St Margaret's CofE Voluntary Aided Primary School
Headteacher: Mr C Metcalfe B Ed (Hons) Dip Ed
reveal email address
School holidays for St Margaret's CofE Voluntary Aided Primary School via Warrington council
476 pupils capacity: 101% full
240 boys 50%
245 girls 51%
Last updated: June 20, 2014
Primary — Voluntary Aided School
- Education phase
- Religious character
- Church of England
- Establishment type
- Voluntary Aided School
- Establishment #
- OSGB coordinates
- Easting: 361374, Northing: 390335
- GPS coordinates
- Latitude: 53.408, Longitude: -2.5825
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Sept. 12, 2013
- Diocese of Liverpool
- Region › Const. › Ward
- North West › Warrington North › Orford
- Urban > 10k - less sparse
- Free school meals %
- St Margaret's CofE Junior School WA29AD
- 0.1 miles St Margaret's CofE (Controlled) Infant School WA29BX
- 0.2 miles William Beamont Community High School WA28PX
- 0.2 miles Warrington Tutorial Centre WA28TX
- 0.2 miles Beamont Collegiate WA28PX (810 pupils)
- 0.3 miles Meadowside Community Primary and Nursery School WA29PH (246 pupils)
- 0.4 miles Warrington Collegiate WA28QA
- 0.4 miles The Future Tech Studio WA28QA
- 0.5 miles Warrington St Ann's CofE Primary School WA28AL (231 pupils)
- 0.5 miles St Stephen's Catholic Primary School WA29HS (195 pupils)
- 0.6 miles Sandy Lane Nursery and Forest School WA29HY (107 pupils)
- 0.6 miles Beamont Community Junior School WA27RQ
- 0.6 miles Beamont Community Infant School WA27RQ
- 0.6 miles Brook Acre Community Primary School WA20JP (261 pupils)
- 0.6 miles St Andrew's CofE Primary School WA29HF (199 pupils)
- 0.6 miles St Benedict's Catholic Primary School WA27SB (250 pupils)
- 0.6 miles Beamont Community Primary School WA27RQ (435 pupils)
- 0.7 miles Oakwood Avenue Community Primary School WA13SZ (508 pupils)
- 0.8 miles Oakwood Avenue Junior School WA13SZ
- 0.8 miles Oakwood Avenue County Infant School WA13SZ
- 0.8 miles St Oswald's Catholic Primary School WA13LB (207 pupils)
- 0.8 miles St Bridget's Catholic Primary School WA20ER (211 pupils)
- 0.8 miles Park View WA20LF
- 0.9 miles Lysander Community High School WA20LN
|PROTECT - INSPECTION |
St Margaret’s CE Voluntary Aided
|Inspection date(s)||21–22 September 2011|
|Unique Reference Number||131349|
|Inspection dates||21–22 September 2011|
|Report ing inspector||Jane Millward HMI|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|School category||Voluntary aided|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||513|
|Appropriate authority||The governing body|
|Date of prev ious school inspection||13 November 2008|
|School address||School Road|
|Telephone number||01925 634207|
|Fax number||01925 243342|
The Office for Standards in Education, Children's Services and Skills (Ofsted) regulates and inspects to
achieve excellence in the care of children and young people, and in education and skills for learners of
all ages. It regulates and inspects childcare and children's social care, and inspects the Children and
Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based
learning and skills training, adult and community learning, and education and training in priso ns and
other secure establishments. It rates council children's ser vices, and inspects services for looked after
children, safeguarding and child protection.
Further copies of this report are obtainable from the school. Under the Education Act 2005, the s chool
must provide a copy of this report free of charge to certain categories of people. A charge not
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This inspection was carried out by one of Her Majesty's Inspectors and three
additional inspectors. Nineteen lessons were observed taught by 16 teachers.
Meetings were held with groups of pupils, the local authority representative, the
Chair of the Governing Body and members of staff. Inspectors observed the school’s
work and looked at a range of documentation including the school development plan,
pupils’ work, progress data, minutes of governing body meetings, attendance data
and safeguarding policies and records. They analysed 83 inspection questionnaires
completed by parents and carers and those submitted by staff and pupils.
The inspection team reviewed many aspects of the school's work. It looked in detail
at a number of key areas.
- How well pupils achieve in English and mathematics.
- How teaching and learning support the raising of achievement and the impact
of the curriculum.
