St Peter's Smithills Dean CofE Primary School
Headteacher: Mrs Christine Lancashire Bed(Hons) Npqh
reveal email address
School holidays for St Peter's Smithills Dean CofE Primary School via Bolton council
210 pupils capacity: 100% full
120 boys 56%
90 girls 43%
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: 369608, Northing: 411779
- GPS coordinates
- Latitude: 53.602, Longitude: -2.4607
- Accepting pupils
- 4—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Oct. 17, 2011
- Diocese of Manchester
- Region › Const. › Ward
- North West › Bolton West › Smithills
- Urban > 10k - less sparse
- Free school meals %
- 0.3 miles Smithills School BL16JS
- 0.3 miles North Bolton Sixth Form College BL16JT
- 0.3 miles Smithills School BL16JS (1177 pupils)
- 0.6 miles Oldhams Primary School BL17BN
- 0.6 miles Starting Point BL17BN
- 0.6 miles Compass Centre North BL16QY
- 0.7 miles Church Road Primary School BL15RU (356 pupils)
- 0.7 miles Johnson Fold Community Primary School BL15UG (225 pupils)
- 0.7 miles Thornleigh Salesian College BL16PQ (1429 pupils)
- 0.9 miles St Joseph's RC Primary School, Halliwell, Bolton BL13EJ (207 pupils)
- 0.9 miles Eden Boys' School Bolton BL13JN
- 1 mile Oxford Grove Primary School BL13EJ (342 pupils)
- 1 mile St Thomas CofE Primary School, Halliwell BL13JB (321 pupils)
- 1 mile Holy Infant and St Anthony RC Primary School BL16QJ (195 pupils)
- 1 mile Al-Huda Primary School BL13EH (15 pupils)
- 1.1 mile Brownlow Fold Primary School BL13DX (301 pupils)
- 1.2 mile High Lawn Primary School BL17EX (423 pupils)
- 1.2 mile Wolfenden Primary School BL13QE
- 1.2 mile St Paul's CofE Primary School, Astley Bridge BL18QA
- 1.2 mile St Thomas of Canterbury RC School BL15LH (419 pupils)
- 1.2 mile St Paul's CofE Primary School, Astley Bridge BL18QA (209 pupils)
- 1.3 mile Markland Hill Primary School BL15EJ (305 pupils)
- 1.4 mile Devonshire Road Primary School BL14ND (401 pupils)
- 1.4 mile Thomasson Memorial School BL14PJ (73 pupils)
Ofsted report transcript
St Peter's Smithills Dean CofE Primary
|Inspection date(s)||17–18 October 2011|
|Unique Reference Number||105228|
|Inspect ion number||377206|
|Inspect ion dates||17–18 October 2011|
|Report ing inspector||John Heap|
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|
|Nu mber of pupils on the school roll||210|
|Appropriate authority||The governing body|
|Chair||Reverend P Hardingham|
|Date of prev ious school inspection||11 July 2007|
|School address||Limefield Road|
|Telephone number||01204 333500|
|Fax number||01204 333502|
This inspection was carried out by three additional inspectors who observed seven
teachers in 10 lessons. Meetings were held with groups of pupils, representatives of
the governing body and staff. They observed the school's work, and looked at school
and teachers’ planning; documentation relating to quality assurance, monitoring and
self-evaluation; examples of governors’ documents; policies regarding the protection
and safeguarding of pupils and the minutes of school council meetings. The number
of parental questionnaires returned was 88.
The inspection team reviewed many aspects of the school's work. It looked in detail
at a number of key areas.
- In Key Stages 1 and 2, is teaching challenging in mathematics and writing for
- Whether improvements in the quality and use of assessment are the main
reason for the improvements in pupils’ achievement.
- In the Early Years Foundation Stage, exploring the link between the provision
and the impact on children’s achievement.
- Whether monitoring and evaluation processes provide a sharp and accurate
picture of the school’s performance.
