St Luke's CofE Primary School
Headteacher: Mrs Amanda Hough
School holidays for St Luke's CofE Primary School via Windsor and Maidenhead council
270 pupils capacity: 86% full
115 boys 50%
115 girls 50%
Last updated: Sept. 24, 2014
Primary — Voluntary Controlled School
- Education phase
- Religious character
- Church of England
- Establishment type
- Voluntary Controlled School
- Establishment #
- OSGB coordinates
- Easting: 488860, Northing: 181783
- GPS coordinates
- Latitude: 51.528, Longitude: -0.72045
- Accepting pupils
- 5—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Dec. 11, 2013
- Diocese of Oxford
- Region › Const. › Ward
- South East › Maidenhead › Maidenhead Riverside
- Urban > 10k - less sparse
- Free school meals %
- 0.2 miles Riverside Primary School and Nursery SL67JA (258 pupils)
- 0.3 miles St Mary's Catholic Primary School, Maidenhead SL67EG
- 0.3 miles St Mary's Catholic Primary School, Maidenhead SL67EG (307 pupils)
- 0.5 miles Maidenhead Nursery School SL67PG (74 pupils)
- 0.5 miles St Piran's School SL67LZ (360 pupils)
- 0.6 miles Maidenhead College for Girls SL66AW
- 0.6 miles Highfield Preparatory School Limited SL61PD (159 pupils)
- 0.6 miles Claires Court Schools SL66AW (978 pupils)
- 0.7 miles Berkshire College of Art and Design SL66DF
- 0.8 miles Brocket PRU - Alternative Provision SL64EY
- 0.8 miles Redroofs Theatre School SL64JT (84 pupils)
- 0.9 miles Furze Platt Junior School SL66HQ (315 pupils)
- 0.9 miles Furze Platt Infant School SL66HQ (270 pupils)
- 0.9 miles Desborough School SL62QB
- 0.9 miles Desborough School SL62QB
- 0.9 miles Desborough College SL62QB (594 pupils)
- 1 mile Oldfield Primary School SL61XA (271 pupils)
- 1 mile Furze Platt Senior School SL67NQ
- 1 mile Furze Platt Senior School SL67NQ (1249 pupils)
- 1.1 mile Alwyn Infant School SL66EU (310 pupils)
- 1.1 mile Boyne Hill CofE Infant and Nursery School SL64HZ (257 pupils)
- 1.1 mile Silchester House School SL60AP
- 1.1 mile Silchester Manor School SL60AP
- 1.2 mile Courthouse Junior School SL65HE (387 pupils)
Ofsted report transcript
St Luke's CofE Primary School
Cookham Road, Maidenhead, SL6 7EG
|Inspection dates||11–12 December 2013|
|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 make good progress in their learning |
The quality of teaching is good with some
Any weaker teaching is tackled successfully.
All aspects of pupils’ spiritual, moral, social
and leave the school with standards that are
in line with the national average in English
that is outstanding. This is due to the careful
checking of lessons by senior leaders. Pupils
who come to the school with below average
attainment, little spoken English or learning
difficulties are supported well.
Teachers are very clear about what is
expected of them and know that their pupils
need to make good progress. Teaching
assistants are effective.
and cultural development are promoted well
through the teaching and the curriculum.
| The headteacher is a strong driving force in |
Pupils enjoy school, work hard and have very
Senior leaders and governors have a very good
Senior leaders, staff and the governing body
the school. She is determined in making sure
every pupil makes at least good progress from
their various starting point.
positive attitudes to school life. They respect
and appreciate each other and make new
arrivals to the school feel welcome.
understanding of the progress pupils make.
work as a very effective team that has made a
considerable impact in moving the school from
inadequate to good.
| Pupils do not always write at length, |
especially if they are not enthused by the
writing tasks. The quality of pupils’
handwriting and presentation varies across
| The governing body does not consult and take |
into consideration pupils’ views when making
Information about this inspection
- Inspectors observed 13 lessons or part-lessons and six intervention sessions. Five lessons were
observed jointly with senior leaders. Inspectors listened to pupils reading, visited an assembly
and observed playtime activities.
- Meetings were held with a group of pupils, parents and carers, senior and middle managers, the
Chair of the Interim Executive Board and two members of the shadow governing body, and a
representative from the local authority.
- The inspection team looked at a number of documents, including information about
safeguarding, information on the progress and the attainment of pupils, the school’s self-
evaluation and records of monitoring in relation to teaching, pupils’ behaviour and attendance.
- Inspectors looked at books in lessons as well as a substantial number out of lessons in order to
evaluate the progress made by pupils over time.
- There were too few responses to the online questionnaire (Parent View) to publish the results.
