St Augustine of Canterbury Roman Catholic Primary School, Burnley
phone: 01282 426938
headteacher: Mrs A Hardisty
209 pupils capacity: 97% full
100 boys 49%
105 girls 52%
Last updated: June 20, 2014
Primary — Voluntary Aided School
- Education phase
- Religious character
- Roman Catholic
- Establishment type
- Voluntary Aided School
- Establishment #
- OSGB coordinates
- Easting: 381524, Northing: 432741
- GPS coordinates
- Latitude: 53.791, Longitude: -2.2819
- Accepting pupils
- 5—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Jan. 29, 2014
- Diocese of Salford
- Region › Const. › Ward
- North West › Burnley › Rosegrove with Lowerhouse
- Urban > 10k - less sparse
- Free school meals %
- 0.1 miles Rosegrove Nursery School BB126AJ (79 pupils)
- 0.1 miles Rosegrove Infant School BB126HW (153 pupils)
- 0.2 miles Burnley Lowerhouse Junior School BB126LN (164 pupils)
- 0.4 miles Ightenhill Nursery School BB126DY (70 pupils)
- 0.5 miles Burnley Ightenhill Primary School BB126ED (281 pupils)
- 0.5 miles Burnley Ivy Bank High Business and Enterprise College BB126NU
- 0.5 miles St Joseph's Park Hill School BB126TG (112 pupils)
- 0.6 miles Whittlefield Primary School BB120HL (228 pupils)
- 0.6 miles Burnley Habergham High School BB126NU
- 0.6 miles Burnley High School BB126TG
- 0.7 miles Burnley Hargher Clough Junior School BB114BA
- 0.7 miles Burnley Wood Top Church of England Infant School BB115BE
- 0.8 miles Accrington Road Nursery School BB114BU
- 0.8 miles Taywood Nursery BB115AE (59 pupils)
- 0.9 miles Myrtle Bank Nursery School BB114EY
- 0.9 miles Padiham Gawthorpe High School BB128ST
- 0.9 miles Coal Clough High School BB114PF (50 pupils)
- 0.9 miles Shuttleworth College BB128ST (857 pupils)
- 1 mile Howard Street Nursery School BB114PQ
- 1 mile Whitegate Nursery School and Children's Centre BB128TG (90 pupils)
- 1 mile Hillview School BB114PF
- 1 mile Padiham Primary School BB128SJ (284 pupils)
- 1 mile Burnley Myrtle Bank Infant School BB114DT
- 1 mile Burnley Coal Clough Primary School BB114PF
St Augustine of Canterbury Roman
Catholic Primary School, Burnley
Lowerhouse Lane, Burnley, Lancashire, BB12 6HZ
|Inspection dates||29–30 January 2014|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Outstanding||1|
|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
| Children start school in the Reception class |
Pupils who are entitled to the pupil premium
Teaching is good and some is outstanding.
with skills that are below those expected for
their age. By the end of Year 6, they attain
broadly average standards. This represents
good progress from their starting points.
make the same progress as their peers
nationally which is similar to that of their
classmates. Disabled pupils and those who
have special educational needs make good
Relationships between staff and pupils are
very strong. Teachers expect pupils to do
their best at all times and they use
questioning well to promote good learning.
| Behaviour is outstanding in the classroom and |
Pupils feel very safe in the school’s caring
Pupils’ spiritual, moral, social and cultural
The headteacher inspires her entire team to
around the school. Pupils have very positive
attitudes and commitment to their learning and
this is helping accelerate their progress.
development is well promoted by the school.
work well together for the good of the pupils.
The school’s self-evaluation is accurate and
senior leaders, including governors, know the
strengths and areas for improvement very well.
They are determined to secure the best for
| There is not yet enough outstanding teaching |
in the school. Teachers do not always provide
work at the correct level for the range of
ability within each class or group. Sometimes
pupils move on before they have had enough
time to secure new skills.
| Middle leaders are at an early stage in |
Teaching assistants are not as consistent as
monitoring and influencing progress in their
they could be in their support for pupils’
Information about this inspection
- This is a smaller-than-average primary school which is increasing steadily in size.