Information about the school
This broadly average-sized primary school is situated on the outskirts of the Bolton.
The vast majority of pupils are of White British background and a very small
proportion is from other heritages. There are no pupils learning English as an
additional language. Very few pupils are known to be eligible for free school meals.
The proportion of pupils with special educational needs and/or disabilities is below
average, including those with a statement of special educational needs.
Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory and 4 is inadequate
Please turn to the glossary for a description of the grades and inspection terms
|Overall effectiveness: how good is the school?||2|
|The school's capacity for sustained improvement||2|
This is a good school. It has continued to improve well since the previous inspection
because of the good leadership of the senior team and the governing body. Their
deep commitment to the school is recognised by pupils and parents and carers alike
and one parent’s comment reflects many: ‘St Peter’s is a wonderful school. Our son
is happy in school and comes home filled with enthusiasm.’ Pupils’ spiritual, moral,
social and cultural development is good, with particular strengths in moral and social
development. Consequently, pupils have a good sense of right and wrong and they
collaborate well with each other.
Inspectors agree with pupils, and their parents and carers, who judge this to be a
happy, very safe and secure school. Pupils want to come to school and attendance is
high. Adults know the pupils and their families well. This leads to good, sensitive
support for pupils whose circumstances have made them more vulnerable as well as
those who have special educational needs and/or disabilities. All groups of pupils
Pupils’ achievement is outstanding. They make good progress in their academic and
personal development. These strengths are promoted by good teaching, a good
curriculum and effective care, guidance and support. Children join the school with
slightly above average starting points. By the end of Year 6, attainment is high. The
school is working hard to make sure that progress is consistently good across
subjects and year groups. Consequently, leaders are right to focus on improving the
writing skills of higher-attaining pupils. This group of pupils is not always provided
with enough opportunities to write at length in other subjects. Also, teachers do not
use marking effectively to identify pupils’ achievement of writing targets and the
aspects they need to work on next to improve their work.
Even though the capacity for improvement has been good for some time, this has
not stopped the senior leaders from further tightening its procedures and practices.
Self-evaluation is accurate and critical and, in most areas the school knows itself very
well. Less effective teaching is being challenged and wide-ranging procedures are in
place to check the quality of teaching and learning. However, the focus is on
teaching, without an equal focus on checking precisely the quality of learning and
what it leads to in lessons. While governance is good, the governing body does not
have an accurate view of how pupils are performing in lessons.
What does the school need to do to improve further?
- Further raise the attainment of pupils in writing, by:
- providing many more opportunities for higher-attaining pupils to write at
length in other subjects
- using marking more effectively to show pupils when they have achieved
their learning/progress targets and their areas for improvement.
- Strengthen and sharpen the good leadership and management by:
- ensuring that the focus for monitoring lessons and pupils’ work is mainly
on the progress/learning that the pupils are making
- ensuring the governing body has a more accurate view about pupils’
learning and progress in lessons.
|Outcomes for individuals and groups of pupils||2|
As children leave the Early Years Foundation Stage, attainment is above the expected
levels. By the end of Key Stage 1, attainment is above average and pupils do best in
reading and mathematics, although the progress of higher-attaining pupils in writing
is not as good as that of their peers.
Pupils make good progress in lessons and their overall achievement is outstanding.
Pupils say they enjoy their lessons and that they are made to think. Outstanding
teaching in an English lesson resulted in excellent learning. The teacher made very
clear demands on the pupils which were understood by all. Collaborative work with
‘talk partners’ and effective use of information and communication technology (ICT)
meant that pupils’ diary writing became increasingly detailed, accurate and
interesting for the reader. Throughout the school, teaching assistants work extremely
well alongside pupils with special educational needs and/or disabilities and these
pupils progress well. In the better lessons, the management of pupils and the good
use of rewards fostered a calm and highly stimulating learning environment. Good
learning was seen in two Key Stage 1 mathematics lessons. Pupils knew about their
learning targets and got a real ‘buzz’ when they achieved them. In both lessons
pupils' confidence grew because of the strong expectations and sensitive support
they received. This was particularly noticeable in Year 2, where they were beginning
to use their basic number knowledge in simple problems.
