St Margaret's CofE Voluntary Aided Primary School
phone: 01925 634207
headteacher: Mr C Metcalfe B Ed (Hons) Dip Ed
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
St Margaret's CofE Voluntary
Aided Primary School
School Road, Orford, Warrington, WA2 9AD
|Inspection dates||12–13 September 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
| Since the last inspection, senior leaders have |
Pupils make good progress across the school
The quality of teaching is good and some is
effectively managed significant changes to
the school’s accommodation and staffing
structures. They have successfully improved
the quality of teaching and, as a result,
pupils’ achievement has improved and is now
from their individual starting points and leave
Year 6 with standards that are broadly
outstanding. Teachers plan lessons carefully.
They place a high emphasis on developing
skills in English and mathematics and this
ensures pupils are well prepared for their
next stage of education.
| Behaviour is good. Pupils say that they feel |
Senior leaders and governors check pupils’
safe at school and are well supported by a
range of adults. Their attitudes to learning are
positive and they value learning that is fun.
Pupils enjoy taking on positions of
responsibility within the school and
demonstrate concern for others.
progress carefully. They ensure that
improvement plans are consistently focused on
raising achievement for all groups of pupils.
| A small minority of teaching requires |
Occasionally, teachers do not make it clear
improvement. Pupils do not always have
enough opportunities to work on their own
and find things out for themselves.
enough what they intend groups of different
abilities to learn.
| By Year 6, pupils’ achievement in reading is not |
Pupils are not given enough opportunities to
as good as in writing and mathematics.
develop their reading skills across all areas of
the curriculum and to read more widely across
Information about this inspection
- Inspectors observed 19 lessons or part lessons, and a range of small group sessions in English
and mathematics led by a range of support staff.
- Meetings were held with groups of pupils, staff, and members of the governing body and a
representative of the local authority.
- Twelve responses from parents via the online questionnaire (Parent View) were also taken into
account along with the most recent parental and pupil surveys undertaken by the school.
- Inspectors reviewed 12 responses from staff to the inspection questionnaire.
- Inspectors observed the school’s work and looked at a wide range of documentation including:
assessment data; the school’s evaluation of its work; minutes from governing body meetings;
safeguarding documentation; reports written by consultants commissioned to analyse areas of
the school’s performance; information about performance management; monitoring records; and
the school’s improvement plan.
- Pupils read to the inspectors and inspectors also reviewed samples of their work.
|Clare Daniel, Lead inspector||Additional Inspector|
|Bimla Kumari||Additional Inspector|
|Hilary Ward||Additional Inspector|
Information about this school
- This is a larger than average-sized primary school.
- The proportion of pupils known to be eligible for the pupil premium is above average and has
risen significantly in recent years. The pupil premium is additional funding for those pupils who
are known to be eligible for free school meals, children from service families and looked after
- An above average proportion of pupils are supported through school action.
- The proportion of pupils supported at school action plus or with a statement of special
educational needs is well-above average.
- Most pupils are of White British heritage.
- Since the last inspection the school has moved from two sites to a single site and staff from both
sites have been amalgamated and redeployed.
- The school operates a breakfast club during term time and a holiday club, which are managed
by the governing body.
- The school is accredited with the Primary Quality Mark.
- The school meets government’s current floor standards, which set the minimum expectations for
pupils’ attainment and progress at the end of Year 6.
What does the school need to do to improve further?
- Improve the quality of teaching so that it is all at least good and more is outstanding by:
making sure that in all lessons all teachers make it clear precisely what they intend groups of
pupils of varying abilities to learn
providing more opportunities for pupils to work on their own and find things out for
- Raise achievement in reading by providing more opportunities for pupils to develop and extend
their reading skills across all areas of the curriculum and to read more widely across different
|The achievement of pupils||is good|
- The majority of children start school displaying the knowledge, skills and understanding that are
below, and sometimes well below, those typically expected of their age, especially in
communication and language.
- From their varying starting points, children in the Early Years Foundation Stage make good
progress. Teachers and additional adults plan a wide range of activities to develop children’s
skills. They assess individual children’s language skills very carefully and provide tailored support
so that they make good progress in all areas of learning. As a result they are well prepared for
learning in Year 1, with many displaying the skills expected for their age.
