St Paul's CofE Primary School
phone: 0161 6249019
headteacher: Mrs J Caine
210 pupils capacity: 111% full
125 boys 54%
110 girls 47%
Last updated: June 20, 2014
Primary — Voluntary Aided School
- Education phase
- Religious character
- Church of England
- Establishment type
- Voluntary Aided School
- Establishment #
- Open date
- Jan. 1, 1998
- OSGB coordinates
- Easting: 391404, Northing: 407314
- GPS coordinates
- Latitude: 53.562, Longitude: -2.1312
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Oct. 23, 2012
- Diocese of Manchester
- Region › Const. › Ward
- North West › Oldham West and Royton › Royton North
- Urban > 10k - less sparse
- SEN priorities
- ASD - Autistic Spectrum Disorder
- Free school meals %
- St Paul's CofE Junior School OL25LU
- 0.3 miles St Paul's CofE Infant School OL25JS
- 0.3 miles Elland House School OL25PJ (7 pupils)
- 0.3 miles The Oldham Academy North OL25BF (771 pupils)
- 0.4 miles St Anne's CofE (Aided) Primary School OL25DH (297 pupils)
- 0.4 miles St Aidan and St Oswald's RC School OL25PQ (406 pupils)
- 0.4 miles Our Lady's RC High School OL25DL
- 0.5 miles Byron Street Infant and Nursery School OL26QY
- 0.5 miles Thorp Primary School OL25TY (235 pupils)
- 0.7 miles High Barn Community Junior School OL26RW
- 0.8 miles Firwood Manor Preparatory School OL90AD (76 pupils)
- 0.8 miles Greenbank School OL26TU
- 0.8 miles Royton Hall Primary School OL26RW (345 pupils)
- 0.9 miles Bare Trees Junior School OL90DX
- 0.9 miles Burnley Brow Community School OL90BY (482 pupils)
- 0.9 miles Bare Trees Infant and Nursery School OL90DX
- 0.9 miles Bare Trees Primary School OL90DX (567 pupils)
- 1 mile Chadderton Hall Junior School OL90BN
- 1 mile Fir Bank Primary School OL26SJ (208 pupils)
- 1 mile St Hilda's CofE Primary School OL12HJ (375 pupils)
- 1 mile St Matthew's CofE Primary School OL90BN (422 pupils)
- 1 mile North Chadderton School OL90BN (1463 pupils)
- 1 mile North Chadderton School OL90BN
- 1.1 mile Blackshaw Lane Primary & Nursery School OL26NT (220 pupils)
St. Paul's C.E. (VA) Primary School
Hindle Drive, Royton, Oldham, OL2 5LU
|Inspection dates||23 24 October 2012|
|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
| Almost all pupils make good or better |
Good leadership and team work have ensured
In a very large majority of lessons, teaching
This is a very inclusive school that meets
progress from their starting points at all
stages throughout the school. Since the
previous inspection, pupils’ achievement and
the quality of teaching have improved.
good improvements since the last inspection.
Senior leaders have planned a vision for the
school and share ideas about how to reach it.
is good or better. Assessment is used
effectively to plan improvement. Different
ways of teaching are used to promote
pupils’ additional needs well. Staff show high
levels of care for pupils.
| The behaviour of pupils and their attitudes to |
Pupils feel very safe in school and parents
Attendance is well above national averages
Governors, together with leaders, managers
learning and each other are often exemplary.
They are extremely well cared for and are
exceptionally polite and well mannered. There
is a very happy atmosphere and the school
promotes pupils’ spiritual, moral, social and
cultural development exceedingly well.
overwhelmingly support this view. Pupils are
highly respectful and trusting of the adults in
because pupils really like coming to this school.
and other staff, make a significant contribution
to improving the pupils’ education. The
governors know the school well and are active
in checking the school’s life and work.
| There is not enough outstanding teaching. |
Attainment and progress are good but not
Pupils do not always present their work to the
outstanding because sometimes the learning
activities do not move along quickly enough.
highest standards or act on the teachers’
advice for improvement.
| Children in the Early Years Foundation Stage |
Although senior leaders and governors check
do not get enough opportunities to share
activities across Nursery and Reception.
the school’s work well, teachers are not
involved as much in their checking, particularly
in some subjects and in boys’ writing.
Information about this inspection
- The inspectors observed 21 lessons or parts of lessons taught by 11 teachers. Two observations
were conducted jointly with members of the senior leadership team.
- The inspectors observed the school’s work, including the school’s analysis of how well it is doing
and its improvement plan, documents relating to behaviour and safeguarding, minutes of
governors’ meetings, internal and external pupil progress data and pupils’ work.