- The impact of leadership and management on improvements to pupils’
Information about the school
St Margaret’s is a much larger-than-average primary school with nursery provision
on-site. The school is located on a split site and is currently undergoing a substantial
building project. The proportion of pupils known to be eligible for free school meals is
higher than the national average. The proportion of pupils from minority ethnic
groups is lower than average as is the proportion of pupils who speak English as an
additional language. The proportion of pupils with a statement of special educational
needs is in line with national averages, but the proportion of pupils with a special
educational needs and/or disabilities is higher than average. The school has a before-
and after-school club run by the governing body. The school has Healthy School
|Overall effectiveness: how good is the school?||3|
|The school's capacity for sustained improvement||3|
St Margaret’s CE Primary School is a satisfactory school. Staff provide good care,
guidance and support and as a result, pupils feel safe in school and generally enjoy
their learning. Relationships are positive and staff genuinely want the best for the
pupils in their care. Behaviour is good and pupils are polite and courteous. Parents
and carers are supportive of the school and the headteacher and staff listen to their
views and act upon recommendations.
The quality of teaching is satisfactory and variable from class to class. Although
pupils’ overall attainment is average and they make satisfactory progress in
mathematics, these are both less strong than in English. Some groups make better
progress in their learning than others, for example some higher ability pupils make
less progress in lessons as they are not always suitably challenged. While
assessments made on pupils inform planning and teaching, this is not consistently
applied by all teachers. Lessons are most effective when planned activities are
closely matched to pupils’ needs. The use of additional adults in lessons is also
variable and hence the level of support for groups alters from class to class. Marking
is inconsistent across classes and subjects. It mostly affirms the pupils’ efforts, but
does not always guide them to improve. Pupils whose circumstances make them
potentially vulnerable and at risk are well supported and strong links with external
agencies enhance the experiences they receive. Procedures to improve attendance
are rigorous and starting to improve, and attendance is currently average. Statutory
requirements in respect of safeguarding are met well as are welfare requirements.
Safeguarding records are very well maintained and safeguarding has a high priority
in the school and among staff.
Links with the Church are effective and the parish provides spiritual guidance to
pupils. Pupils show care for each other, supporting each other’s learning and show
respect for one other. Parents and carers are kept well informed about children’s
learning and opportunities are provided to welcome parental views and suggestions.
Successful partnerships exist to enhance pupils’ experiences in school, for example,
family support workers provide well-targeted support.
The headteacher is committed to the school and is aware of the need to improve
achievement. While leaders are aware of strengths and weaknesses, there has been
a lack of rigour to some monitoring and evaluation procedures, with too little focus
on pupils’ learning and next steps. The governing body is aware of the school’s
priorities and is supportive of the work in school. However, there are ways in which
they could provide further challenge and hold the school to account to secure future
improvements. Self-evaluation is, therefore, satisfactory and the school has a
satisfactory capacity for sustained improvement.
The Early Years Foundation Stage is currently satisfactory with variable provision.
Progress made by children in Nursery and Reception is satisfactory overall as is the
quality of provision. Opportunities are sometimes missed to maximise learning and
children do not always receive targeted support to extend their learning.
Up to 40% of the schools, whose overall effectiveness is judged satisfactory may
receive a monitoring visit by an Ofsted inspector before their next section 5
What does the school need to do to improve further?
- Raise pupils’ attainment and improve rates of progress in English and
especially mathematics, by:
- ensuring the more able are sufficiently challenged
- matching work to the needs of all learners
- ensuring pupils’ understand their next steps in learning in order to make
- Improve the quality of teaching and learning to at least good by:
- ensuring teaching leads to pupils’ making good progress
- ensure all additional adults are focused on pupils’ next steps
- ensuring teachers are consistently secure in the assessment of pupils’
learning and that their marking helps pupils to make at least good progress
- ensuring that teachers’ planning is more closely matched to the needs of
the pupils in their class.
- Improve the effectiveness of leadership and management at all levels by
- monitoring and evaluation arrangements are rigorous and focused on
- action planning is more sharply focused on actions to drive forward school
- the governing body further holds the school to account and strategically
|Outcomes for individuals and groups of pupils||3|
Pupils’ good attitudes in lessons and positive relationships result in most pupils
enjoying learning. They behave well in lessons and generally are actively engaged in
their learning. However, this picture is not yet consistent across the whole school.
