St Paul's Church of England Primary School, Bury
phone: 0161 7643788
headteacher: Mr Croasdale
207 pupils capacity: 93% full
105 boys 54%
90 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: 381576, Northing: 411605
- GPS coordinates
- Latitude: 53.601, Longitude: -2.2799
- Accepting pupils
- 5—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Feb. 27, 2013
- Diocese of Manchester
- Region › Const. › Ward
- North West › Bury North › Moorside
- Urban > 10k - less sparse
- Investor in People
- Committed IiP Status
- Free school meals %
- 0.2 miles Hoyle Nursery School BL96HR (111 pupils)
- 0.2 miles St Joseph and St Bede Catholic Primary School BL96ER (341 pupils)
- 0.2 miles Chesham House BL96JD
- 0.4 miles East Ward Community Primary School BL97QZ (361 pupils)
- 0.4 miles St Mark's Church of England Primary School BL96EE
- 0.5 miles Broad Oak Sports College BL97QT (547 pupils)
- 0.6 miles Chesham Primary School BL96PH (320 pupils)
- 0.6 miles St John's Church of England Primary School, Bury BL95EE
- 0.6 miles St Thomas Church of England Primary School BL97EY (310 pupils)
- 0.6 miles St John with St Mark CofE Primary School BL95EE (302 pupils)
- 0.7 miles Fairfield Community Primary School BL97SD (273 pupils)
- 0.8 miles The Potters House School BL95HD
- 0.9 miles Holy Trinity Primary School BL90SB (217 pupils)
- 0.9 miles St Marie's Roman Catholic Primary School, Bury BL90RZ (251 pupils)
- 1 mile Heap Bridge Village Primary School BL97JP (156 pupils)
- 1 mile Bury College BL90BG
- 1.1 mile Milltown House BL90EG (62 pupils)
- 1.2 mile Fishpool Infant School BL99AP
- 1.2 mile Bury Grammar School Boys BL90HN (577 pupils)
- 1.2 mile Bury Grammar School Girls BL90HH (817 pupils)
- 1.3 mile Woodbank Primary School BL81AX (289 pupils)
- 1.3 mile Springside Primary School BL95JB (250 pupils)
- 1.3 mile St Chad's Church of England Junior School BL99JQ
- 1.3 mile Holy Cross College BL99BB
St Paul's Church of
England Primary School, Bury
Porritt Street, Via Huntley Mount Road, Bury, Lancashire, BL9 6LJ
|Inspection dates||27–28 February 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
| Pupils make good progress during their time |
Standards are rising, particularly in reading
Children in Reception make a good start in
Teaching is good. Teachers expect the best
in school, often from very low starting points.
and mathematics and are closer to average
by the time pupils leave in Year 6.
their learning. They organise themselves well
and become increasingly independent.
from pupils and, as a result, pupils are keen
| Pupils have a positive attitude to learning and |
Good quality support from well-trained adults
The headteacher, senior leadership team and
care about each other. They behave well in
lessons and around the school.
for lower-attaining pupils enables them to
the governing body are providing a clear
direction which is leading to improvement in
pupils’ progress across the school and to better
| Standards in writing are lower than in reading |
Teaching is not yet outstanding. In a minority
and mathematics. Pupils’ written work lacks
accuracy in punctuation and spelling and is
not always presented to a good standard.
of lessons, teachers’ introductions are too
long and the work provided does not always
challenge the more-able pupils.
| Pupils are not provided with enough |
opportunities to undertake interesting and
practical activities so that they are always fully
motivated and engaged.
|Inspection report:||St Paul's Church of England Primary School, Bury, 27–28 February 2013||2 of 9|
Information about this inspection
- Inspectors observed teaching and learning in 11 lessons. Inspectors made a number of shorter
visits to other lessons. Inspectors also listened to pupils read.
- Meetings were held with two groups of pupils, the Chair of the Governing Body, the Vice-Chair
and four other governors, senior leaders and a representative from the local authority.
