St Luke's Church of England Primary School
phone: 01202 514396
headteacher: Mr M Saxby
360 pupils capacity: 115% full
215 boys 51%
205 girls 49%
Last updated: June 27, 2014
Primary — Voluntary Aided School
- Education phase
- Religious character
- Church of England
- Establishment type
- Voluntary Aided School
- Establishment #
- OSGB coordinates
- Easting: 409006, Northing: 93829
- GPS coordinates
- Latitude: 50.744, Longitude: -1.8737
- Accepting pupils
- 4—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Jan. 15, 2014
- Diocese of Winchester
- Region › Const. › Ward
- South West › Bournemouth West › Winton East
- Urban > 10k - less sparse
- Free school meals %
- 0.4 miles Winton County First School BH91TP
- 0.5 miles Moordown St John's Church of England Primary School BH92SA (406 pupils)
- 0.5 miles St Walburga's Catholic Primary School BH93BY (481 pupils)
- 0.5 miles Talbot House School BH92LR (141 pupils)
- 0.5 miles Linwood School BH91AJ (226 pupils)
- 0.6 miles Queen's Park Junior School BH89PU
- 0.6 miles Winton Primary School BH92TG (657 pupils)
- 0.6 miles St Martin's School BH37NA (85 pupils)
- 0.6 miles Winton County Junior School BH92TG
- 0.6 miles Queen's Park Academy BH89PU (412 pupils)
- 0.7 miles Queens Park Infant School BH89PU
- 0.7 miles Glenmoor School BH104EX
- 0.7 miles Bournemouth School BH89PY
- 0.7 miles Dewlish House School BH89EA
- 0.7 miles Bournemouth School BH89PY (1125 pupils)
- 0.7 miles Queens Park Infant School BH89PU (376 pupils)
- 0.7 miles Glenmoor School BH104EX (680 pupils)
- 0.8 miles Winton Arts and Media College BH104HT
- 0.8 miles Bournemouth Alternative Needs Federation BH104HG
- 0.8 miles Winton Arts and Media College BH104HT (634 pupils)
- 0.9 miles Slades Farm School BH104EP
- 0.9 miles St Dominic's School BH88JZ
- 0.9 miles Wyvern House Tutorial College BH11RW
- 0.9 miles Wing Centre BH88TH
St Luke’s VA Church of
England Primary School
Bemister Road, Winton, Bournemouth, BH9 1LG
|Inspection dates||15−16 January 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
| Pupils are making good progress and |
Pupils’ overall attainment at the end of Year
Disabled pupils and those who have special
Teaching is consistently good. Teachers’
Pupils behave very well. They work
achieve well in English and mathematics as
they move through the school.
6 rose in 2013 from an untypical much lower
point the year before.
educational needs achieve well due to the
additional support carefully tailored to their
personal and learning needs.
confident subject knowledge is used to good
effect to plan lessons which are lively,
enjoyable and stimulating, so that pupils are
excited about learning.
cooperatively with each other well and
demonstrate respect for adults and
| All pupils feel extremely safe and know that |
The strength of teamwork in the school is at
The headteacher and deputy headteacher are
Governors play an effective role in supporting
The school’s values and sense of purpose
their contributions are valued.
the heart of its current development. The
difficulties faced through the many staff
changes since the previous inspection have
been effectively overcome.
totally committed to ongoing improvement of
achievement and teaching. Their continued
drive to improve the school has been
successful and is shared fully by the whole
school development and in holding leaders to
account for pupils’ achievement.
underpin all that it does for pupils.
| Not enough teaching is outstanding to |
Marking does not always help pupils to
ensure pupils’ achievement over time is also
understand what they need to do to improve
| In some lessons, there are too few challenging |
activities, particularly in writing, to enable
middle-ability pupils to make maximum
Information about this inspection
- Inspectors observed 23 lessons or part lessons. In addition, the lead inspector made shorter
observations of several lessons with the deputy headteacher.
- Discussions were held with the headteacher, the Chair of the Governing Body, the vice chair and
two other governors, a representative from the local authority, senior leaders, teachers,
members of staff, parents and pupils.
- The inspectors looked at pupils’ work, and heard pupils from different year groups read.
- Inspectors took account of 105 responses to the online Parent View survey, letters from parents
and 46 staff questionnaires.
- The inspectors observed the school’s work, and looked at school documentation, including: data
on pupils’ progress, the school’s development plan, evidence of self-evaluation and monitoring
records, and arrangements for safeguarding.
|David Marshall, Lead inspector||Additional Inspector|
|Linda Rowley||Additional Inspector|
|Bill James||Additional Inspector|
Information about this school
- This is a larger than average-sized primary school.
- The very large majority of pupils are of White British heritage.
- The proportion of pupils eligible for pupil premium support (additional money allocated to
schools by the government for pupils eligible for free school meals, those who are looked after
by the local authority or whose families are in the armed forces) is around the national average.
