School etc

St Mary's CofE Primary School

St Mary's CofE Primary School
Kendal Road
Kirkby Lonsdale

phone: 01524 271334

headteacher: Mrs Sarah Oldroyd

reveal email: adm…


school holidays: via Cumbria council

210 pupils aged 2—10y mixed gender
189 pupils capacity: 111% full

110 boys 52%


100 girls 48%

≤ 253y104b34c85y106y107y158y139y910y14

Last updated: June 19, 2014

Primary — Voluntary Aided School

Education phase
Religious character
Church of England
Establishment type
Voluntary Aided School
Establishment #
OSGB coordinates
Easting: 360629, Northing: 478778
GPS coordinates
Latitude: 54.203, Longitude: -2.6051
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Nov. 8, 2012
Diocese of Carlisle
Region › Const. › Ward
North West › Westmorland and Lonsdale › Sedbergh and Kirkby Lonsdale
Hamlet and Isolated Dwelling - sparse
Free school meals %

rooms to rent in Carnforth

Schools nearby

  1. 0.1 miles Queen Elizabeth School LA62HJ
  2. 0.1 miles Queen Elizabeth School LA62HJ (1434 pupils)
  3. 1 mile Underley Hall School LA62HE
  4. 1.1 mile Underley Garden School LA62DZ (31 pupils)
  5. 1.3 mile Casterton, Sedbergh Preparatory School LA62SG (164 pupils)
  6. 2.1 miles Mole End Equine and Animal Education LA62RL
  7. 2.7 miles Leck St Peter's Church of England Primary School LA62JD (39 pupils)
  8. 4.4 miles Arkholme Church of England Primary School LA61AU (97 pupils)
  9. 4.7 miles Melling St Wilfrid Church of England Primary School LA62RE (21 pupils)
  10. 4.8 miles Burton Morewood CofE Primary School LA61ND
  11. 4.8 miles Richard Thornton's Church of England Voluntary Aided Primary School LA63JZ (12 pupils)
  12. 4.8 miles Burton Morewood CofE Primary School LA61ND (193 pupils)
  13. 5 miles Holme Primary School LA61QA (93 pupils)
  14. 5.2 miles Wennington Hall School LA28NS (75 pupils)
  15. 5.7 miles St Patrick's CofE School LA80HH (59 pupils)
  16. 5.8 miles Wings School LA77DN (36 pupils)
  17. 6.2 miles Riverside School LA77DN
  18. 6.3 miles Hornby High School LA28LH
  19. 6.3 miles Low Bentham Community Primary School LA27EB
  20. 6.3 miles Focus School - Hornby Campus LA28LH (78 pupils)
  21. 6.4 miles Hornby St Margaret's Church of England Primary School LA28JY (44 pupils)
  22. 6.4 miles The Evaglades LA27BX (5 pupils)
  23. 6.6 miles Ingleton Middle School LA63BU
  24. 6.7 miles Beetham CofE Primary School LA77AS (42 pupils)

List of schools in Carnforth

School report

St Mary’s CofE Primary School

Kendal Road, Kirby Lonsdale, Carnforth, Lancashire, LA6 2DN

Inspection dates 8–9 November 2012
Overall effectiveness This inspection: Good 2
Previous 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:

Pupils make good progress and achieve well
Teaching is good, with examples of
Pupils’ behaviour is exemplary. They are very
throughout the school. As a result, their
attainment by the end of Key Stage 2 is
above average in English and mathematics.
outstanding practice. Good relationships and
the way teachers organise their classrooms
help pupils to learn well.
polite, courteous and show a great deal of
respect for others.
The headteacher and senior leaders have
worked effectively, as a team, to sustain and
build upon the school’s good performance at
the previous inspection. The school has good
arrangements for checking on how well it is
doing and what needs to be done to improve
further. The governing body is aware of the
school’s strengths and weaknesses and is fully
involved in driving improvement.
Not enough teaching is outstanding.
Pupils are not always given work that
Marking is not used consistently to show
challenges them to do their best.
pupils how to improve.

The skills of middle leaders in checking on the

quality of learning through the school and
taking action to bring about improvement are
not fully developed.

