School etc

St Andrew's Church of England Primary School, Dearnley

St Andrew's Church of England Primary School, Dearnley
Union Road

phone: 01706 378991

headteacher: Mrs Judith Rainford Ba

reveal email: off…


school holidays: via Rochdale council

230 pupils aged 4—10y mixed gender
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 %

rooms to rent in Rochdale

Schools nearby

  1. 0.4 miles Wardle High School OL129RD
  2. 0.4 miles Wardle Academy OL129RD (1105 pupils)
  3. 0.5 miles Smithy Bridge Foundation Primary School OL150DY (459 pupils)
  4. 0.7 miles St John's Church of England Primary School, Smallbridge OL129HR
  5. 0.7 miles Great Howarth School OL129HH (5 pupils)
  6. 0.7 miles Meadows School OL129EN (20 pupils)
  7. 0.8 miles St Mary's Roman Catholic Primary School, Littleborough OL158DU (245 pupils)
  8. 0.8 miles St James' Church of England Primary School OL129JW (205 pupils)
  9. 0.8 miles Rydings Special School OL129HJ
  10. 0.8 miles Great Howarth College OL129HH
  11. 0.9 miles Smallbridge Primary School OL129EE
  12. 0.9 miles Alice Ingham Roman Catholic Primary School OL162NU (165 pupils)
  13. 0.9 miles Kentmere Primary School OL129EE (334 pupils)
  14. 0.9 miles Kentmere Primary School OL129EE
  15. 1 mile Hamer Community Primary School OL162SU (314 pupils)
  16. 1 mile Howarth Cross Middle School OL162SU
  17. 1 mile Springside OL162SU (91 pupils)
  18. 1.1 mile Littleborough Community Primary School OL159HW (434 pupils)
  19. 1.1 mile Holy Trinity Church of England Primary School OL159DB (197 pupils)
  20. 1.1 mile Pathfinders School OL129SN
  21. 1.2 mile Elland House School OL159NY
  22. 1.3 mile Rochdale Pupil Referral Service OL162XW (77 pupils)
  23. 1.4 mile Belfield Community School OL162XW (339 pupils)
  24. 1.4 mile Hollingworth Fold OL150AJ

List of schools in Rochdale

School report

St Andrew's Church of England Primary

School, Dearnley

Union Road, Rochdale, Lancashire, OL12 9QA

Inspection dates 1–2 April 2014
Overall effectiveness This inspection: Good 2
Previous 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
the school.
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
their school.
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
improving school.
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
own work.
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.

Inspection team

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

Full report

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
    is average.
  • 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

Inspection judgements

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
    national average.
  • 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
    school's provision.
  • 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 Judgement Description
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

School details

Unique reference number 105807
Local authority Rochdale
Inspection number 439555

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
Chair Gary Walczak
Headteacher Judith Rainford
Date of previous school inspection 27 March 2009
Telephone number 01706 378991
Fax number 01706 370525
Email address reveal email: off…


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