Children starting Nursery have levels of skills and knowledge which are generally
below what is expected for their age. They make satisfactory progress in the Early
Years Foundation Stage, although progress varies in different areas of learning and
from class to class. The analysis of national assessments and tests show that
attainment is broadly average by the time pupils leave Year 6, although variations
exist between groups and subjects. The school has prioritised the development of
literacy skills and as a result, attainment in English has risen. Attainment in
mathematics is less strong and results from testing show a slight decline in
attainment. The school is well aware of this shortcoming and has implemented
strategies to drive attainment higher in this subject. Overall, pupils’ progress is
satisfactory. The school tracks the progress made by all pupils and groups and while
some make accelerated progress there remains some pupils whose progress is not
quick enough. This is noticeable for the more able, for example, who are not
sufficiently challenged during lessons.
Pupils with special educational needs and/or disabilities make progress which is
commensurate with their peers nationally. Pupils who are known to be eligible for
free school meals achieve well and current data show these pupils making better
progress. This indicates that the school is closing the gap with regards to their
attainment and rates of progress.
Pupils feel safe in school and know who to turn to if a problem arises. Relationships
are consistently strong and pupils are keen to help one other. Observations around
school show pupils are well mannered, polite and courteous. They are encouraged to
adopt healthy lifestyles and the school provides a range of activities, clubs and
projects to support a healthy lifestyle. Some pupils are involved with working in the
local community and pupils enjoy taking on responsibility, for example, as a prefect
or school council member. Team building events are encouraged through residential
visits and development of satisfactory basic skills contributes to their future economic
well-being. Attendance is average and the school monitors absence rigorously
including text messaging parents and carers if a child is absent from school. Spiritual,
moral, social and cultural development is satisfactory. Pupils show a good
understanding of how to respect others, but there is a lack of understanding of their
own heritage and that of others.
These are the grades for pupils' outcomes
|Pupils' achievement and the extent to which they enjoy their learning |
Taking into account:
|The quality of pupils' learning and their progress||3|
|The quality of learning for pupils with special educational needs and/or |
disabilities and their progress
|The extent to which pupils feel safe||2|
|The extent to which pupils adopt healthy lifesty les||2|
|The extent to which pupils contribute to the school and wider community||3|
|The extent to which pupils develop workplace and other skills that will |
contribute to their future economic well-being
Taking into account:
|The extent of pupils' spiritual, moral, social and cultural development||3|
The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average;
and 4 is low
How effective is the provision?
The overall quality of teaching is satisfactory, with elements of good practice. As a
result of this variation, pupils’ rates of progress alter. Common strengths are the
positive relationships between staff and pupils which promote cooperation and good
behaviour. Teachers have secure subject knowledge and use resources well. The
most successful lessons are based on effective questioning, where continual
assessment informs the lesson, and work which is sensitively matched to pupils’
abilities. Pace is delivered in a challenging yet supportive manner and pupils are
motivated to succeed. Where teaching is less effective, teachers do not make full use
of assessment information resulting in pupils of different abilities being given similar
tasks. This results in some pupils not making the progress of which they are capable.
Teachers’ planning does not always support pupils’ next steps and is not always
suitably tailored to the needs of the class. Marking of pupils’ work is inconsistent
across classes and subjects and does not always guide pupils to the next steps in
their learning. The use of additional adults is variable. In some instances adults
support pupils well, ensuring they access learning at an appropriate level, but in
other cases, they do not provide enough guidance.
The curriculum is satisfactory and mixes the teaching of skills with opportunities for
pupils to use their skills across a range of subjects in a creative way. Links between
subjects are developing but plans to improve the curriculum remain in their infancy.
Increasingly, intervention groups are helping pupils catch up with their learning. This
provides a good safety net for pupils not meeting expectations and is an important
factor in improving their progress. Leaders monitor and evaluate the progress made
by pupils who receive extra support.
The school takes good care of its pupils and has effective welfare systems in place.
Staff know their pupils well and aim to provide careful guidance and support to
ensure their well-being and personal development. Care for those pupils whose
circumstances make them potentially vulnerable is good and the school links well
with a range of external agencies. The learning mentor provides valuable support
and guidance to families and pupils which are well targeted to individual need. The
well attended before-and after-school club provides a safe and supportive haven for
These are the grades for the quality of provision
|The quality of teaching |
Taking into account:
|The use of assessment to support learning||3|
|The extent to which the curriculum meets pupils' needs, including, where |
relevant, through partnerships
|The effectiveness of care, guidance and support||2|
How effective are leadership and management?