- The inspectors held meetings with pupils, staff, three members of the governing body and with a
representative of the local authority.
- The inspectors took account of the 26 responses from parents recorded in Parent View, the
online questionnaire, together with the replies to a staff survey, letters received from parents
and informal conversations with several parents.
|Barbara Flitcroft, Lead inspector||Additional Inspector|
|Gary Kirkley||Additional Inspector|
|Inspection report:||St. Paul’s C.E. Primary School, 23–24 October 2012||3 of 9|
Information about this school
- St Paul’s is an average-sized primary school.
- The proportion of girls at the school is well below the national average.
- The proportion of pupils from minority ethnic backgrounds is well below the national average
and the proportion of pupils who speak English as an additional language is well below the
- The proportion of pupils known to be eligible for the pupil premium (additional funds provided by
the government) is slightly below the national average.
- The proportion of pupils supported through school action is in line with the national average and
the proportion of pupils supported at school action plus or with a statement of special
educational needs is well above the national average.
- The school meets the current floor standard, which sets the government’s minimum expectations
for pupils’ attainment and progress.
- The school houses a resource base for pupils with speech and language difficulties and autism.
The resource base is due to be designated as local authority provision.
- Since the last inspection, some teachers have left and some new teachers have joined the
- The school is a lead school in the Peace Education Project and has achieved the Silver Kitemark
for extensive involvement in sport.
What does the school need to do to improve further?
- Increase the proportion of outstanding teaching so as to raise achievement further by:
providing more opportunities for pupils to do their corrections or act on the advice
recommended in teachers’ written comments
encouraging high standards of presentation by all pupils
matching better the pace of the activities to pupils’ abilities.
- Ensure all leaders and teachers monitor more effectively all aspects of teaching and learning,
the content and presentation of boys’ writing
the balance of activities across the range of ages in the Early Years Foundation Stage.
|The achievement of pupils||is good|
- Over time, good teaching helps pupils to achieve well. Children join the Early Years Foundation
Stage with skills and abilities that are broadly in line with those that are expected for their age.
By the end of Reception, the vast majority of children have developed skills in line with the
national average in all areas of learning. However, although children are making relatively good
progress, opportunities for children in both years of the Early Years Foundation Stage to share
their indoor and outdoor learning are limited. The two bases for the year groups have recently
been joined by a corridor to assist the sharing of good practice and activities.
- Pupils’ progress through Key Stage 1 is good. Attainment in reading, writing and mathematics in
2012 rose to slightly above national averages. This good progress continues throughout Key
- By the end of Year 6, pupils’ progress in 2012 was in line with the national averages in English
and mathematics from their then low starting points on entry to Key Stage 2. In writing, the
proportion of pupils who attained higher than average standards was well above the national
average. However, some of the topics that pupils write about do not appeal to boys so they lack
pride in their work, rush and present it poorly.
- Pupils’ enthusiasm for reading and their reading skills have been improved by the school’s
purchase of attractive new reading books.
- Leaders, managers and teachers have improved the quality of teaching by introducing successful
strategies to raise pupils’ attainment. For example, the colour-coded expectations for lesson
outcomes clearly show pupils what they need to do to achieve a higher standard and this
motivates their efforts.
- Pupils’ achievement in lessons is good. Pupils have good attitudes to their work, are enthusiastic
to learn and work well on their own and with others.
- Scrutiny of pupils’ work, teachers’ planning and evaluations, lesson observations and hearing
pupils read confirm that current pupils, including those in the resource base, are making good
progress. Parents are accurate in their positive views that their children are making good
- Since the previous inspection, the school has developed robust and rigorous processes to
monitor the progress of individuals and groups of pupils. Pupils who are disabled or who have
special educational needs, and those eligible for pupil premium funding, achieve as well as their
peers because work in lessons is well planned and meets their specific needs.
|The quality of teaching||is good|
- The vast majority of parents believe that the quality of teaching is good.
- In the best lessons, learning takes place at a good rate and timed activities keep pupils focused
on their work. This good teaching provides pupils with many opportunities to become actively
involved in lessons. Teachers are knowledgeable and teaching is well organised. Lessons are well
planned and activities and resources are used that match the needs of individual and groups of
pupils well. Teachers skilfully use questioning to challenge pupils and check their understanding.
Teaching in the resource base is highly personalised to meet individual needs in a welcoming
and caring setting.
- In the vast majority of lessons, teachers’ standards are met well. Teachers’ professional
development is used to identify and develop best practice in the teaching of reading, writing and
mathematics. The pace of a few lessons does not reflect the speed of which pupils are capable
and so there are missed opportunities for pupils to achieve their best efforts. Pupils, especially
boys, are not sufficiently challenged to present their neatest written work.