- The large majority of pupils are of White British heritage.
- The proportion of pupils who speak English as an additional language is well below average.
- The proportion of pupils who qualify for the pupil premium is above average. This extra
government money is provided to the school to help certain groups, including pupils who are
known to be eligible for free school meals and children from service families.
- The proportion of disabled pupils and those who have special educational needs supported
through school action is above average.
- The proportion supported through school action plus or with a statement of special educational
needs is above average.
- There is an above average number of pupils who join the school other than at the usual
- The school meets the government’s current floor standards, which set the minimum expectations
for attainment and progress in English and mathematics.
The headteacher is a Local Leader of Education and has recently been supporting another school
to secure improvements.
St Augustine's has nationally accredited Healthy School status, plays an active part in the
Burnley Sports Partnership initiative, holds the BECTA Mark for its work in information and
communication technology (ICT) and has achieved the Eco Green Flag Award.
|Andrew Morley, Lead inspector||Additional Inspector|
|Ian Young||Additional Inspector|
Information about this school
- Inspectors visited 13 lessons. Two lessons were observed jointly with the headteacher.
- The inspectors heard pupils read, examined pupils’ work in their books, and observed pupils’
activities in the playground and in the dinner hall.
- Inspectors held discussions with pupils, a group of parents, the headteacher and other senior
leaders, members of the governing body, and a representative of the local authority.
- Inspectors examined a range of documents, including minutes of governing body meetings, a
summary of the school’s self-evaluation, the school improvement plan, documents showing how
the quality of teaching is checked, the school’s information on pupils’ progress, teachers’ plans
and records relating to safeguarding, behaviour and attendance.
- The inspectors took account of the 52 responses to the online questionnaire (Parent View) and
spoke with a number of parents.
What does the school need to do to improve further?
- Improve the quality of teaching from good to outstanding in order to improve pupils’
achievement even further by:
ensuring that activities are purposeful and challenging so that pupils of all abilities can achieve
well checking the progress of pupils in lessons and adapting what they are learning if it is
spotted they are not making enough progress
teachers checking that the support provided by teaching assistants is effective and helps
pupils to make as much progress as possible
providing more opportunities for pupils to practise their new skills to ensure they are secure
before moving on.
- Continue to improve the impact of middle leaders by ensuring they have more opportunities to
check out teaching, identify outstanding practice and share this to secure outstanding teaching.
|The achievement of pupils||is good|
- Children start in the Reception class with skills that are below those expected for their age. Their
communication and language skills are particularly weak on entry to the school. They make good
progress due to the nurturing environment, a curriculum that meets their needs effectively and a
clear focus on extending their vocabulary and developing spoken language. This means they
enter Year 1 with skills that are typical for their age.
- Pupils across the school achieve well and equality of opportunity is at the heart of the school’s
work. Progress continues to be good at Key Stage 1 and 2 and by the time the pupils leave St
Augustine’s they are attaining broadly average standards in reading, writing and mathematics.
Pupils are beginning to achieve above average standards because of their desire and
commitment to do well in every lesson.
- The proportion of pupils in Key Stage 2 making and exceeding expected progress in writing and
mathematics over time is at least in line with the national average, and often above. The
proportion of pupils making better than expected progress in reading, writing and mathematics
in 2013 was above average. There are no significant gaps in the achievement of groups of pupils
with different backgrounds and circumstances.
- Pupils’ achievement in reading is good. Results of the Year 1 phonics (the sounds that letters
make) check in 2013, show that 76% achieved the expected level. Older pupils enjoy reading
and read widely at home and in school. Their attainment by Year 6 is rising and pupils are
determined to do well.
- Those pupils eligible for the pupil premium receive additional one-to-one and small group
support from adults. Additional teaching and support staff have been employed for this purpose
and to help support pupils and their families socially. As a result, the progress of these pupils in
English and mathematics is often better than that of their peers nationally and close to that of
- Pupils who are disabled or have special educational needs and those from all different ethnic
backgrounds achieve well. The good support provided by class teachers, teaching assistants and
outside agencies ensures that work is often broken down into smaller steps that enable them to
make good progress.