- Between Years 1 and 6, pupils now make good progress. Attainment in English and mathematics
by the end of Year 6 has improved over the past three years. The proportion of pupils achieving
and exceeding the expected levels and is now similar to that nationally and represents good
progress from pupils’ previously lower starting points. Inspection evidence and the school’s own
assessment information show that the most-able pupils are now making good and sometimes
- Achievement in reading is not yet as good as in writing or mathematics, but it is improving. The
proportion of Year 1 pupils achieving the expected standard in the national check on how
children develop their skills of linking letters with sounds, for example, has more than doubled in
the last year. This proportion is now much higher than nationally. This reflects the improved
quality of teaching. However, pupils do not yet have enough opportunities to develop their
reading skills across all areas of the curriculum and to read more widely across different
- Pupils in need of additional support or who are disabled or who have special educational needs
make good progress. Their needs are identified quickly and are very well supported by a range
of additional adults, including achievement mentors. The inclusion manager knows every pupil
very well and monitors the achievements of individuals closely to ensure they do well.
- Pupils supported through the pupil-premium funding, including those known to be eligible for
free school meals, achieve well. In Year 6 in 2012, their attainment in English and mathematics
was about one term ahead of similar pupils nationally and at least in line with other pupils in the
school. School information and inspection evidence shows that eligible pupils across the school
are making good progress. This demonstrates that the funding is being spent to good effect and
that the school effectively promotes equal opportunities for all.
- School leaders have employed a sports coach to improve the quality of teaching of physical
education and pupils’ physical well-being. More pupils now join after-school sporting activities.
The school offers a wide range of extra-curricular opportunities for pupils which are well
- Parents and pupils consider that the school values all its pupils and that it supports them in
making good progress and achieving well. One pupil said that it was ‘a magnificent place!’
|The quality of teaching||is good|
- School leaders have taken decisive action to address previous weaknesses in the quality of
teaching and to improve it. Pupils’ work in their books, lessons observed during the inspection,
as well as information from the school’s own assessments, confirms that teaching has improved
and is now good. All groups of pupils are now making good progress.
- Teachers focus well on English and mathematics. They also ensure that pupils experience a wide
ranging and enriched curriculum, supported by many visits and visitors. Pupils are enthusiastic
learners and say that they think lessons are fun.
- The teaching of writing is good and sometimes outstanding. In a Year 6 lesson, for example,
pupils were writing sentences inspired by a text set in Africa. The teacher provided images to
stimulate pupils’ ideas and a good level of challenge, such as, to use new vocabulary in complex
sentences. The teacher skilfully guided pupils’ learning, directing pupils to different resources
and encouraging them to consider the structure of their writing with a critical eye. As a result
pupils’ attitudes to learning were exemplary. Their eagerness to share ideas and encourage one
another resulted in writing of exceptionally high quality.
- In reading, although the teaching of letters and the sounds they make is good, teachers do not
always provide enough opportunities for developing and extending pupils’ reading skills through
other curriculum subjects.
- The school has reviewed the teaching of mathematics and has developed a new framework
which is better designed to meet the needs of all pupils than previously. This has led to
improvements in achievement so that it is now good.
- Most lessons are well planned to meet the needs of varying pupil groups. Teaching assistants
and other adults, for example, support pupils with disabilities and special educational needs well
through individual interventions or small group work. Support for the less-able pupils is well
organised. Teachers and other adults question pupils skilfully to develop their understanding,
particularly where pupils’ language skills are weaker. The needs of the most-able pupils are
usually met well, such as by providing more challenging activities and, as a result, they make
good, and occasionally outstanding, progress.
- In a small minority of lessons, teaching requires improvement. Teachers do not always make it
clear enough what pupils of different abilities are expected to learn. This means that some pupils
sometimes spend time completing tasks which are too easy before moving onto harder work.
- There are not always enough opportunities for all pupils to explore or investigate during lessons,
or for pupils to take control of their own learning by suggesting themes or topics that classes
- Teachers ensure that pupils know which National Curriculum Level they were working at and
exactly what they needed to improve. In lessons, high-quality marking and feedback helps pupils
to improve their work. Pupils assess their own work, discussing it with teachers.