However, inspectors took account of a recent school questionnaire.
|Kekshan Salaria, Lead inspector||Her Majesty’s Inspector|
|Crystal Gail Robertson||Additional Inspector|
|John Worgan||Additional Inspector|
In accordance with section 13 (4) of the Education Act 2005, Her Majesty’s Chief Inspector is of
the opinion that the school no longer requires special measures.
Information about this school
- St Luke’s Church of England Primary is an average size primary school.
- Most pupils are from White British and Pakistani backgrounds. There is a high proportion of
pupils who speak English as an additional language.
A higher-than-average proportion of pupils are known to be eligible for the pupil premium
(additional funding provided by the government to support pupils known to be eligible for free
school meals, children in local authority care and those from service families).
- The proportion of disabled pupils and those with special educational needs supported through
school action is above the national average. The proportion supported through school action plus
or with a statement of special educational needs is also above that found in most schools.
- The number of pupils joining and leaving the school outside normal times is higher than
- The school meets the government’s current floor standards, which set the minimum expectations
for pupils’ attainment and progress.
What does the school need to do to improve further?
- Raise standards and achievement in writing by:
developing pupils’ enthusiasm for writing through creative and stimulating tasks, for
example through drama
ensuring pupils in all classes write extensively and are given clear guidance on
improving handwriting, punctuation and grammar.
- Ensure the governing body consults and takes into consideration pupils’ views when
making strategic decisions.
|The achievement of pupils||is good|
- Children join the school with levels of skills and knowledge well below those usually expected for
their age. This is particularly the case in terms of their language and communication skills. They
make good progress and enter Year 1 with below age-related expectations.
- Pupils make good progress between Years 1 to 6; at the top end of Key Stage 2 progress is
often outstanding. Consequently, attainment at the end of Year 6 is broadly average and
improving as confirmed by the school’s data, teacher assessments and national test results.
- The teaching of early reading skills, including the sounds letters make (phonics), is a key priority
in the Reception and Years 1 and 2 classes. In 2013 the results from the national reading check
for Year 1 pupils were lower than those expected nationally, although much improved from
- Pupils’ mathematical skills develop well, especially in the ability to perform calculations and
develop efficient methods. They successfully learn how to collect and use data and gain
awareness of shape, space and measures. Pupils are also increasing their skills to use problem-
- Pupils’ achievement in writing is not as strong as in mathematics. For example, in a number of
lessons observed, pupils were not given enough challenge to extend their thinking and their
workbooks indicate they are not given enough motivating tasks to encourage them to write at
length and develop their skills.
- The school has used the pupil premium funding to target support for groups of pupils who may
be falling behind in their work. Consequently, the gap between the attainment of pupils eligible
for pupil premium funding and that of their peers narrowed in 2013; they are approximately one
term behind in English and mathematics.
- At the last inspection, too few pupils were reaching the higher levels in English and
mathematics. This is not the case now. Each pupil’s progress is carefully tracked and checked
and the headteacher makes sure all teachers know which pupils should be aiming for, and
achieving, above average attainment.
- Pupils who speak English as an additional language make progress in line with that of their
peers. Disabled pupils and those with special educational needs also achieve as well as their
peers. They get good support from teaching assistants who work with them.
|The quality of teaching||is good|
- Teaching is typically good, as confirmed by the school’s effective monitoring system, pupils’
workbooks and the lessons observed during the inspection.
- In the Reception classes, children’s learning is planned systematically and adapted well
according to what individual children need. Their learning and development are observed closely
and carefully. Teachers are quick to identify any extra help that children require and adjustments
are made quickly.
- Effective individual support and a well-organised approach are ensuring that pupils have good
knowledge of phonics, enabling them to tackle texts appropriate to their age and interests.
- Teachers build good relationships with their pupils. Classrooms are lively and inviting and there
are useful resources on display in classrooms, which pupils readily use.
- A particularly strong feature is the quality of the teaching assistants. They intervene and support
pupils sensitively and make a strong contribution to their learning across the school. This is
especially the case when the teachers give teaching assistants detailed plans to help them ask
their group of pupils the right questions and steer their learning successfully.
- Pupils are encouraged to look critically at their own and others’ work. A small group of older
pupils, for example, discussed with their teacher the quality of recent work and this led to clear
ideas about how to improve in the future.
- Disabled pupils and those who have special educational needs are well supported and tasks are
matched accurately to their needs. One-to-one and small-group teaching is having a positive
impact and helping pupils make good progress. Teaching assistants engage in discussion with
pupils, giving them confidence to persevere.
- Pupils make the best progress when teachers encourage them to follow up ideas on their This
was clear in lessons where teaching was outstanding. Pupils worked exceptionally well in
partnership with others and all, regardless of ability, made outstanding progress.