- More able pupils generally make good progress due to well-planned and interesting work
provided by teachers. More able pupils are determined to achieve highly. Sometimes the work
set for these pupils is not hard enough to ensure that in all lessons they make good progress.
|The quality of teaching||is good|
- Good classroom management, coupled with teachers’ high expectations of work and behaviour,
ensures that teaching takes place in a purposeful and calm learning atmosphere. These
strengths in teaching make a significant contribution to pupils’ good progress.
- In the Early Years Foundation Stage, good use is made of the indoor and the somewhat limited
outdoor space to develop children’s skills. Adults take every opportunity to extend children’s
language and numeracy skills by regularly asking them about the things that they are doing.
This was very evident in an outstanding lesson in which the children learnt about the Chinese
- Teachers ask questions skilfully in order to check pupils’ understanding and extend their
learning. Subject knowledge is good and teachers plan imaginative lessons with activities that
make pupils think and find out for themselves. In a Year 5 and 6 mathematics lesson about
fractions the teacher was very skilled in developing pupils’ use of technical terms and questions
enabled them to think deeply about the problems they had to solve.
- Pupils are very proud of their work which is always presented at a high standard. Teachers’
marking is consistent across the school and they provide very useful comments that help the
pupils move forward in their learning.
- Teachers have a clear focus on teaching pupils to read. Regular phonics sessions and guided
reading activities for all age groups further support the development of pupils’ reading skills and
a love of books.
- When given the opportunity, pupils co-operate extremely well in their learning, share ideas and
learn from each other. This both develops their speaking and listening skills and promotes
respect for the views of others.
- In most cases, teachers make very good use of the school’s assessment data in order to set and
review targets for pupils’ learning and to plan well for pupils’ varying needs and abilities. In
these lessons, more able pupils are provided with challenging tasks which motivate them well.
- In a few lessons, however, the work set is too similar for all abilities and is then too easy for the
more able and difficult for the least able. Occasionally, during lessons teachers do not check that
pupils understand and can do what they have been set. As a result, adjustments are not made
to enable pupils to make as much progress as possible. Sometimes, pupils move on too quickly
without having enough time to practise new skills.
- Teaching assistants are generally deployed well to ensure that the work given to disabled pupils
and those who have special educational needs is carefully sequenced so that all make good
progress towards their learning targets. However, on occasions they help too much rather than
encouraging pupils to have a go themselves and this limits their progress in lessons.
|The behaviour and safety of pupils||are outstanding|
- The behaviour of pupils is outstanding. Pupils’ attitudes to learning are excellent. They are
enthusiastic in class and engage in their learning well. The relationships in the classes are
excellent; pupils work well together and with adults. There are no disruptions to learning and
there have been no exclusions.
- The school’s work to keep pupils safe and secure is very good. Pupils have a very good
understanding of personal safety and how to stay safe when using the internet. The school uses
a range of outside agencies to make sure all the pupils’ needs are met and has good community
links which enhance learning further.
- The pupils take a significant lead in the life of the school. They take on a range of
responsibilities, such as sports ambassadors and school chaplains. In their morning broadcast
Year 6 pupils provide a leadership role in developing reflection on issues of faith and morality.
- The older children understand their responsibility to model good behaviour and safe practice.
The `playground pals’ show great maturity in their role to ensure that younger children are
looked after on the playground and around school. Pupils are very caring of each other,
especially at lunchtime. Pupils enjoy playtimes which are very happy and secure for all.
- Pupils say behaviour is excellent and there is no bullying in the school. The pupils are well aware
of the school rewards system. It is very effective in fostering good relationships and promotes a
positive feel within the classrooms.
- The school has worked hard to improve pupils’ attendance, which is now above average.
- Pupils enjoy and benefit from taking part in school clubs, assemblies and other enrichment
activities and visits, including to the parish church and other schools.
