St Mark's CofE Primary School
phone: 0161 7903423
headteacher: Mrs Jill Johnson
315 pupils capacity: 113% full
190 boys 53%
170 girls 47%
Last updated: June 18, 2014
Primary — Voluntary Aided School
- Education phase
- Religious character
- Church of England
- Establishment type
- Voluntary Aided School
- Establishment #
- OSGB coordinates
- Easting: 374714, Northing: 400923
- GPS coordinates
- Latitude: 53.504, Longitude: -2.3827
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Sept. 25, 2013
- Diocese of Manchester
- Region › Const. › Ward
- North West › Worsley and Eccles South › Worsley
- Urban > 10k - less sparse
- 0.5 miles Bridgewater School M282WQ (410 pupils)
- 0.7 miles Walkden High School M287JB (1291 pupils)
- 0.8 miles Alder Park Nursery School M308LD
- 0.8 miles Alder Park Primary School M308LD
- 0.8 miles Alder Brook Primary Partnership Centre M308LE (17 pupils)
- 0.9 miles Mesne Lea Primary School M287FG (279 pupils)
- 0.9 miles Broadoak Primary School M270EP
- 0.9 miles Ash Field School M287FG
- 0.9 miles Delamere Forest School M287FG
- 0.9 miles Broadoak Junior School M270EP
- 0.9 miles Broadoak Infant School M270EP
- 0.9 miles Inscape House Salford M287FG
- 0.9 miles Haysbrook School M287FG
- 0.9 miles Inscape House M287FG
- 0.9 miles Broadoak Primary School M270EP (469 pupils)
- 1 mile Westwood Park Nursery School M308DN
- 1 mile Salford College M287QD
- 1.1 mile Westwood Park Community Primary School M308DH (307 pupils)
- 1.1 mile James Brindley Community Primary School M287HE (269 pupils)
- 1.1 mile Ellenbrook Community Primary School M287PS (267 pupils)
- 1.2 mile St Paul's CofE Primary School M283HP (233 pupils)
- 1.2 mile Christ The King RC Primary School M283DW (238 pupils)
- 1.3 mile Winton Community Nursery Centre M308AB
- 1.3 mile Moorside High School M270BH (889 pupils)
St Mark’s CE Primary School
Aviary Road, Walkden, Worsley, Manchester, M28 2WF
|Inspection dates||25–26 September 2013|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Outstanding||1|
|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
| The school provides a welcoming |
From overall expected starting points, pupils
Pupils with special educational needs and
environment where its ethos is reflected in
the care and respect that adults show all
pupils. The successful promotion of spiritual,
moral, social and cultural development is at
the heart of the school’s work and
relationships are strong at all levels.
make good progress throughout the school.
those known to be eligible for the pupil
premium make good progress because they
are supported effectively.
Behaviour is outstanding. Pupils are polite
and thoughtful. They feel safe and happy in
school. High attendance reflects this.
| As a result of good teaching, and outstanding |
Senior leaders have a good understanding of
Governors support and challenge the school
teaching in some year groups, standards in
English and mathematics are above the
national average by the end of Year 6.
how well pupils are achieving. This is used
effectively to ensure that training and support
for staff are strongly focused on raising pupils’
achievement and the quality of teaching.
well. Together with senior leaders they oversee
the school’s continuing improvement.
| The majority of teaching is not yet |
The proportion of pupils making more than
expected progress is not consistently high.
Information about this inspection
- The inspectors observed 19 lessons including one joint observation with the headteacher. In
addition, inspectors looked at pupils’ workbooks and listened to a number of children read.
- Meetings were held with pupils, members of the governing body, senior and middle leaders. An
inspector had a telephone conversation with a representative from the local authority.
- A number of other documents were looked at, including the school’s own evaluation of its own
performance, the school’s own data on pupils’ progress, planning and monitoring
documentation, and records relating to how the money from the pupil premium is spent.
Records relating to behaviour and attendance and documents relating to safeguarding were also
- Inspectors also took account of 20 Ofsted’s staff questionnaires and 51 responses to the on-line
questionnaire (Parent View).
|Barbara Martin, Lead inspector||Additional Inspector|
|Geoffrey Yates||Additional Inspector|
|Frances Farnorth||Additional Inspector|
Information about this school
- This is a larger than average-size primary school.
- Most pupils are White British and very few pupils are from minority ethnic groups.