Information about this inspection

  • The inspectors observed 18 lessons or parts of lessons taught by nine teachers.
  • Discussions were held with the Chair of the Governing Body, parents, staff, pupils and a
    representative of the local authority.
  • The inspectors observed the school's work, and looked at school documentation, including that
    relating to safeguarding, records of meetings of the governing body, assessment information
    and curriculum planning. Work in pupils’ books and displays around the school were examined.
    Inspectors listened to groups of pupils read.
  • Account was taken of the 34 responses to the on-line questionnaire (Parent View) in planning
    and carrying out the inspection.

Inspection team

Melvyn Hemmings, Lead inspector Additional Inspector
Sheila Kaye Additional Inspector

Full report

Information about this school

  • St Mary’s is a below average sized primary school.
  • A below average proportion of pupils are eligible for the pupil premium, which provides
    additional funding for children in local authority care, and pupils known to be eligible for free
    school meals.
  • The proportion of pupils supported through school action is below average.
  • The proportion of pupils supported at school action plus or with a statement of special
    educational needs is average.
  • Most pupils are of White British heritage.
  • The school meets the government’s current floor standards, which set the minimum expectations
    for pupils’ attainment and progress.
  • It has gained a number of national awards, including the Activemark, and holds Healthy School

What does the school need to do to improve further

  • Increase the amount of outstanding teaching by:
    ensuring that teachers consistently provide work that challenges pupils to do their best
    making sure that marking gives precise guidance to pupils on how to improve
    providing teachers with individual plans that show them precisely how to improve their
    expertise so that it is outstanding.
  • Strengthen leadership and management by fully developing the skills of subject leaders in
    checking the quality of pupils’ learning and taking action to bring about improvement.

