St Andrew's Church of England Primary School, Dearnley
Headteacher: Mrs Judith Rainford Ba
reveal email address
School holidays for St Andrew's Church of England Primary School, Dearnley via Rochdale council
315 pupils capacity: 73% full
110 boys 48%
120 girls 52%
Last updated: Sept. 1, 2014
Primary — Voluntary Controlled School
- Education phase
- Religious character
- Church of England
- Establishment type
- Voluntary Controlled School
- Establishment #
- OSGB coordinates
- Easting: 392175, Northing: 415819
- GPS coordinates
- Latitude: 53.639, Longitude: -2.1198
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- April 1, 2014
- Diocese of Manchester
- Region › Const. › Ward
- North West › Rochdale › Wardle and West Littleborough
- Urban > 10k - less sparse
- Free school meals %
- 0.4 miles Wardle High School OL129RD
- 0.4 miles Wardle Academy OL129RD (1105 pupils)
- 0.5 miles Smithy Bridge Foundation Primary School OL150DY (459 pupils)
- 0.7 miles St John's Church of England Primary School, Smallbridge OL129HR
- 0.7 miles Great Howarth School OL129HH (5 pupils)
- 0.7 miles Meadows School OL129EN (20 pupils)
- 0.8 miles St Mary's Roman Catholic Primary School, Littleborough OL158DU (245 pupils)
- 0.8 miles St James' Church of England Primary School OL129JW (205 pupils)
- 0.8 miles Rydings Special School OL129HJ
- 0.8 miles Great Howarth College OL129HH
- 0.9 miles Smallbridge Primary School OL129EE
- 0.9 miles Alice Ingham Roman Catholic Primary School OL162NU (165 pupils)
- 0.9 miles Kentmere Primary School OL129EE (334 pupils)
- 0.9 miles Kentmere Primary School OL129EE
- 1 mile Hamer Community Primary School OL162SU (314 pupils)
- 1 mile Howarth Cross Middle School OL162SU
- 1 mile Springside OL162SU (91 pupils)
- 1.1 mile Littleborough Community Primary School OL159HW (434 pupils)
- 1.1 mile Holy Trinity Church of England Primary School OL159DB (197 pupils)
- 1.1 mile Pathfinders School OL129SN
- 1.2 mile Elland House School OL159NY
- 1.3 mile Rochdale Pupil Referral Service OL162XW (77 pupils)
- 1.4 mile Belfield Community School OL162XW (339 pupils)
- 1.4 mile Hollingworth Fold OL150AJ
Ofsted report transcript
St Andrew's Church of England Primary
Union Road, Rochdale, Lancashire, OL12 9QA
|Inspection dates||1–2 April 2014|
|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
| St Andrew's is a happy, welcoming |
Pupils of all abilities make good progress in
Children get off to a good start in the Early
Teaching is typically good and some is
community with a real sense of purpose. Staff
and pupils are respectful and courteous
towards each other.
reading, writing and mathematics throughout
Years Foundation Stage because it is well
organised and activities are relevant to their
experiences. Children make good progress in
their early reading and writing skills.
outstanding. Pupils find activities are
interesting. This helps them to concentrate
and learn well.
| Pupils behave well in lessons and at playtime |
The headteacher has a very clear idea of how
The wide range of additional activities out of
so that the school is a happy place for them to
learn and socialise together. They are proud of
successful the school can be. Involving all and
being an integral part of the local community
are central to this vision, as is the continuing
improvement in achievement and the quality
and impact of teaching. The effective
governing body and staff share this vision. This
contributes to the success of pupils in this
lessons supports pupils’ spiritual, moral, social
and cultural development very well.
| Pupils are not always given work which is |
Teachers do not consistently make full use of
hard enough, especially in writing.
marking to ensure that pupils improve their
| Pupils are provided with too few opportunities |
Information gleaned from the analysis of pupil
to practise and apply their extended writing
skills across the curriculum.
data is not always used sharply enough to
provide clear priorities and incisive action
|Inspection report:||St Andrew’s Church of England Primary School, Dearnley, 1–2 April 2014||2 of 9|
Information about this inspection
- The inspectors visited 14 lessons taught by eight teachers and heard pupils read. A Key Stage 2
assembly was also observed.