- There are no disabled pupils in the school.
- A very small minority of pupils with special educational needs are supported through school
- The proportion of pupils supported through school action plus and with a statement of special
educational needs is well below average.
- The proportion of pupils eligible for pupil premium funding, which provides additional funding for
pupils in local authority care, children from service families and those eligible to receive free
school meals is well below average.
- The school meets the government’s current floor standards, which set the minimum expectations
for pupils’ attainment and progress.
- The school has achieved many awards including Healthy School status, Artsmark Gold, Eco
Schools Silver, Lead Literacy School and Safer Schools Gold.
What does the school need to do to improve further?
- Improve the overall quality of teaching from good to outstanding so that a greater proportion of
pupils make more than expected progress by:
- consistently providing pupils with work that always fully challenges them in every lesson
- giving pupils more opportunities to work independently
- sharing the outstanding practice that already exists in the school.
|The achievement of pupils||is good|
- When children enter the Early Years Foundation Stage their skills and abilities are similar to
those typically expected for their age. They achieve well, especially in reading and writing,
because of the good teaching they receive and the opportunities they have to be involved in fun
activities where they can learn through first-hand experiences. From these individual starting
points good progress continues throughout the school.
- Standards by the end of Year 2 are well above average in writing, reading and mathematics.
There has been an upward trend in attainment since 2010. Standards by the end of Year 6 are
also above the national average in English and mathematics. This represents good progress from
their starting points for those pupils involved.
- Pupils’ attainment in mathematics has improved during the past year with a higher proportion of
pupils gaining Level 5 in the Year 6 national tests. This is due, in part, to teachers teaching
mathematics to pupils with similar ability together in one class and a stronger focus on teaching
calculation and problem-solving skills. Pupils learn well in English. One of the reasons for this is
that teachers make learning fun.
- Pupils achieve well in reading. In the 2013 Year 1 phonics screening check, which measures how
well pupils know letters and sounds, pupils’ attainment was much higher than that found
nationally. Pupils enjoy reading and are keen to develop their reading skills. By the time pupils
leave Year 6, the majority are exceeding the progress expected of them.
- Not all pupils achieve the progress they are capable of by the end of Year 6. This is because
sometimes their work is not always difficult enough or not enough time is allowed for them to
work independently. In 2012, the proportion of pupils that made more than expected progress in
reading and mathematics was lower than the national average.
- The school has a strong commitment to equality of opportunity. Those pupils who have special
educational needs receive additional adult support in classes and within small groups to help
them with their learning. This has helped them to perform better in English and mathematics
than similar pupils nationally.
- The number of pupils supported by the pupil premium funding, including those known to be
eligible for free school meals is tiny. This makes any comparison between their attainment and
progress and that of other pupils in the school statistically meaningless.
- A very large majority of parents who responded to Parent View believe their children are making
good progress at school.
|The quality of teaching||is good|
- Overall, teaching is at least good and some is outstanding. Teaching has improved since the last
inspection. Improvements have been due to the senior leaders tackling the weaknesses in
teaching rigorously. This good and better teaching has resulted in pupils’ good progress and
attainment in English and mathematics improving over time.
- The good and imaginative teaching in the Early Years Foundation Stage gives children a secure
start to their learning. Children’s social, language and mathematical skills are promoted well.
- In the most effective lessons, teachers are inspirational and their expectations are high.
Teachers use questions skilfully in order to check on pupils’ understanding of what is being
taught and to encourage them to think for themselves.
- Time is also given for pupils to learn with a partner, in a group, or independently. This promotes
opportunities for pupils to develop their social and personal skills. This strength in teaching,
however, is not reflected in all lessons. Good use is also made by teachers of audio, visual, and
other communication skills.
- Teaching assistants provide valuable support helping pupils make good progress by supporting
the teaching and learning that is taking place in and out of the classroom. They are particularly
effective in one-to-one and small group work.
- Thorough marking of pupils’ work enables teachers to build effectively on pupils’ knowledge and
understanding. A particular strength is that pupils are given time to respond to their teachers’
comments in their books and to correct their own mistakes. Pupils are also given the opportunity
to evaluate their own work against learning targets. This helps them to understand how well
they are learning.
- Pupils say that they enjoy their lessons and they are keen to learn especially when lessons are
relevant to their own experiences.