Pupils behave well and this contributes to their good progress. They conduct
themselves sensibly and safely. Older pupils contribute to this through the work they
do during the school day, such as acting as ‘pals’ in the playground. They also make
a significant contribution to the wider community through fund-raising. This extends
to supporting a school in Africa and also means that this mainly monocultural
community has very good opportunities to learn about a very different culture.
These are the grades for pupils' outcomes
|Pupils' achievement and the extent to which they enjoy their learning |
Taking into account:
|The quality of pupils' learning and their progress||2|
|The quality of learning for pupils with special educational needs and/or |
disabilities and their progress
|The extent to which pupils feel safe||2|
|The extent to which pupils adopt healthy lifesty les||2|
|The extent to which pupils contribute to the school and wider community||2|
|The extent to which pupils develop workplace and other skills that will |
contribute to their future economic well-being
Taking into account:
|The extent of pupils' spiritual, moral, social and cultural development||2|
How effective is the provision?
Overall, the key strengths in teaching are: strong direction for support staff; mostly
effective marking that helps the majority of pupils to move forward in their learning
and good subject knowledge. Where teaching is stronger, teachers use assessment
effectively to provide appropriate support for the lower attainers while challenging
those of higher ability. Where teaching is not quite as strong, there are slight
inconsistencies in practice, such as pupils spending too much time listening when
they should be writing.
The effective curriculum provides pupils with a broad range of relevant experiences
which make a good contribution to pupils’ strong development and well-being. For
example, ICT is used well to enhance learning. The use and development of basic
skills in other subjects is developing. The curriculum is modified well for those that
have special educational needs and/or disabilities. Pupils appreciate the extra
activities put on by the school and outside agencies. Attendance at these sessions is
good. Currently, the school is in the process of expanding the range of activities.
Pastoral care is good and supports pupils with special educational needs and/or
disabilities. Staff work sensitively with pupils and their families to tackle any barriers
to learning they are facing. Pupils are confident that adults are on hand to help with
any problems they may have. The school liaises well with outside agencies to
promote pupils’ progress, health and well-being. Monitoring of attendance and
behaviour is rigorous. Consequently, attendance is high and behaviour is good.
Transition arrangements are effective and ensure that pupils and their parents and
carers have few worries as they progress through the school.
The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average;
and 4 is low
These are the grades for the quality of provision
|The quality of teaching |
Taking into account:
|The use of assessment to support learning||2|
|The extent to which the curr iculum meets pupils' needs, including, where |
relevant, through partnerships
|The effectiveness of care, guidance and support||2|
How effective are leadership and management?
The headteacher, senior team and members of the governing body are ambitious
and determined to move the school on further. For instance, there is a commitment
to improving pupils’ writing skills. The school improvement plan has measurable
criteria for success and also identifies those staff responsible for bringing about
improvement. The collaborative approach is appreciated by staff and parents and
carers and this means that proposed change is supported. There is an increasing
range of partnerships which enrich and enhance learning for pupils and stimulate
senior leaders’ thinking. For example, joint work with ‘cluster’ schools, some of which
are in more culturally diverse areas, and the link with a school in Kenya. Pupils’
knowledge and understanding of community cohesion is supported and promoted
well in this context. The school is also keenly aware of its local community and its
needs. The school has continued to improve well since the previous inspection, with
particular gains in pupils’ knowledge and understanding of how to be healthy.
Improved procedures for assessment have played a significant part in raising
academic standards at the end of Key Stage 2. Members of the governing body are
well-informed about the work of the school and hold the school to good account.