- Pupils’ progress and attainment is regularly monitored and groups are organised according to
|The behaviour and safety of pupils||are good|
- Pupils behave well and are polite, well-mannered and welcoming. Their attitudes to learning in
the best lessons are excellent. In a small minority of lessons where teaching is not yet good or
when pupils are not given opportunities to work on their own and find things out for themselves,
a few pupils are not as keen to set about their learning.
- Pupils working alongside support staff, such as in small groups, are enthusiastic and engaged in
their learning. They often demonstrate excellent attitudes to learning.
- The school has a very positive atmosphere and this reflects in pupils’ good spiritual, moral, social
and cultural development. Pupils have a strong sense of being part of and contributing to the
school and wider community. In school, older pupils take on many responsibilities which they
particularly enjoy. Clear systems are in place to support any pupils who might feel lonely at
playtime. They clearly understand the rewards for behaving well in school. Prefects enjoy being
role models for younger pupils. Beyond school, pupils are keen to represent the school in a wide
range of extra-curricular and community events. They make a particularly strong contribution
musically through the chapel choir.
- Pupils know how to keep safe in and out of school. They are adamant that on the very rare
occasions when bullying happens at school it is dealt with effectively by school staff.
- Most parents agree that the school ensures pupils behave well and the majority agree that the
school deals effectively with bullying.
- The school works exceptionally well with a range of external agencies to support pupils who may
be vulnerable. Pupils in need of additional help are identified early, often during the Early Years
Foundation Stage. A number of school staff take on specific pastoral responsibilities, such as
providing counselling for pupils experiencing challenges both in and out of school.
- Attendance is average and has improved over recent years. The school places a high emphasis
on the importance and impact of good attendance on learning, monitoring it very carefully. The
previous low attendance by some pupils has been successfully tackled.
|The leadership and management||are good|
- Leaders have successfully managed the many recent changes in the school structure, staffing
and premises. Good quality appointments in teaching and other non-teaching staff, and to
leadership positions, have had a significant impact on raising pupils’ achievement and improving
the standard of teaching since the previous inspection.
- Leaders and managers have a well-informed understanding of the school’s strengths and areas
for further improvement and take effective action to raise achievement in key areas. They are
very clear about how to make the school even more successful.
- Since the previous inspection, the way in which pupils’ progress is tracked has strengthened.
Senior leaders now set highly ambitious targets for pupils’ progress. They work closely together
to ensure individual pupils and groups of pupils who may be at risk of underperforming are
quickly identified and ensure that effective support is put in place.
- Leaders have successfully improved the quality of teaching. Teaching is now monitored more
regularly across the school. They take effective action to address any weaknesses and further
strengthen good performance through the arrangements to manage the performance of staff.
Leaders, along with governors, are strongly committed to ensuring that staff at all levels
continually access a range of high-quality training and development opportunities. They work
well in collaboration with other schools and commission support from other organisations to
improve the quality of teaching and to raise achievement.
- The school has been well supported by the local authority through a range of staff development
programmes, visits and regular monitoring to ensure that the quality of education it provides has
- The curriculum is good and has improved since the previous inspection so that it meets pupils
needs more closely and engages them. It is currently under review in preparation for future
changes. It engages pupils well and pupils say that their lessons are fun and enjoyable.
However, leaders are yet to ensure that pupils have enough opportunities develop and apply
their reading skills, such as, through the different subjects and as a result, pupils’ achievement
in reading is not as good as in writing or mathematics.
- The governance of the school:
Governors are strongly committed to raising achievement and improving outcomes for pupils.
They have an accurate picture of the school’s performance and are well informed about
progress towards achieving targets in the school’s improvement plan. Governors are well
trained and are able to effectively hold the school to account and to challenge school leaders
about areas for improvement through their monthly meetings. In partnership with senior staff,
they monitor the effectiveness of the school’s performance-management systems. They clearly
understand the impact of improving achievement on pay progression of staff. They check the
performance of pupils known to be eligible for the pupil-premium funding to ensure that it is
spent effectively and that these pupils have the same equal chance of success as their peers.
Governors meet their statutory duties, including safeguarding, well.
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||131349|
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||478|
|Appropriate authority||The governing body|
|Date of previous school inspection||21 September 2011|
|Telephone number||01925 634207|
|Fax number||01925 243342|