- In lessons that are good rather than outstanding, activities are not always fully adapted to
pupils’ needs and some have to wait too long to work independently on their tasks. As a
consequence, some pupils do not learn as much as they could. In these lessons, often all the
pupils work on the same task at the same time, which means some pupils are not sufficiently
challenged. When this happens, learning is less strong and some pupils mark time.
- A very large majority of parents who responded to Parent View believe that their children are
|The behaviour and safety of pupils||are outstanding|
- Pupils’ behaviour in lessons and around school is outstanding. Records over time indicate a
similar picture with no exclusions or incidents of bullying.
- The pupils are well mannered in the dining room and wait sensibly to collect their lunches,
despite fairly long queues on some occasions. Their behaviour is also impeccable in assembly
and during break times on the playground.
- The vast majority display exemplary attitudes to learning, even when occasionally, teaching is
not challenging enough for some pupils.
- Pupils say that behaviour is always excellent and that there is no bullying of any kind. They say
that they are extremely safe in school and that adults are there for them should they need help.
Typical comments were; ‘I love this school’, and, ‘I wouldn’t change anything’
- Pupils’ above average attendance and excellent punctuality strongly support the fact that pupils
enjoy coming to school.
- Visitors often comment that they are made to feel welcome by the pupils. They are also
complimented on their perfect behaviour during visits out of school.
- The majority of parents who responded to Parent View believe that their children are well
behaved, feel safe and are well looked after at school.
- Spiritual, moral, social and cultural development is built into the various topics. As a
consequence, pupils know the difference between right and wrong and have a good
understanding of cultures and religions other than their own. The importance of respect for
others is modelled by all staff. This is seen in the excellent way that pupils treat each other and
|The leadership and management||are good|
- The quality of leadership and management is good throughout the school and largely evidenced
by the improved achievement and progress that pupils have made over time.
- The headteacher and senior leaders are an effective team and contribute well to the school’s
improvement. They promote the school’s ambition, which is summarised as ‘the pursuit of
excellence’, in all aspects of planning, including the effective school development plan.
- Senior leaders have made many improvements since the last inspection, which have impacted
positively on improving pupils’ achievement. For example, the quality of teaching has been
rigorously checked by senior leaders. Weak performance has been challenged and assessments
have been made more reliable at the end of Year 2. The school continues to check the quality of
teaching as part of its performance management programme. A reason why the leadership of
teaching is not yet outstanding is because the excellent practice of some teachers is not shared
throughout the school.
- The newly appointed Early Years Foundation Stage leader’s work is already impacting positively
on children’s progress. She is an effective, enthusiastic leader who has a clear sense of direction
for developments within the Nursery and Reception units.
- Much work has gone into the recently established curriculum which is designed to encourage
pupils to work across different subjects in one lesson in topics. These changes to the curriculum
have given pupils the opportunity to use a range of skills in one lesson in an exciting way.
- The school provides a range of sporting activities and physical educational lessons. A
professional coach, as well as teachers, teaches these. Pupils are involved in many sports teams
and are well aware of how important exercise is to keep them healthy. The school has not yet
received the Primary School Sports funding.
- Performance management is well managed through effective appraisal and pay awards are
linked directly to teachers’ performance and pupils’ progress. Training courses for staff are
directly linked to school improvement.
- The school’s view of its own performance is accurate, although too modest with regard to pupils’
behaviour and safety, which is outstanding rather than good as the school judged.
- The local authority has confidence in the school’s leadership and only provides a light touch
support. For example, for reviewing the school’s performance and providing staff training.
- The governance of the school:
The governing body makes a good contribution to school improvement and effectively
supports and challenges the headteacher in her management of the school.
Governors are well informed, through their understanding of comparative data, about pupils’
performance. They also know what improvements are needed in order to raise the school’s
overall performance to outstanding. Several of the governors work with pupils on a regular
basis and this gives them a good understanding of the school’s work. They have a good
understanding of performance management procedures and make sure that targets are
challenging for teachers and senior leaders.
The budget is well managed. The governing body ensures that the pupil premium funding is
used to support the pupils for whom it is intended and that it has a positive impact.
Statutory duties are met effectively, including ensuring that the school’s safeguarding
arrangements meet requirements.
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||105949|
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||358|
|Appropriate authority||The governing body|
|Date of previous school inspection||2 December 2008|
|Telephone number||0161 790 3423|
|Fax number||0161 790 2590|