They demonstrate a good level of insight regarding current levels of attainment,
although they do not have a clear enough picture of the progress pupils make in
lessons. They ensure procedures to safeguard and protect pupils are good and this is
readily recognised by pupils, parents and carers. Staff are committed to promoting
equality of opportunity. Systems to monitor and ensure equality of opportunity and
tackle discrimination are successful in ensuring that students are safe and free from
These are the grades for the leadership and management
|The effectiveness of leadership and management in embedding ambit ion and |
Taking into account:
|The leadership and management of teaching and learning||2|
|The effectiveness of the governing body in challenging and support ing the |
school so that weaknesses are tackled decis ively and statutory responsibilities
|The effectiveness of the school's engagement with parents and carers||2|
|The effectiveness of partnerships in promoting learning and well-being||2|
|The effectiveness with which the school promotes equality of opportunity and |
|The effectiveness of safeguarding procedures||2|
|The effectiveness with which the school promotes community cohesion||2|
|The effectiveness with which the school deploys resources to achieve value for |
Early Years Foundation Stage
Children have a good start to their education in the Reception class. Induction
arrangements are effective and the children settle quickly to classroom routines.
Attainment on entry fluctuates year-on-year, but is generally a little above what is
typical for children of this age. By the time children leave the Reception class most
have progressed well and achieved the nationally recognised typical standards for
their age. Some go beyond this level. Children’s skills and abilities are particularly
strong in personal, social and emotional development, physical and creative learning.
Staff cater well for the range of ability in the classes. The quality of teaching is good.
Practitioners are keen to embed secure basic skills, such as the recognition of sounds
and letters. There is also an emphasis on developing collaborative and reasoning
skills. For example, in one lesson observed about Little Red Riding Hood, the children
were asked how they could make it ‘tricky’ for the wolf to get to Grandma’s house.
To maintain the children's interest, there is a good balance between activities
directed by adults and those which are chosen by the children. This enables children
to practise key skills and develops their social skills effectively.
The curriculum meets the children's needs effectively and the good outdoor area is
used well to extend learning. Children use the outdoor area extensively and
continuously even when, as happened during the inspection, the weather is poor.
There are lots of activities outside that stimulate the children in, for example, writing,
mathematics and art. Care and support for children is very strong and adults show a
good understanding of individual needs. This is all much appreciated by parents and
carers and one put it this way, ‘St Peter’s is a fantastic school and my children
thoroughly enjoy coming here’.
These are the grades for the Early Years Foundation Stage
|Overall effectiveness of the Early Years Foundation stage |
Taking into account:
|Outcomes for children in the Early Years Foundation Stage||2|
|The quality of provision in the Early Years Foundation Stage||2|
|The effectiveness of leadership and management in the Early Years Foundation |
Views of parents and carers
More than a third of parents and carers returned questionnaires. The majority of
respondents are highly supportive of the school’s work and appreciate the progress
made by their children and the school itself. They are particularly happy with: their
child’s experience of school and the good progress they make; strong teaching; the
way the school keeps their children safe; the good preparation for the future and
their children’s enjoyment of school. All of the returns agree that the school is led
and managed well. A very small minority of respondents suggest that: the school
does not deal effectively with unacceptable behaviour; their child’s particular needs
are not met and not enough progress is being made and they would like more out-
of-school activities. Inspectors raised these issues with the school without
compromising the confidentiality of the respondents. Inspection evidence shows that
the school does much to address these issues although inspectors found that there is
a need to raise standards for the higher-attaining pupils in writing.
Responses from parents and carers to Ofsted's
Ofsted invited all the registered parents and carers of pupils registered at St Peter's Smithills Dean
CofE Primary School to complete a questionnaire about their views of the school.
In the questionnaire, parents and carers were asked to record how strongly they agreed with 13
statements about the school.
The inspection team received 88 completed questionnaires by the end of the on-site inspection. In
total, there are 210 pupils registered at the school.