The senior leadership team now collects a wide range of information on teaching and
pupils’ progress. The use of this information to drive improvement is developing,
although occasionally is not rigorous enough. With a better use of information about
pupils’ progress and a developed shared understanding of expectations, some gaps
in attainment across the school are narrowing. An ambition to become a good school
by maximising the outcome for all pupils is firmly embedded. To drive forward
improvements the headteacher has created a new leadership team who are focused
on improving outcomes for pupils. He has united the school with a common purpose
and has correctly identified strengths and areas to improve. The headteacher's
dedication and commitment to improving achievement is ably supported by the
deputy headteacher, and together they are identifying priorities and galvanising a
team to support their endeavours. While action planning is in place there are ways in
which the rigour could be developed through more effective monitoring and
evaluation and greater focus on pupils’ learning. Leaders promote equality of
opportunity satisfactorily for all pupils and are beginning to plan more carefully to
check that all groups achieve equally well as they move through school.
The governing body is committed to the school. It fulfils all statutory duties and is
aware of the school’s strengths. However, it has not been sufficiently challenging in
the past to ensure that the school accelerates the rate of pupils’ progress.
Furthermore, there are ways in which the governing body could hold the school to
account to a greater degree, with a more in-depth involvement in the monitoring and
evaluation of the school’s actions.
The school promotes community cohesion by a range of activities that link the school
to the local community. The school is planning to extend its links to the wider
community and globally. Procedures for safeguarding pupils are robust and the
school adopts good practice across all aspects of welfare and safeguarding
These are the grades for the leadership and management
|The effectiveness of leadership and management in embedding ambit ion and |
driv ing improvement
Taking into account:
|The leadership and management of teaching and learning||3|
|The effectiveness of the governing body in challenging and supporting the |
school so that weaknesses are tackled decisively and statutory responsibilities
|The effectiveness of the school's engagement with parents and carers||2|
|The effectiveness of partnerships in promoting learning and well-being||2|
|The effectiveness with which the school promotes equality of opportunity and |
|The effectiveness of safeguarding procedures||2|
|The effectiveness with which the school promotes community cohes ion||3|
|The effectiveness with which the school deploys resources to achieve value for |
Early Years Foundation Stage
Children enter Nursery below national expectations and are exceptionally well
supported and nurtured by a committed team of adults. As a result, children have
high self-esteem and are proud to be the ‘helper of the day’. They willingly talk to
adults who are aware of their individual needs. Children are encouraged to interact
and help each other. They increasingly and quickly learn to take responsibility for
their own actions. Links with parents and carers are effective and they are
encouraged to be involved in their children’s learning through daily dialogue.
Suggested activities to support learning are offered by the staff and valuable
information and guidance is shared with parents and carers. Staff plan activities
tailored to the developmental needs of the individual children and some make good
progress. For example, nursery children enthusiastically hunted for shapes, correctly
identifying circles and squares in the outdoor environment and then delighted in
hiding them for their friends. However, this rate of progress is not consistent
because as children move through the Early Years Foundation Stage opportunities
are sometimes missed to promote learning. There remains a lack of consistency in
the quality of provision and children in the Reception classes lack opportunities for
independent access to the outdoor environment. As a result, overall, children in this
key stage make satisfactory progress. The dedicated team under the leadership of
the committed Early Years Foundation Stage manager is now well placed to make
further improvements to ensure that there is consistency throughout the setting.
Staff are vigilant and as a result, safeguarding and welfare arrangements are good.
These are the grades for the Early Years Foundation Stage
|Overall effectiveness of the Early Years Foundation stage |
Taking into account:
|Outcomes for children in the Early Years Foundation Stage||3|
|The quality of provision in the Early Years Foundation Stage||3|
|The effectiveness of leadership and management in the Early Years Foundation |
Views of parents and carers
Inspectors received a lower than average return to the parents’ and carers’
questionnaires. However, the great majority who returned the questionnaire are fully
supportive of the school. Almost all consider that the school keeps them informed
about their child’s progress and that teaching is good. They feel the school keeps
their children safe and are pleased that children are encouraged to have healthy
lifestyles. One written comment summarised the view of many, ‘I have no problems
at all with the overall learning and teaching at St Margaret’s. My child is extremely
happy and the staff are fantastic.’ Parents and carers who spoke to the inspectors
were pleased with the care, guidance and support offered by the school staff.
Responses from parents and carers to Ofsted's
Ofsted invited all the registered parents and carers of pupils registered at St Margaret’s CE Voluntary
Aided Primar y School to complete a questionnaire about their views of the school.
In the questionnaire, parents and carers were asked to record how strongly they agreed with 13
statements about the school.