- A greater focus on developing literacy has had a significant impact on pupils’ achievement,
although there are missed opportunities for extending pupils’ writing further, particularly at the
beginning of Key Stage 2. Pupils’ workbooks show that the quality of pupils’ handwriting varies
and their work is not always tidily presented.
- Pupils now receive good, and in some classes outstanding, guidance from teachers on how to
improve their work.
|The behaviour and safety of pupils||are good|
- Teachers manage behaviour well and teaching assistants make a strong contribution by making
sure pupils with specific behavioural difficulties do not disrupt the learning of others.
- Pupils’ attitudes to learning are good. They are exceptionally keen to do well and persevere,
even when they experience difficulty. They work at a good pace and with high levels of
concentration. They collaborate well, listen to others’ views and support each other’s learning
well. Behaviour observed in lessons was consistently good or better.
- Pupils behave well at other times. In assemblies, pupils gather in a calm and orderly manner.
They are attentive and listen respectfully to adults. Pupils are well behaved at break times. Most
parents and carers responding to the school’s parents' questionnaire believe that pupils behave
well. All staff agree that behaviour in school is good. Pupils are kept safe.
- Pupils say they feel safe in school. They are able to talk about their understanding of the
different forms of bullying and they know the difference between bullying and other forms of
misbehaviour. They report that bullying and any incidents of unacceptable behaviour are
infrequent and are dealt with effectively when they occur. Pupils know how to stay safe, for
example while using the internet.
- Attendance is in line with the national average. The school works closely with some families to
make sure pupils attend school regularly.
|The leadership and management||are good|
- The school, in all respects, has improved immensely since its last inspection due to good
leadership. The headteacher and her senior team have established a clear, successful vision for
the school and a determined drive to raise achievement which has produced impressive
improvements in a short space of time. The headteacher has very clear expectation that this is a
school where all pupils will make good and better progress within each year group and during
their whole time in school.
- The senior leadership team has a detailed picture of the progress made by pupils, particularly by
ability and eligibility for the pupil premium. Pupils’ progress is tracked systematically through the
collection of information and meetings are held each half term with staff to discuss teachers’
assessments and to check if pupils are doing well enough.
- Staff are very clear about what is expected of them and as part of the management of their
performance have targets that are linked to all pupils in their classes achieving well.
- Senior and middle leaders ensure robust and regular monitoring of teaching and learning,
targeted support and coaching, and increasingly regular sharing of good practice.
- Pupil premium funding is targeted appropriately to support the progress of eligible pupils and to
ensure equality of opportunity. There are detailed arrangements for spending the recently
allocated primary sports funding. These focus on improving opportunities for pupils to develop
their physical skills and fitness and through providing professional development to improve
- The curriculum places appropriate emphasis on the development of literacy and mathematical
skills, meeting the needs of all pupils well. A good range of additional activities engages and
- There is increasing involvement of parents and carers in the life of the school through regular
parent assemblies and through special events such as the autumn and Christmas Fayre. The
majority of parents and carers feel that their children are happy in school and that they are
- Strong partnerships with feeder nurseries, primary and secondary schools are used to provide
pupils with a range of learning opportunities and smooth transfers. For example, strong
community links give the pupils a good understanding of other cultures and religions.
- The local authority has made a valuable contribution to school improvement by providing a high
level of support which has both challenged and supported the school, for example, in the
training provided for staff, which has resulted in improving the quality of teaching and pupils’
- The governance of the school:
The Interim Executive Board has ensured an effective shadow governing body is in place. The
Chair of the Interim Executive Board is providing excellent support and challenge to the
Members ask challenging questions about the performance of pupils and ensure that resources
are provided to help improve teaching.
Governors visit the school regularly and gain good first-hand knowledge of the impact of
teachers’ work. They use their knowledge and understanding of the school to set clear targets
for the headteacher’s and staff’s performance. They ensure that teachers’ pay rises are linked
to the progress of their pupils.
Governors have worked with staff to engage parents and carers more and remain focused on
raising the profile of the school within the community.
Governors are aware that they do not consult and take into consideration pupils’ views, when
making strategic decisions.
Governors make sure that statutory requirements are met, including those for safeguarding.
Governors have a good understanding of how different forms of funding, such as the pupil
premium, are allocated, and its impact on the achievement of pupils.
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||109970|
|Local authority||Windsor and Maidenhead|
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 controlled|
|Age range of pupils||5–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||250|
|Appropriate authority||The governing body|
|Date of previous school inspection||26–27 January 2012|
|Telephone number||01628 621600|
|Fax number||01628 626076|