School etc

St Margaret's CofE Voluntary Aided Primary School

St Margaret's CofE Voluntary Aided Primary School
School Road

phone: 01925 634207

headteacher: Mr C Metcalfe B Ed (Hons) Dip Ed

reveal email: stma…


school holidays: via Warrington council

483 pupils aged 3—10y mixed gender
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 %

rooms to rent in Warrington

Schools nearby

  1. St Margaret's CofE Junior School WA29AD
  2. 0.1 miles St Margaret's CofE (Controlled) Infant School WA29BX
  3. 0.2 miles William Beamont Community High School WA28PX
  4. 0.2 miles Warrington Tutorial Centre WA28TX
  5. 0.2 miles Beamont Collegiate WA28PX (810 pupils)
  6. 0.3 miles Meadowside Community Primary and Nursery School WA29PH (246 pupils)
  7. 0.4 miles Warrington Collegiate WA28QA
  8. 0.4 miles The Future Tech Studio WA28QA
  9. 0.5 miles Warrington St Ann's CofE Primary School WA28AL (231 pupils)
  10. 0.5 miles St Stephen's Catholic Primary School WA29HS (195 pupils)
  11. 0.6 miles Sandy Lane Nursery and Forest School WA29HY (107 pupils)
  12. 0.6 miles Beamont Community Junior School WA27RQ
  13. 0.6 miles Beamont Community Infant School WA27RQ
  14. 0.6 miles Brook Acre Community Primary School WA20JP (261 pupils)
  15. 0.6 miles St Andrew's CofE Primary School WA29HF (199 pupils)
  16. 0.6 miles St Benedict's Catholic Primary School WA27SB (250 pupils)
  17. 0.6 miles Beamont Community Primary School WA27RQ (435 pupils)
  18. 0.7 miles Oakwood Avenue Community Primary School WA13SZ (508 pupils)
  19. 0.8 miles Oakwood Avenue Junior School WA13SZ
  20. 0.8 miles Oakwood Avenue County Infant School WA13SZ
  21. 0.8 miles St Oswald's Catholic Primary School WA13LB (207 pupils)
  22. 0.8 miles St Bridget's Catholic Primary School WA20ER (211 pupils)
  23. 0.8 miles Park View WA20LF
  24. 0.9 miles Lysander Community High School WA20LN

List of schools in Warrington

School report

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
Previous inspection: Satisfactory 3
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
different subjects.

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.

Inspection team

Clare Daniel, Lead inspector Additional Inspector
Bimla Kumari Additional Inspector
Hilary Ward Additional Inspector

Full report

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

Inspection judgements

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
    outstanding progress.
  • 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
    might study.
  • 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 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 131349
Local authority Warrington
Inspection number 426166

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
Chair Gloria Warburton
Headteacher Chris Metcalfe
Date of previous school inspection 21 September 2011
Telephone number 01925 634207
Fax number 01925 243342
Email address reveal email: off…


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