- The pupils are very polite both to each other and adults alike. They are very curious about the
world around them and are keen to learn. They say they would recommend their school to
others and the parent views expressed in a recent school questionnaire are also highly positive
about the school.
- Pupils are excellent ambassadors for the school and are very well prepared for the next stage of
education, both academically and personally.
- The work of the Learning Mentor, who is totally committed to every pupil at St Augustine’s, is
greatly appreciated by all in the school community. Parents say that their children are very well
cared for and looked after.
|The leadership and management||are good|
- The headteacher provides energetic and enthusiastic leadership. Since she became headteacher,
she has been relentless in overseeing a successful focus on improving teaching and accelerating
progress across the school. Key strengths and areas for improvement have been identified, with
the full support of the governing body.
- It is very much a team approach and staff are very well motivated and demonstrate a shared
sense of responsibility for, and commitment to, the school’s continued improvement.
- Senior leaders are aware of the need for more teaching to be consistently outstanding. They
carefully track both pupils’ progress and the quality of teaching, and use this information to
ensure that planning for improvement is founded on good evidence and accurate data.
- The school thoroughly evaluates its performance and ensures its action plan carefully matches
its choice of priorities to the school’s identified needs. Effective leadership ensures that actions
have a clear impact on progress and teaching and have led to an improving school with good
capacity to move forward.
- Pupils’ progress is checked regularly and those who fall behind are given the help they need to
catch up. Fully supported and monitored by the governing body, the school makes very effective
use of the money derived from the pupil premium to support frequent small-group and one-to-
one work. This helps to ensure that eligible pupils make good progress in their time in school.
- There have been some recent changes to leadership and the new middle-leadership team show
real capacity in understanding their role and are determined to ensure that standards in their
subjects rise even further. They are keen to get more opportunity to be in classrooms to find the
information needed to secure the next improvement steps.
- The Catholic ethos is the driving force with all that school does. Pupils’ spiritual, moral, social
and cultural development is promoted very effectively. The school’s promotion of equality of
opportunity in all its work is good. Leaders are constantly alert to any variation in achievement
and searching for new ways to overcome any weaknesses and prevent any discrimination.
- The lively and creative curriculum is enhanced by a wide range of visits, such as to Clitheroe
Castle and Queens Street Mill, when pupils benefit from first-hand experiences to inspire their
learning. Pupils appreciate and are involved in a significant range of extra-curricular activity.
- The school is involved in a range of partnerships, including the local Catholic network, Blessed
Trinity RC High School and the Burnley Sports Partnership (BPS). Support from the local
authority has been helpful with checking the school’s performance and with training for staff and
- The school uses its primary sport funding well to provide additional weekly physical education
lessons and lunchtime activities led by skilled sports coaches from BPS. This motivates pupils
very well and is leading in turn to improved physical skills, health and well-being.
- Safeguarding systems in and around the school are very rigorous and secure.
- The governance of the school:
The governors have a good knowledge of the school’s strengths and weaknesses, including
the quality of teaching. For example, governors cross-reference school data with their findings
during frequent visits to observe pupils’ learning and with the comprehensive evaluations of
school performance from the headteacher. They also compare school data about pupils’
achievement with those found nationally. Governors take full advantage of training
opportunities; for example, in safer recruitment of staff and managing finance. Governors are
both supportive and suitably challenging in the way in which they hold the school to account.
They know how good teachers are rewarded and how the small amount of less-strong
teaching is being improved. Governors keep a careful track on finance. They make sure, for
example, that expenditure on new information and communication technology, such as
computers, and extra funds, such as the pupil premium, are used to strengthen pupils’
progress and narrow any gaps in achievement.
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.
|Unique reference number||119491|
This inspection was carried out under section 8 of the Education Act 2005. The inspection was also
deemed a section 5 inspection under the same Act.
|Type of school||Primary|
|School category||Voluntary aided|
|Age range of pupils||5–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||203|
|Appropriate authority||The governing body|
|Date of previous school inspection||8 February 2011|
|Telephone number||01282 426938|
|Fax number||01282 838650|