- An average proportion of disabled pupils and those who have special educational needs are
supported through school action and through school action plus. The proportion who have
statements of special educational needs is well above average.
- The school meets the government’s current floor standards, which set the minimum expectations
for pupils’ attainment and progress in English and mathematics.
- There have been a large number of staff changes in the last two years. Some appointments are
- Since the previous inspection, the school has become part of a voluntary collaborative trust of
local schools. This is known as the OCEAN Partnership of seven schools.
What does the school need to do to improve further?
- Improve the quality of teaching so that it is outstanding by:
giving pupils, especially those of middle ability, opportunities to make better progress through
working on more appropriately challenging activities, particularly in writing
− developing greater consistency in marking so that pupils know more precisely how they can
improve their work.
|The achievement of pupils||is good|
- Attainment at the end of Year 6 has fluctuated in the last three years. Due to careful
interventions by the senior staff and the recent stable staffing, the results in 2013 tests
improved to above average in reading. In the spelling, punctuation and grammar assessments,
pupils achieved above average standards.
- Children start school with skills and abilities that fluctuate but are generally in line with those
expected for their age. They make good progress in the Reception classes due to good
partnerships with parents, strong relationships and a helpful learning environment.
- Progress across the school is almost always good from pupils’ varied starting points. Effective
checks on pupils’ progress ensure the school can quickly identify those not doing well enough
and put support in place to make sure they catch up. This good practice helps to ensure
equality of opportunity and discourages any discrimination. It has been particularly effective in
enabling the more able pupils to achieve well.
- Disabled pupils and those who have special educational needs make good and, sometimes,
better progress. This is because their particular needs are quickly and accurately identified and
their progress is monitored closely, including when they learn in small groups or with individual
- Pupils supported through the pupil premium funding achieve well. The school makes very
effective use of the additional funding to provide a range of measures that improve their rates
of progress in English and mathematics. Their attainment in national tests at the end of Key
Stage 2 has been improving. In 2013, ten Year 6 pupils funded through the pupil premium took
the national tests. Their attainment and progress were better than the national average for
eligible pupils nationally and even better than that of other pupils in their classes.
- The school ensures pupils achieve well in reading due to well-planned daily supported reading
sessions that focus well on key skills, the use of reading ‘buddies’ and careful checks on pupils’
progress. The results in the Year 1 annual phonics check (sounds that letters make) were well
above average in 2013.
- Progress in mathematics is good overall. There is a successful emphasis on matching work to
the levels pupils have reached and the careful development of calculation skills. A particularly
good feature is the mental mathematics sessions that cater well for pupils’ differing abilities.
- The school is working hard to improve pupils’ writing skills but pupils, particularly those of
middle ability, do not always make the progress of which they are capable in these skills. The
procedures already introduced include, regular feedback, targets for them to reach and regular
checks on their performance. However, these initiatives have not run long enough to show
impact on pupils’ achievement in writing.
|The quality of teaching||is good|
- Teachers enjoy teaching and create a very supportive atmosphere for learning across the
school. They treat pupils with respect and are interested in what they have to say. As a result,
pupils are engaged in lessons and know that their teachers are interested in their views and
- Teachers’ questioning is used effectively to check and probe pupils’ understanding and to
challenge them to think more deeply about learning. For example, outstanding teaching in a
Year 6 mathematics lesson for the most able pupils encouraged them to explain what the most
difficult parts of a problem were before the actual calculations were tackled. This meant that
they had to think hard about how they would proceed, relating it to their previous attempts.
- The marking of pupils’ work is not consistent across the school. There are times when
completed work is left unmarked and so pupils are not clear about how to move forward and
what needs to improve.
- Teachers and teaching assistants have high expectations for groups of pupils with specific
learning difficulties and provide them with well-tailored support and carefully selected resources
and, consequently, they are nearly always on task. Regular assessments are used to identify
any gaps in pupils’ knowledge and effective support is provided where needed. As a result,
disabled pupils and those who have special educational needs make good progress.
- The school has increased opportunities for pupils to use their mathematical knowledge for
problem-solving and real-life situations to make learning relevant to pupils’ experience. They
respond by being strongly motivated to succeed.
- Regular effective sessions to teach the link between letters and the sounds they make (phonics)
help pupils make good progress in developing some of the basic skills needed to read and write
successfully. This was especially clear in a lesson in one Reception class where astute use of
resources kept all children focused and responsive.
- In the Key Stage 1 classes, clear routines, high expectations, strong relationships and lively
teaching contribute to pupils’ good progress. For example, in a Year 2 class, pupils were
enraptured at the start of a lesson when their teacher put on many different voices in reading a
- The overall quality of teaching is not yet outstanding because there is not yet enough to secure
outstanding achievement. Pupils are occasionally given the same task to complete and some
middle-ability pupils do not always achieve their best because some aspects are too difficult for
them. Occasionally, opportunities are missed for teachers to show pupils how they can develop
their writing skills better, which slows progress in this area.
|The behaviour and safety of pupils||are good|
- Pupils’ behaviour is good. This is because the school’s stated moral and spiritual values are
known by all and teachers have a common approach to managing pupils’ behaviour and so
pupils are clear about what is expected of them.