- Inspectors looked at documents relating to safeguarding, the performance management of staff,
the tracking and assessment of pupils’ attainment and progress, records on behaviour and safety
and the school’s own checks on the quality of teaching. They looked at the school’s spending of
the pupil premium. (This is funding provided by the government to support pupils known to be
eligible for free school meals, children looked after by the local authority and the children of
- There were too few views of parents registered on the on-line questionnaire (Parent View) for
inspectors to take into account. However, the school’s own surveys of the views of parents and
pupils, were considered. The views of parents were sought at the start, during and at the end of
the school day. Inspectors scrutinised 27 questionnaires completed by staff.
|Zahid Aziz, Lead inspector||Additional Inspector|
|David Law||Additional Inspector|
|Inspection report:||St Paul's Church of England Primary School, Bury, 27–28 February 2013||3 of 9|
Information about this school
- St Paul’s Church of England Primary School is smaller than the average-sized primary school.
- The proportion of pupils known to be eligible for the pupil premium funding is well above
- The proportion of pupils supported through school action is above average. The proportion
supported at school action plus or with a statement of special educational needs is also above
- The large majority of pupils is White British. The proportion of pupils from minority ethnic
backgrounds is broadly average. An above-average proportion of pupils speaks English as an
additional language, although few are at an early stage of learning to speak English.
- A high number of pupils leaves or joins the school at times other than is usual.
- The school provides a breakfast- and after-school club which is managed by the governing body.
- The school meets the government’s current floor standards, which set the minimum expectations
for pupils’ attainment and progress.
What does the school need to do to improve further?
- Raise attainment in writing by the end of Year 6 so that the proportion of pupils reaching and
exceeding the expected levels are at least in line with those nationally by July 2013 by:
- improving accuracy in pupils’ punctuation and spelling skills and making sure their written
work is presented to a good standard in all subjects of the curriculum
- making sure that the more-able pupils are always provided with challenging work that makes
them think hard.
- Strengthen teaching so that more is outstanding by:
- making sure that the qualities of outstanding teaching within the school are identified, shared
and adopted by all staff
- making sure that teachers’ introductions to lessons are not too long and allow pupils to get
actively engaged as soon as possible
- providing more opportunities for pupils of all ages to undertake interesting and practical
activities so that they are always fully motivated and engaged.
|Inspection report:||St Paul's Church of England Primary School, Bury, 27–28 February 2013||4 of 9|
|The achievement of pupils||is good|
- Children start school with skills and abilities that are much lower than those expected for their
age, especially their communication and language skills. Children get a good start in the
Reception Year and make good progress, especially in personal, social and emotional skills. They
receive good support from adults. Activities are planned well and adapted to meet children’s
individual needs. Many children enter Year 1 with skills that have improved but are still below
those expected for their age.
- Between Years 1 and 6, pupils make good progress from their individual starting points,
especially the high proportion of lower-ability pupils. By the end of Year 6 pupils’ attainment is
close to average. Pupils’ writing skills, however, lag behind their skills in reading and
mathematics. Sometimes pupils’ written work lacks accuracy in punctuation and spelling. Pupils
do not always show a good standard of presentation of their written work, especially when they
complete work in other curriculum subjects.
- Standards are rising. In Year 6 in 2012, for example, standards were higher than those reported
in 2011. Lesson observations and the standard of work currently in Year 6 and in successive year
groups, show that standards are set to rise further. Across the school however, standards in
writing remain weaker. The proportion of pupils reaching the higher levels of attainment is much
lower than expected nationally, particularly in writing. More-able pupils do not always make
good progress because the work they are given is sometimes too easy and does not make them
- Pupils make good progress in reading. They make good use of the school library and enjoy
reading in school and at home. Results of the reading screening test in 2012 for pupils aged six
were above average. Pupils know what to do if they are finding it difficult to read words. They
use their knowledge of how to link letters to the sounds they make to help them.