- In Nursery, Reception and across Key Stage 1, phonics (letters and the sounds they make)
sessions are organised effectively by ability groups. Tasks are well focused to interest the
children and further develop their skills. This enables pupils to work towards, and achieve, age-
- Pupils say they enjoy their lessons, know how well they are doing and what they need to do to
improve. However, although teachers provide generally good feedback through their marking of
pupils’ work, inspectors found little evidence of pupils following up the teachers’ advice or doing
- Teaching assistants make a significant contribution to the learning of pupils including those who
are disabled or with special educational needs and those identified by the school for additional
support. This enables them to make the same rate of progress as other pupils.
- The school has very strong relationships with parents and regularly invites them to school
events. For example, parents of Year 1 came to enjoy the class assembly. This was extremely
well led, demonstrating the pupils’ self-confidence and presentation skills, and contributed well
to their spiritual, moral, social and cultural development.
- At present, there is not enough outstanding teaching to lead to outstanding achievement
throughout the school.
|The behaviour and safety of pupils||are outstanding|
- Pupils’ attitudes to learning are excellent and they are keen to be actively engaged in their
lessons. Instances of them becoming distracted or distracting others are rare.
- Pupils are polite and well mannered and relationships between pupils and also between pupils
and adults are exemplary. Pupils are fully aware of the different forms of bullying. They report
that bullying is rare and any instances are quickly resolved. Pupils feel confident to talk to an
adult if they have any concerns.
- Pupils say they feel very safe in school because the adults look after them well. Year 6 buddies
help to look after pupils at playtime. Parents’ responses to the Parent View questionnaire
indicate that a vast majority of parents feel that their children are safe at school and all of the
parents who responded would recommend the school to other parents.
- Safeguarding requirements are met and the school site is secure. Pupils understand how to keep
themselves safe. For example, pupils know about internet safety and are working with other
schools in their network to produce an e-safety DVD.
- Pupils are very well cared for. One parent told inspectors, ‘The website is excellent; parents are
well informed about school.’ Parents are also pleased with the promotion of healthy lunchboxes.
- Effective monitoring systems help the school to quickly identify and support pupils who display
any cause for concern. The school’s support for pupils whose circumstance make them most
vulnerable is very effective. The work of the staff in the resource base results in high-quality
experiences that pupils enjoy.
- Attendance is high. Punctuality is also very good.
|The leadership and management||are good|
- The headteacher, ably supported by the other senior leaders, provides a clear vision, ‘Love to
learn and learn to love’, for improving the learning, performance and opportunities for every
pupil. An increased focus on higher expectations and greater accountability has put the school
on a firm footing and capacity to secure further improvement is good. The local authority
provides light touch support for this good school.
- Since the previous inspection, senior leaders have successfully focused on ensuring that most
teaching is at least good. They have identified rightly that the next step is to increase the
proportion of outstanding teaching. Performance management and professional development are
used effectively to help staff realise the school’s raised expectations of teaching and learning.
- The curriculum meets pupils’ needs well. Older pupils are looking forward to their residential trip.
Year 3 went to meet their link school with whom letters and pictures had been exchanged.
Pupils speak with excitement about the Olympic week which was held last term. The physical
education coordinator received an award for an outstanding contribution to physical education
- The school promotes pupils’ spiritual, moral, social and cultural development exceptionally well.
School collective worship fosters a strong sense of community, celebration of achievement, time
for prayer and reflection. In the Peace Education Project, pupils linked with 24 schools and
international guests in the grand ceremony. Pupils participate well in the after-school clubs on
- The school promotes equality of opportunity in all its work while ensuring that any discrimination
is quickly tackled. Pupils’ progress is tracked closely, with particular attention to the performance
of different groups. Well-managed use of the pupil premium ensures that all groups achieve
- The governance of the school:
Governors keep themselves very well informed and so effectively challenge and support school
leaders. They are actively involved in shaping the direction of the school and have identified
areas for improvement. The governors have a good understanding of the allocation of funding
for different groups of pupils such as those eligible for the pupil premium and those in the
resource base. Governors undertake their statutory duties effectively. Safeguarding
procedures and policies meet statutory 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||131848|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|School category||Church of England Voluntary Aided|
|Age range of pupils||3 11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||231|
|Appropriate authority||The governing body|
|Chair||Father Peter McEvitt|
|Date of previous school inspection||29 30 September 2010|
|Telephone number||0161 6249019|
|Fax number||0161 6241858|