- All pupils get on well together and enjoy working and playing alongside each other. They are
polite and helpful and show respect towards each other and to adults. They understand that
discrimination on any grounds is not tolerated and that all have equal opportunity to benefit
from what the school has to offer.
- Pupils enjoy school and this is reflected in their regular attendance. They enjoy taking
responsibility in the school and many of them do so, for example as members of the school
council. Older pupils look forward to taking turns to be prefects and go out of their way to help
others, showing their impressive moral development.
- Pupils settle quickly in all lessons and are eager to learn. Generally, they are attentive and listen
to teachers and to each other. Occasionally, when they are not fully challenged to do their best,
they lose interest, chat among themselves and do not complete their work to the best of their
- The school’s work to keep pupils safe and secure is good. Pupils feel safe because they know
that adults care for them. They know about different forms of bullying, including name-calling
and that relating to race, religion and cyber bullying. They say that on the very rare occasions
when pupils have a disagreement, there is always an adult or a helpful friend who will help to
sort it out.
- Pupils have a good understanding of their own personal safety. They understand the potential
dangers from risks outside school, such as those related to substance abuse and internet safety.
- Inspection evidence confirmed the views of parents and staff that said they felt behaviour was
good, bullying was rare and the children were kept safe.
|The leadership and management||are good|
- Through the rigorous leadership of the headteacher and deputy headteacher, the school has a
very accurate view of its successes and of where further improvements can be made. The key
issues from the previous inspection have been fully resolved and the school’s track record in
tackling and overcoming weaknesses indicates its capacity for further improvement.
- Information about pupils’ progress is regularly and systematically used to check that all groups
and individuals are making sufficient progress. Any pupils falling behind are promptly identified
and effective support is put in place.
- Parents are fully involved in helping their children in moving forward, through the school’s good
use of the ‘pen portraits’, which were developed to tackle the one year’s lower results. These
documents are a very clear analysis of pupils’ progress and lead directly to letters home to
enable parents to know their children’s progress and how they can help them move forward.
- Leaders at all levels, including key stage and subject leaders, continually reflect on the quality of
their practice and use these insights to develop their roles further, supported by well-focused
professional development. All leaders now play a valuable part in checking the quality of
teaching in their subjects and its impact on pupils’ achievement.
- Performance management has been developed well and makes a strong contribution to the
leadership of teaching. For example, performance management meetings provide a platform to
facilitate honest and open discussions with all staff about their responsibilities. As a result, staff
are much clearer about their roles and know what they need to do to improve their practice
further. There is a clear link between the rewards that teachers receive and pupils’ good
- The local authority knows the school very well and provides valuable, rigorous ‘light touch’
support for its improvement.
- The curriculum is broad and balanced across the range of learning opportunities, with many
activities and events to enrich and deepen learning. The curriculum was reviewed and updated
after the previous inspection, so that there is an increased focus on the development of skills
across year groups. As a result, teaching now builds more strongly on pupils’ learning and makes
a strong contribution to pupils’ spiritual, moral, social and cultural development. However, pupils’
writing skills are not yet developed well enough across different subjects.
- The school is using the additional sports funding for a range of initiatives to increase pupils’
involvement in sport both during and after school. In addition, teachers across the OCEAN
Partnership observe specialist coaches, and share expertise to strengthen their knowledge and
confidence in teaching sport.
- Leadership and management are not yet outstanding because pupils’ achievement in writing is
not as strong as in their other skills. The school has already identified writing as a focus for
improvement and appropriate plans are being implemented to ensure that pupils make more
rapid progress to strengthen their achievement. It is too soon to evaluate the impact of this
planning on achievement in writing.
- The governance of the school:
– Governors are competent, knowledgeable and play an active part in the school’s
development. They have an accurate picture of pupils’ achievement from their competent
analysis of data on pupils’ progress and attainment and regularly ask leaders challenging
questions about, for example, the use of teaching support. As a result, they know why
achievement in writing is a priority for development. They know what the impact of the use
of funding is, including that for pupils eligible for the pupil premium, and that for sport.
They are also well informed about how well funding is supporting the achievement of
disabled pupils and those who have special educational needs.
– Governors know what the quality of teaching is across the school. They know how
performance management procedures have been improved and the effect these have had
on increasing teachers’ accountability for pupils’ progress and attainment. Governors are
closely involved in safeguarding checks, such as the completion of risk assessments, with
members of staff. As a result, safeguarding procedures are robust and meet statutory
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||113842|
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||4−11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||420|
|Appropriate authority||The governing body|
|Date of previous school inspection||11 February 2011|
|Telephone number||01202 514396|
|Fax number||01202 521523|