The inspection team received 83 completed questionnaires by the end of the on-site inspection. In
total, there are 513 pupils registered at the school.
The table above summarises the responses that parents and carers made to each statement. The
percentages indicate the proportion of parents and carers giving that response out of the total number
of completed questionnaires. Where one or more parents and carers chose not to answer a particular
question, the percentages will not add up to 100%.
|My child enjoys school||47||57||33||40||3||4||0||0|
|The school keeps my child |
|The school informs me |
about my child's progress
|My child is making enough |
progress at this school
|The teaching is good at |
|The school helps me to |
support my child's learning
|The school helps my child |
to have a healthy lifestyle
|The school makes sure that |
my child is well prepared
for the future (for example
changing year group,
changing school, and for
children who are finishing
school, entering further or
higher education, or
|The school meets my |
child's particular needs
|The school deals effectively |
|The school takes account |
of my suggestions and
|The school is led and |
|Overall, I am happy with |
my child's experience at
What inspection judgements mean
|Grade 1||Outstanding||These features are highly effective. An outstanding |
school provides exceptionally well for all its pupils’
|Grade 2||Good||These are very positive features of a school. A school |
that is good is serving its pupils well.
|Grade 3||Satisfactory||These features are of reasonable quality. A |
satisfactory school is providing adequately for its
|Grade 4||Inadequate||These features are not of an acceptable standard. An |
inadequate school needs to make significant
improvement in order to meet the needs of its pupils.
Ofsted inspectors will make further visits until it
Overall effectiveness of schools
|Overall effectiveness judgement (percentage of schools)|
|Type of |
|Pupil referral |
New school inspection arrangements were introduced on 1 September 2009. This
means that inspectors now make some additional judgements that were not made
The data in the table above are for the period 1 September 2010 to 08 April 2011
and are consistent with the latest published official statistics about maintained school
inspection outcomes (see www.ofsted.gov.uk).
The sample of schools inspected during 2010/11 was not representative of all
schools nationally, as weaker schools are inspected more frequently than good or
Percentages are rounded and do not always add exactly to 100. Sixth form figures
reflect the judgements made for the overall effectiveness of the sixth form in
secondary schools, special schools and pupil referral units.
Common terminology used by inspectors
|Achievement:||the progress and success of a pupil in their |
learning, development or training.
|Attainment:||the standard of the pupils’ work shown by test |
and examination results and in lessons.
|Capacity to improve:||the proven ability of the school to continue |
improving. Inspectors base this judgement on
what the school has accomplished so far and on
the quality of its systems to maintain
|Leadership and management:||the contribution of all the staff with |
responsibilities, not just the headteacher, to
identifying priorities, directing and motivating staff
and running the school.
|Learning:||how well pupils acquire knowledge, develop their |
understanding, learn and practise skills and are
developing their competence as learners.
|Overall effectiveness:||inspectors form a judgement on a school's overall |
effectiveness based on the findings from their
inspection of the school. The following
judgements, in particular, influence what the
overall effectiveness judgement will be.
The school's capacity for sustained
Outcomes for individuals and groups of
The quality of teaching.
The extent to which the curriculum meets
The effectiveness of care, guidance and
pupils’ needs, including, where relevant,
|Progress:||the rate at which pupils are learning in lessons |
and over longer periods of time. It is often
measured by comparing the pupils’ attainment at
the end of a key stage with their attainment when
This letter is provided for the school, parents and carers to share with their
children. It describes Ofsted's main findings from the inspection of their
23 September 2011
Inspection of St Margaret’s CE Voluntary Aided Primary School,
Warrington, WA2 9AD
On behalf of the inspection team I would like to thank you for the very friendly
welcome you gave us when we inspected your school recently. As you know we
came to see how well you were doing and what you said helped us with our findings.
St Margaret’s is a satisfactory school. We were very impressed by your behaviour;
you know about healthy lifestyles and know how to keep safe. Your attainment is
satisfactory and the leaders in school are determined to improve your levels of
achievement. Teachers are developing a curriculum to help you learn better and the
school makes sure you are safe and your welfare requirements are met.
It is our job to find out how schools can do even better. We have asked your
headteacher, teachers and the governing body to work on three things in particular.
to raise your attainment and improve your progress in English and especially
to improve the quality of teaching and learning
to improve leadership and management in the school.
We know that you will want to help in every way you can, so please continue to try
hard in lessons, keep up your very good behaviour and attend school regularly. I
wish you every success in your education.
Her Majesty's Inspector