- Inspectors held discussions with the headteacher, senior leaders, staff, members of the
governing body, a local authority representative and a group of pupils. Inspectors also talked
with pupils in the dining room and playground.
- The inspectors observed the work of the school and looked at a range of documents including:
the school’s own information about pupils’ progress; planning; the monitoring of learning and
teachers’ performance; organisation of the curriculum; safeguarding information and the
minutes of governing body meetings.
- Inspectors also took account of the 22 responses to the online survey (Parent View), results of
the school's own consultations with parents, discussions with parents after school and 20
responses to the inspection questionnaire for staff.
- The inspection took place during a major school development and building project which is
extending the provision in many parts of the school. Parts of the building are out of bounds for
the duration of the building works, with staff and pupils operating to strict health and safety
guidelines and procedures.
|Adrian Francis, Lead inspector||Additional Inspector|
|Christine Addison||Additional Inspector|
|Inspection report:||St Andrew’s Church of England Primary School, Dearnley, 1–2 April 2014||3 of 9|
Information about this school
- This school is a smaller than average-sized school with an increasing number of pupils on roll. It
will admit children into a new nursery provision from September 2014.
- The proportion of disabled pupils and those who have special educational needs supported by
school action is well below average.
- The proportion supported at school action plus or with a statement of special educational needs
- The proportion of pupils for whom the school receives the pupil premium funding is above
average. The pupil premium is funding for those pupils who are known to be eligible for free
school meals, children from service families and for those children who are looked after by the
local authority. This number has risen over the past three years.
- The large majority of pupils are from White British families.
- The school meets the government's current floor standard which is the minimum expectations
for pupils’ attainment and progress in reading, writing and mathematics.
- The school is a member of a federation of local schools that work closely together to provide
professional support and development for the staff on a range of aspects.
- Two new teachers were appointed in September 2013.
What does the school need to do to improve further?
- Improve the quality of teaching in order to further accelerate pupils’ progress by ensuring that:
the most effective teaching is modelled and shared throughout the school
assessment information is used consistently well so that pupils of all abilities are always
provided with work that is matched closely to their abilities, particularly in their writing
expectations of pupils’ writing in different subjects are always high enough
pupils are always provided with clear guidance as to how to improve their work and are
given sufficient time to consider and respond to it.
- Strengthen leadership and management at all levels by ensuring that better use is made of
information about pupils’ progress when setting priorities and drawing up action plans.
|Inspection report:||St Andrew’s Church of England Primary School, Dearnley, 1–2 April 2014||4 of 9|
|The achievement of pupils||is good|
- Pupils make good progress overall. Assessment data show that children’s levels of ability on
entry to the Early Years Foundation Stage vary from year to year; the majority of children start
school with skills that are below what is typical for their age and some are well below. Pupils
leave at the end of Key Stage 2 with standards that are broadly in line with or a little above the
- Children make a good start in the Early Years Foundation Stage. They enjoy their learning and
make steady progress. For example, the role play in the 'pizza and ice cream parlour'
demonstrated a wide range of developing vocabulary and social skills. A majority enter Key
Stage 1 with a good level of development, and are ready for the next stage in their education.
- Early reading skills are taught successfully. By Year 2, pupils use their understanding of letters
and sounds (phonics) to build unfamiliar words. The 2013 Year 1 screening check in phonics
showed that pupils’ skills are above the national average.
- By the end of Key Stage 1, pupils’ abilities are average overall, being strongest in reading. This is
an improvement on previous years. Pupils express an enjoyment in reading. They read regularly
in school and are encouraged to read widely.
- Pupils’ writing is not as well developed as their reading, although by Year 6 many sustain an
argument well through their extended writing. Spelling, punctuation and grammar are
increasingly accurate and these skills are underpinning the improvements to writing across the
school. However, expectations of pupils’ writing in different subjects are not always high enough
and it is not always clear to pupils exactly what they are expected to achieve in lessons.