- The high number of pupils leaving and joining the school other than at the normal times can
have a marked effect on the results in tests at the end of Year 6. Pupils who complete all of their
primary education at the school do well. Similarly, the needs of new arrivals are assessed
quickly. They receive the support they need to settle in quickly and learn well.
- The school carefully tracks pupils’ progress every half term. Pupils who are not making enough
progress are spotted quickly and support is swiftly put in place. The school uses the pupil
premium funding well to close any gaps in the achievement of different pupil groups. This is
why, for example, even by the end of Year 2 the gap in attainment in reading, writing and in
mathematics between those pupils eligible for a free school meal and other pupils is much
narrower than the gap between similar pupils in most other schools.
- Disabled pupils and those who have special educational needs and those who speak English as
an additional language make at least good and sometimes excellent progress. The strong links
with external agencies ensure that there is timely support for these groups of pupils.
|The quality of teaching||is good|
- Teaching is good which results in pupils learning well. Teachers explain clearly to pupils what
they are going to learn and how they can make their learning successful. Teachers regularly and
accurately find out how well pupils have learned. They use this information well to help them
plan future lessons. They plan well for the varying needs of most pupils, especially to ensure
that the lower-ability pupils receive the support they need. Occasionally, teachers do not provide
work that is hard enough for the more-able pupils and this slows their progress.
- In Reception, teachers create a positive learning environment to improve children’s knowledge
and skills. Children are given good opportunities to explore and investigate indoor and outdoor
areas with a wide range of resources, which are organised exceptionally well. As a result, they
develop into confident and eager young learners in a warm, secure and purposeful classroom.
|Inspection report:||St Paul's Church of England Primary School, Bury, 27–28 February 2013||5 of 9|
- Where teaching is strongest, such as, in a Year 3 mathematics lesson, work was matched
particularly well to the varying needs of all the pupils. More-able pupils were provided with a
good level of challenge. They worked well independently, finding out how much money would be
left after buying items from a shop. Others enjoyed shopping in the class grocery store,
correcting misconceptions on the amount of change left over after buying a tin of corn.
- Teachers’ marking is of consistently good quality and takes place regularly. Pupils check
teachers’ marking and their own work regularly and act on the advice given. As a result, they
know how well they have done and what else they need to do to improve.
- Teachers use a variety of different teaching methods to improve pupils’ skills. In a Year 4
mathematics lesson, for example, the teacher demonstrated to pupils, using a variety of fruits,
how to follow a recipe for making a fruit smoothie. Each fruit represented a proportion of the
required ingredient and this was used skilfully to illustrate how to work out fractions. As a result,
pupils were really engaged and motivated in the task and their skills and understanding of
fractions developed at a good rate. There are not enough activities of this practical nature used
across the school. Furthermore, in a few lessons, teachers spend too long on introducing topics,
leaving too little time for pupils to undertake interesting and practical activities for themselves.
|The behaviour and safety of pupils||are good|
- Behaviour of most pupils around the school, and in lessons, is good. Teachers expect pupils to
be on their best behaviour and they respond well. Only when lessons are less exciting, or when
teachers talk for too long, such as at the start of lessons, do a few pupils begin to become
disengaged and a few pupils have to be reminded how to behave well.
- Pupils are happy and feel safe. They enjoy being at school and at the breakfast- and after-school
club. Adults around them are very keen to offer help and support. This was confirmed by
parents, and as one said `Teachers and adults are always ready to help’. The school site is
secure and everybody looks after each other. Adults and Year 6 pupils are good role models to
help the younger pupils to develop good personal and social skills. New joiners are welcomed by
adults and the pupils alike. ‘Adults and children look after me well’ responded one pupil new to
- Pupils say that bullying is rare but, if it does happen, it is sorted out quickly by the teachers.
Most pupils have a good understanding of different forms of bullying, including how to keep safe
when using the Internet, including the dangers of social network websites.
