School etc

St Augustine of Canterbury Roman Catholic Primary School, Burnley

St Augustine of Canterbury Roman Catholic Primary School, Burnley
Lowerhouse Lane

phone: 01282 426938

headteacher: Mrs A Hardisty

reveal email: bur…


school holidays: via Lancashire council

203 pupils aged 4—10y mixed gender
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 %

rooms to rent in Burnley

Schools nearby

  1. 0.1 miles Rosegrove Nursery School BB126AJ (79 pupils)
  2. 0.1 miles Rosegrove Infant School BB126HW (153 pupils)
  3. 0.2 miles Burnley Lowerhouse Junior School BB126LN (164 pupils)
  4. 0.4 miles Ightenhill Nursery School BB126DY (70 pupils)
  5. 0.5 miles Burnley Ightenhill Primary School BB126ED (281 pupils)
  6. 0.5 miles Burnley Ivy Bank High Business and Enterprise College BB126NU
  7. 0.5 miles St Joseph's Park Hill School BB126TG (112 pupils)
  8. 0.6 miles Whittlefield Primary School BB120HL (228 pupils)
  9. 0.6 miles Burnley Habergham High School BB126NU
  10. 0.6 miles Burnley High School BB126TG
  11. 0.7 miles Burnley Hargher Clough Junior School BB114BA
  12. 0.7 miles Burnley Wood Top Church of England Infant School BB115BE
  13. 0.8 miles Accrington Road Nursery School BB114BU
  14. 0.8 miles Taywood Nursery BB115AE (59 pupils)
  15. 0.9 miles Myrtle Bank Nursery School BB114EY
  16. 0.9 miles Padiham Gawthorpe High School BB128ST
  17. 0.9 miles Coal Clough High School BB114PF (50 pupils)
  18. 0.9 miles Shuttleworth College BB128ST (857 pupils)
  19. 1 mile Howard Street Nursery School BB114PQ
  20. 1 mile Whitegate Nursery School and Children's Centre BB128TG (90 pupils)
  21. 1 mile Hillview School BB114PF
  22. 1 mile Padiham Primary School BB128SJ (284 pupils)
  23. 1 mile Burnley Myrtle Bank Infant School BB114DT
  24. 1 mile Burnley Coal Clough Primary School BB114PF

List of schools in Burnley

School report

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
Previous 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
each pupil.
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.

Inspection team

Andrew Morley, Lead inspector Additional Inspector
Ian Young Additional Inspector

Full report

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.

Inspection judgements

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
    their classmates.
  • 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
    New Year.
  • 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
    governors. 
  • 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 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.

School details

Unique reference number 119491
Local authority Lancashire
Inspection number 440843

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
Chair Ian Taylor
Headteacher Katie Tomlinson
Date of previous school inspection 8 February 2011
Telephone number 01282 426938
Fax number 01282 838650
Email address reveal email:…


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