- By the end of Key Stage 2, the proportion of pupils who achieved expected levels of progress in
2013 tests in all subjects was in line with or above the national average, being strongest in
reading. The proportion of pupils who exceeded expected progress in 2013 was not as strong in
writing but the current picture is stronger across the school showing pupils’ good overall
- The school’s assessment and tracking data show that pupils supported by the pupil premium
make similar progress to their classmates across the age range. The school is ensuring that the
additional pupil premium funding is used to provide well-targeted, effective support that may
benefit eligible pupils and successfully raise standards. This demonstrates the school’s
commitment to providing equality of opportunity. In 2013, these pupils attained standards that
were between one and two terms below those of the other pupils, reflecting the particular ability
of this group.
- The most able pupils make good progress overall. They demonstrate some well-developed skills
in literacy and numeracy and learn how to work things out for themselves as they move through
the school. This was particularly strong in Years 5 and 6.
- Disabled pupils and those who have special educational needs benefit from good pastoral care
and make good progress from their individual starting points. This is because teachers and
teaching assistants have a thorough understanding of their needs, and pupils are effectively
supported by well-planned teaching that promotes their good learning and progress.
|The quality of teaching||is good|
- Teaching is good and evidence from data and the assessment of teaching shows steady
improvement in its quality over the past two years. These improvements are not shared
sufficiently to raise the quality of teaching even higher across the school.
- Relationships are very positive and pupils are highly absorbed in their learning and are eager to
do well. In English in Year 3, pupils focused on role play to reinforce their understanding of how
to structure a story, linked to the book the class had been reading. The excellent outcomes
reflected high expectations, with pupils understanding exactly what they were learning and what
was expected of them.
|Inspection report:||St Andrew's Church of England Primary School, Dearnley, 1–2 April 2014||5 of 9|
- Teaching in the Reception/Year 1 and Year 2 is effective and frequently involves the use of
praise and reinforces the importance of attention and concentration. Clear explanations and
questioning are used effectively to check understanding. Pupils who are disabled or who have
special educational needs are fully involved and encouraged to participate in all activities.
- A robust system of assessment ensures an accurate understanding about the progress pupils
make. However, this information is not always used accurately enough to ensure that the work
provided for pupils is very closely matched to their learning needs, therefore ensuring that they
can always make good progress. This is especially the case in writing and expectations are not
always high enough especially when pupils write in different subjects.
- Planning is successful and includes imaginative use of high-quality resources that provide
effective support to pupils in their learning.
- The management of pupils’ behaviour is highly effective. Good relationships between staff and
pupils create a positive learning environment within the classroom. As a result, pupils behave
well, work very well together and have good attitudes to learning.
- The special educational needs coordinator makes sure that the achievement of groups or
individual pupils with special educational needs is tracked carefully and that such pupils receive
good quality support during or outside lessons, leading to their good progress.
- Other adults make a positive contribution to support all pupils’ learning, especially those who
may need additional help. This effective support builds pupils’ confidence and enhances their
basic skills, so that they can play a full part in lessons and make good progress.
- The effective teaching of phonics enables pupils to quickly become confident readers. The school
has implemented a range of initiatives to promote the enjoyment of reading across the school.
- The school has a comprehensive marking policy and a whole-school approach to guiding pupils
in their next steps of learning. However, the guidance to pupils as to how to improve their work
and the expectation of what they must do next are not clear enough. Pupils are often not given
sufficient opportunities to reflect on their learning and respond to the marking.
|The behaviour and safety of pupils||are good|
- The behaviour of pupils is good. They are polite and courteous with adults and treat one another
with respect. Pupils behave well in lessons and have positive attitudes; they are enthusiastic and
keen to learn.
- There is a clear and well known behaviour policy, which is consistently implemented by all staff
and fully understood by pupils.
- The school has a welcoming atmosphere and all pupils feel valued. Teachers and other adults
set good examples of how to respect one another and this contributes to the good relationships
between pupils. They are considerate and celebrate one another’s achievements and success.
- Pupils interviewed agreed they enjoyed school. They said that most lessons were interesting and
teachers and other adults in school help them with their learning. Pupils spoke enthusiastically
about learning to spell and read, the fun activities they do in lessons and about the wide range
of clubs and other activities that the school offers.