Inspection judgements

The achievement of pupils is good
  • Pupils achieve well from their skill levels on entering school, which is generally typical for their
    age. They make good progress through the school and their attainment by the end of Year 6 is
    above average in English and mathematics.
  • Children make a good start in the Early Years Foundation Stage. They settle in quickly and show
    much enjoyment in all they do. They work and play well together in pairs and small groups and
    are willing to make choices for themselves. Children show curiosity and are keen to learn.
  • Throughout the rest of the school, pupils show interest and enthusiasm in their activities. They
    enjoy sharing ideas and working with others to complete tasks. Pupils work at a good pace and
    concentrate well for lengthy periods.
  • In Key Stage 1, pupils make good progress in linking letters and sounds so that by the end of
    Year 2 their attainment in reading is above average. This progress is maintained in Key Stage 2
    and standards in reading are above average at the end of Year 6. The proportion of pupils
    reaching the higher level by the time they leave school is also above average.
  • Pupils speak clearly and express their ideas confidently. Their writing is imaginative, capturing
    and maintaining the reader’s interest. Pupils’ handwriting is neat and their use of grammar,
    punctuation and spelling is usually accurate.
  • Pupils have quick mental recall skills and can use them effectively to solve number problems in
    real-life situations. They confidently use information and communication technology to support
    their learning in a variety of subjects.
  • Disabled pupils and those who have special educational needs make the same good progress as
    other pupils because of the well-targeted extra support they receive. The funding for pupils
    eligible for the pupil premium has been used successfully to raise their achievement, particularly
    in English and mathematics. It has enabled them to have individual and small group support that
    has narrowed the gap between their achievement and that of other pupils.
  • There is no significant difference between the achievement of different groups.
The quality of teaching is good
  • In the Early Years Foundation Stage, adults have a good understanding of the needs of children
    of this age and provide them with interesting and practical activities. There is a good balance
    between activities led by adults and those chosen by children. The outdoor area is used well to
    promote learning, such as when children were using a water tray and various containers to
    develop their understanding of capacity as part of their work in mathematics.
  • In Key Stages 1 and 2, teachers have good subject knowledge and use questioning effectively to
    find out what pupils know and to extend their understanding of what they are being taught.
    Classrooms are managed well so that pupils are engaged in their activities and little time is lost.
    Teaching assistants are used well to help all pupils improve, especially disabled pupils, those
    who have special educational needs and pupils eligible for the pupil premium.
  • Although pupils’ work is marked regularly it does not consistently provide them with specific
    guidance about how they could improve. The activities given to pupils do not always challenge
    them to do their best, at times being too easy for some pupils and too hard for others.
  • Outstanding teaching was characterised by stimulating and imaginative activities, high
    engagement of pupils and their individual needs being met very effectively. This was evident in a
    literacy lesson for pupils in Year 2 based on the story of ‘The Three Little Pigs’. The teacher
    enthused pupils and enabled them to make excellent progress in understanding how the
    different characters in the story might interact.
  • Teachers develop pupils’ spiritual and moral development well by encouraging them to reflect
    about what they have learned and by their high expectation of behaviour. Social and cultural
    development is fostered effectively by the many opportunities for pupils to work together and to
    learn about cultures different to their own.
  • Training for teachers has helped them further their expertise, especially in how they promote
    pupils’ reading skills. Teachers show respect for pupils and other adults and this contributes well
    to the friendly atmosphere evident throughout the school.
The behaviour and safety of pupils are outstanding
  • Pupils’ show a great deal of respect and consideration for others. They are extremely well
    behaved and are very polite and courteous. Their behaviour ensures that lessons run smoothly
    with minimum disturbance to learning.
  • Pupils are fully aware of the different types of bullying, such as cyber and physical bullying, and
    say it is very rare. They are confident that any bullying would be dealt with promptly by staff.
    The views of parents, staff and pupils and a scrutiny of information kept about pupils’ behaviour
    confirm that behaviour has been outstanding over time.
  • There is an excellent understanding among pupils of how to keep themselves and others safe.
    This is effectively promoted through the curriculum by activities that highlight the dangers
    associated with the use of roads, railways and waterways. Pupils have a thorough understanding
    of what to do if approached by a stranger and very much agree that they feel safe in school at
    all times.
  • Pupils’ enjoyment of school is shown in their above average attendance. They arrive at school on
    time and are eager to get on with their work. Pupils work well with others and show respect for
    views that are different to their own.
  • Pupils add to the life of the school very effectively by taking on a variety of responsibilities,
    including being a member of the school council. In so doing they give pupils a say in how the
    school develops, such as by being involved in the appointment of new members of staff and
    reviewing the school rules on behaviour.
The leadership and management are good
  • The headteacher provides perceptive leadership and has high expectations of staff and pupils.
    Senior leaders and the governing body work well together to drive improvement and morale is
    high. However, subject leaders are not fully involved in checking the quality of learning
    throughout the school and in taking action to bring about improvement.
  • The school has an accurate view of how well it is doing and what it needs to do to improve
    further. Senior leaders and the governing body prioritise the correct areas for development and
    plan carefully to set specific targets for improvement. Progress towards these targets is checked
    regularly to see if they are being met successfully.
  • The leadership of teaching, including training and performance management, to further
    teachers’ expertise is good. Teachers are accountable for the progress that pupils make.
    Challenging targets are set for each pupil and their progress towards achieving them is carefully
  • Lesson observations are undertaken regularly and teachers given areas for further development.
    However, teachers do not always have an individual plan to show them how to take their
    teaching from good to outstanding.
  • The promotion of equality and tackling of discrimination is good. Leaders have a clear view of
    the progress of different groups and are quick to intervene if necessary. This is shown by the
    way that funding for pupils eligible for the pupil premium has been used effectively to raise their
    achievement and make sure they make the same good progress as other pupils.
  • The school’s leaders have shown they are capable of making further improvements to the
  • Staff are very professional and show respect and courtesy for pupils and other adults.
    Relationships at all levels are good and contribute positively to pupils’ learning and development.
  • The local authority provides light touch support for this good school.
  • The curriculum is organised well to provide all pupils with effective opportunities that enhance
    both their academic progress and personal development. A wide range of extra-curricular
    activities and visits, such as to Hadrian’s Wall, add interest and diversity. The curriculum
    promotes pupils’ spiritual, moral, social and cultural awareness effectively.
  • The school has good links with parents that ensure they are kept informed of their children’s
  • The governance of the school:
    The governing body has an accurate view of the quality of teaching and pupils’ achievement.
    It supports the school well and makes sure that safeguarding requirements are met so that
    pupils and staff are safe. Governors show initiative in challenging leaders about the school’s
    performance and in planning for long term improvement. They manage the budget effectively
    to ensure value for money. This is evident in the way they know that pupil premium funding
    has been used successfully to raise pupils’ achievement. The governing body takes part in
    regular training to maintain its effectiveness.

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 112323
Local authority Cumbria
Inspection number 403181

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 184
Appropriate authority The governing body
Chair Richard Snow
Headteacher Sarah Oldroyd
Date of previous school inspection 7 February 2008
Telephone number 01524 271334
Fax number 01524 271334
Email address reveal email: adm…


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