- Pupils are encouraged to stay safe and lead a healthy lifestyle. A focus on `safe-cycling’ and
visits from fire officers helps pupils to be well aware of dangers beyond school.
- Excellent assemblies support pupils’ good spiritual, moral, social and cultural development. Pupils
treat one another with respect, whatever their background or beliefs.
- Attendance has improved since the previous inspection and is now broadly average. Pupils arrive
to school on time.
|The leadership and management||are good|
- The headteacher and the senior leadership team share high ambitions for the school and are
improving the school effectively with the support of the governing body. As a result, pupils’
achievement is good and standards are rising.
- Leaders focus clearly on improving the quality of teaching and are driving forward improvements
at a good rate. Weaknesses identified in teaching in the previous inspection report, such as
quality of marking and feedback in pupils’ books has been successfully tackled. Both senior
leaders and those responsible for the various key stages check the quality of teaching regularly,
for example by observing lessons. Teachers are positive about how they are helped to improve
their teaching, including the amount of professional development available to them. Leadership
and management, however, have yet to ensure that that the qualities of outstanding teaching
are shared and adopted among all staff.
|Inspection report:||St Paul's Church of England Primary School, Bury, 27–28 February 2013||6 of 9|
- Senior leaders have correctly identified the improvement priorities. This is based on an accurate
view of how well the school and different pupil groups are performing, for example improving
the achievement of more-able pupils. The progress made by every pupil is reviewed regularly
and carefully so that if any pupil starts to fall behind this is tackled swiftly. This shows the
school’s commitment to providing equality of opportunity.
- Decisions made about teachers’ salary progression are based on the quality of their teaching and
the progress of their pupils. Teachers are set rigorous targets for their performance and this is
managed carefully and progress towards achieving them is checked regularly.
- The curriculum offers a good balance between the various subjects and is adapted well to meet
the needs of most pupils. Activities also include drama, dance and singing. This is further
enhanced by the breakfast- and after-school club, which is much enjoyed by pupils. These
activities contribute well to the school’s provision for pupils’ spiritual, moral, social and cultural
development. In assembly, pupils were heard singing with great delight. However, activities in
lessons are not always motivating and engaging because there are not enough practical
activities on offer.
- Partnerships with parents are very good. Parents are provided with opportunities to improve
their own personal skills, such as using information and communication technology (ICT) and to
support their children more effectively at home. Parents spoke highly of the school and agree
that their children make good progress.
- The school works well with local authority. It offers effective support and has helped to bring
about improvement since the previous inspection.
- The governance of the school:
- Governors are closely involved in school life, visiting regularly. They have a good knowledge of
the school’s performance, are aware of the quality of teaching and they know what is being
done to improve it. They play a full part in managing teachers’ performance and make
informed decisions about salary increases. Procedures for safeguarding meet statutory
requirements. Governors ensure that the school’s budget is tightly managed. They ensure that
the pupil premium funding is used well to improve the achievement of those for whom it is
intended by, for example employing extra teaching assistants. Governors undertake the
professional training they need to carry out their roles well. They know, for example, how to
review and interpret information on pupils’ achievement accurately and compare it with that of
others schools nationally.
|Inspection report:||St Paul's Church of England Primary School, Bury, 27–28 February 2013||7 of 9|
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.
|Inspection report:||St Paul's Church of England Primary School, Bury, 27–28 February 2013||8 of 9|
|Unique reference number||105332|
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||4–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||181|
|Appropriate authority||The governing body|
|Date of previous school inspection||10 December 2007|
|Telephone number||0161 7643788|
|Fax number||0161 7648749|
You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted
will use the information parents and carers provide when deciding which schools to
inspect and when and as part of the inspection.
You can also use Parent View to find out what other parents and carers think about
schools in England. You can visit www.parentview.ofsted.gov.uk, or look for the link
on the main Ofsted website: www.ofsted.gov.uk