- When pupils are playing outside, moving around the school, or interacting with one another and
adults, their behaviour is consistently good. They are considerate and have a strong sense of
right and wrong. Older pupils have a range of responsibilities which they undertake with pride.
- The school's work to keep pupils safe and secure is good. Pupils feel very safe in school.
Incidents of bullying are rare; when bullying does happen, pupils are confident that teachers and
other adults will deal with it quickly and effectively. They have a trusting relationship with adults
who work at the school and feel they are cared for very well. They have a clear understanding of
risk, which is strongly reinforced by the school’s input on personal safety. Pupils know why they
should not give out personal information such as their names and addresses to strangers,
including when using the internet.
- The school council is effective in giving pupils a say in a range of matters and members make an
effective contribution to the positive ethos of the school.
|Inspection report:||St Andrew's Church of England Primary School, Dearnley, 1–2 April 2014||6 of 9|
- Parental responses to the online survey and to the school's own recent questionnaire, and in
discussion with inspectors indicate that parents overwhelmingly agree with their children’s views
about the good care and behaviour in the school.
- Attendance is broadly in line with the national average overall. It is currently slightly lower than
in previous years, because of a small group of pupils who are persistently absent. The school is
working cooperatively with families and external agencies to improve the punctuality and reduce
the absence of these pupils.
|The leadership and management||are good|
- The school is very well led by the headteacher. She gives clear direction, focus and commitment
in order to sustain the school’s continued improvement. This sets the tone for the whole school.
Middle leaders are effectively developing their leadership and management skills and make the
most of an increasing range of opportunities to be accountable for specific aspects of the
- Senior leaders act as good role models for the staff through their own teaching and skills in
improving the work of others. The current restructuring of staffing includes plans to build on this
good practice. While much data and information are collected relating to pupils’ performance
and attendance, there is sometimes an insufficient emphasis on the analysis of the information
collected and the ways in which this information is then used to form action plans. However,
senior leaders have an accurate view of what is working well and this does not diminish the
school’s capacity for further improvement.
- The impact of the leaders’ approach to ensuring equal opportunities for all pupils is reflected in
the good progress being made by pupils in all groups. There is no discrimination throughout the
- Systems are in place to hold staff accountable for the progress their pupils make. Teaching is
checked closely and teachers have targets that are based on their performance and the progress
pupils make. Salary awards are linked to the achievement of their objectives.
- The curriculum makes learning enjoyable and enables pupils to develop their basic skills well.
The numerous opportunities for pupils to work together, broaden their understanding with
visitors to the school, and go on trips and visits promote their learning and their spiritual, moral,
social and cultural development very well.
- The local authority has provided light-touch support for this school, for example by working with
the headteacher to observe teaching and to identify the strengths and areas in need of
development. The additional funding provided for federation activities has been used effectively
for sharing expertise and joint training events.
- The school has a strong record of high levels of participation in sport in recent years. The
additional primary school sport funding is being used to part-fund a multi-use games area which
aims to increase participation further by widening the number of competitive events with other
schools locally and by providing more year-round extra-curricular activities.
- The governance of the school:
Governors provide strong support for the work of the school. Their energy and insight
contribute positively to the school’s strategic drive for improvement. Governors make decisions
based on a detailed understanding of the school’s strengths and areas for development. Their
monitoring role, coupled with an improving understanding of pupil performance data, means
that governors have a good knowledge of the school’s performance and quality of teaching.
They hold leaders robustly to account for school improvement, and ensure that teachers’
performance is closely linked to pay progression. They ensure that safeguarding arrangements
meet the statutory requirements and are effective and that school policies are reviewed on a
regular basis. Governors also effectively monitor the school’s deployment of its resources.
|Inspection report:||St Andrew’s Church of England Primary School, Dearnley, 1–2 April 2014||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:||St Andrew’s Church of England Primary School, Dearnley, 1–2 April 2014||8 of 9|
|Unique reference number||105807|
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||230|
|Appropriate authority||The governing body|
|Date of previous school inspection||27 March 2009|
|Telephone number||01706 378991|
|Fax number||01706 370525|