are used in
science, which pupils enjoy, but the application of such skills is not always effective.
|The quality of teaching||is good|
- There is good teaching in all classes; this fosters good relations and underpins pupils’ current
good achievement. Teachers skilfully manage behaviour and successfully promote pupils’ social
and moral development.
- Pupils’ attitudes to learning are positive: they work well with others, show persistence and try
their very best. This is because teachers plan interesting lessons that pupils enjoy, explain things
clearly and use probing questions to check pupils’ understanding. For example, Year 4 pupils
confidently computed division because the teacher had explained strategies carefully so they
knew exactly what to do.
|Inspection report:||Scarisbrick St Mark’s Church of England Primary School, 5–6 December 2013||5 of 9|
- The good-quality marking of pupils’ books shows them how to improve. Teaching is adjusted in
lessons as careful checks are made on how well pupils understand. Records of pupils’
achievement in reading are assiduously maintained, particularly for the youngest pupils, and the
information is used well to plan future teaching.
- The teaching of reading and writing is good. Pupils are taught how to use the library and
teachers ensure they read frequently across a range of books. Letters and sounds are taught
particularly well in Reception and Year 1, often through imaginative role play. Older pupils in
Years 5 and 6 acquire a good ability to write at length for different purposes.
- The teaching of mathematics is good overall. In Years 5 and 6, for example, pupils gained a
good understanding of perimeter and area when they undertook practical activities. However,
the teaching of mental calculation skills is not always effective because some groups of pupils,
particularly girls and the least able, cannot confidently use their skills to solve problems.
- Lessons are well organised and groups of pupils are effectively supported by teaching assistants,
particularly in Reception and Year 1. In some lessons, however, teachers spend too long
explaining things and a few pupils begin to lose interest. Work is usually set at the right level but
sometimes is not pitched precisely enough to meet the range of needs, for example for the least
able in mathematics. In contrast, the most-able pupils are challenged and make good progress.
- Teachers plan and teach interesting lessons in history and science. For example, pupils in Years
2, 3 and 4 were enthralled to learn that Roman soldiers received parcels of underpants from
their mothers when serving in the cold northern lands around Chester!
- Senior leaders’ monitoring and the quality of work in pupils’ books show that teaching over time
is of good quality and this has contributed to the rise in achievement since the last inspection.
|The behaviour and safety of pupils||are good|
- Pupils’ behaviour in lessons and around the school is good and often outstanding. Pupils are very
considerate of others’ needs and polite and welcoming to visitors. They are keen to learn; in a
few lessons, however, some pupils lose interest when introductions go on too long.
- Pupils are eager to help around school. They proudly serve on the school council, become team
captains or take on responsibility as prefects. At lunchtime and playtimes, older pupils love to
help younger ones and a calm and orderly atmosphere prevails.
- Pupils say they feel safe in school. High levels of care are provided by all staff. Lessons are
planned for pupils to learn about safety issues, for example when using computers; because of
this, they have a good understanding of how to keep safe online.
- School records show that bullying is very infrequent. Pupils say there is very little bullying and if
disagreements arise, they are sorted out because ‘pupils talk it through and shake hands to
make up.’ A good personal and social education programme helps pupils to understand different
types of bullying and, consequently, they show a good grasp of these issues. Some parents said
the school deals well with any bullying and felt it to be rare. In responses to the online
questionnaire (Parent View), other parents felt that the school does not deal effectively with
- Attendance is above average. Pupils are eager to get into lessons because they enjoy learning.
There have been no exclusions recently.
|Inspection report:||Scarisbrick St Mark’s Church of England Primary School, 5–6 December 2013||6 of 9|
|The leadership and management||are good|
- The headteacher is ambitious for all pupils to achieve well. Her high expectations are shared by
staff and governors. Teachers take on leadership responsibility confidently and the leadership of
mathematics has been particularly effective in identifying precisely what pupils need to improve.
- Methods for checking on the progress of pupils and the quality of teaching are systematic and
robust. Leaders observe lessons regularly and pupils’ books are scrutinised carefully. The
tracking of pupils’ progress is thorough; prompt action is taken if any pupil falls behind.
- The appraisal of teaching is effective; all teachers have objectives for improvement. Good-quality
induction for new staff, and further training, are appropriately linked to the school’s priorities.
- School leaders ensure that pupils have valuable opportunities for spiritual, moral, social and
cultural development. Links with the church are strong, for example pupils sang beautifully in
church to celebrate Christmas. Links with a school serving a diverse inner-city community and
support for children in Africa enable pupils to learn about other places and cultures.
- School leaders and governors make learning exciting and interesting. Parents are particularly
grateful for the wide range of clubs available. Pupils love sport, are proud of their success in
team games and are enthusiastic dancers.
- The Primary School Sport funding is used well to provide additional activities from specialist
providers. Levels of participation and pupils’ attitudes towards living healthily are improving as a
result. The pupil premium funding has boosted the progress of those in receipt of free school
meals and they now achieve as well as other pupils in the school, so the gap has closed to zero.
- School leaders and governors value the support of the local authority, for example through the
- Good leadership and governance have made a firm impact on raising achievement since the last
inspection. Recent appointments and changes to teaching staff have been managed well by the
headteacher and governors to ensure good-quality teaching is maintained.
- The governance of the school:
Governors want the best for every pupil. They value the headteacher’s reports because they
help them to understand pupils’ progress and the quality of teaching. However, governors do
not take this at face value and are careful to evaluate things for themselves by talking to
subject leaders and asking challenging questions. They ensure that the management of
teacher performance, including the performance of the headteacher, is effective and that pay
is merited. Governors pride themselves on making sure safeguarding requirements are met.
They use funding astutely to improve teaching, for example the pupil premium money which
has raised achievement.
|Inspection report:||Scarisbrick St Mark's Church of England Primary School, 5–6 December 2013||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:||Scarisbrick St Mark's Church of England Primary School, 5–6 December 2013||8 of 9|
|Unique reference number||119410|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|School category||Voluntary controlled|
|Age range of pupils||4–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||59|
|Appropriate authority||The governing body|
|Date of previous school inspection||23 September 2008|
|Telephone number||01704 880636|
|Fax number||01704 880636|