The table above summarises the responses that parents and carers made to each statement. The
percentages indicate the proportion of parents and carers giving that response out of the total number
of completed questionnaires. Where one or more parents and carers chose not to answer a particular
question, the percentages will not add up to 100%.
|My child enjoys school||63||72||25||28||0||0||0||0|
|The school keeps my child |
|The school informs me |
about my child's progress
|My child is making enough |
progress at this school
|The teaching is good at |
|The school helps me to |
support my child's learning
|The school helps my child |
to have a healthy lifestyle
|The school makes sure that |
my child is well prepared
for the future (for example
changing year group,
changing school, and for
children who are finishing
school, entering further or
higher education, or
|The school meets my |
child's particular needs
|The school deals effectively |
|The school takes account |
of my suggestions and
|The school is led and |
|Overall, I am happy with |
my child's experience at
What inspection judgements mean
|Grade 1||Outstanding||These features are highly effective. An outstanding |
school provides exceptionally well for all its pupils'
|Grade 2||Good||These are very positive features of a school. A school |
that is good is serving its pupils well.
|Grade 3||Satisfactory||These features are of reasonable quality. A |
satisfactory school is providing adequately for its
|Grade 4||Inadequate||These features are not of an acceptable standard. An |
inadequate school needs to make significant
improvement in order to meet the needs of its pupils.
Ofsted inspectors will make further visits until it
Overall effectiveness of schools
|Overall effectiveness judgement (percentage of schools)|
|Type of |
|Pupil referral |
New school inspection arrangements were introduced on 1 September 2009. This means that
inspectors now make some additional judgements that were not made previously.
The data in the table above is for the period 1 September 2010 to 08 April 2011 and are consistent
with the latest published official statistics about maintained school inspection outcomes (see
The sample of schools inspected during 2010/11 was not representative of all schools nationally, as
weaker schools are inspected more frequently than good or outstanding schools.
Percentages are rounded and do not always add exactly to 100. Sixth form figures reflect the
judgements made for the overall effectiveness of the sixth form in secondary schools, special schools
and pupil referral units.
Common terminology used by inspectors
|Achievement:||the progress and success of a pupil in their |
learning, development or training.
|Attainment:||the standard of the pupils' work shown by test |
and examination results and in lessons.
|Capacity to improve:||the proven ability of the school to continue |
improving. Inspectors base this judgement on
what the school has accomplished so far and on
the quality of its systems to maintain
|Leadership and management:||the contribution of all the staff with |
responsibilities, not just the headteacher, to
identifying priorities, directing and motivating staff
and running the school.
|Learning:||how well pupils acquire knowledge, develop their |
understanding, learn and practise skills and are
developing their competence as learners.
|Overall effectiveness:||inspectors form a judgement on a school's overall |
effectiveness based on the findings from their
inspection of the school. The following
judgements, in particular, influence what the
overall effectiveness judgement will be.
The school's capacity for sustained
Outcomes for individuals and groups of
The quality of teaching.
The extent to which the curriculum meets
The effectiveness of care, guidance and
pupils' needs, including, where relevant,
|Progress:||the rate at which pupils are learning in lessons |
and over longer periods of time. It is often
measured by comparing the pupils' attainment at
the end of a key stage with their attainment when
This letter is provided for the school, parents and carers to share with their
children. It describes Ofsted's main findings from the inspection of their
19 October 2011
Inspection of St Peter's Smithills Dean CofE Primary School, Bolton, BL1
On behalf of the inspection team may I thank you very much for the help, courtesy
and kindness that you showed us when we recently came to look at the work of your
school. We found lots of interesting things going on in your good school.
Here are some of the things that we judged to be particularly good:
- in the Reception class, you get a good start to your learning
- you make good progress in your work and your overall attainment is high
- your behaviour is good, attendance is high and you show mature attitudes to
school and work
- you make a good contribution to day-to-day life in the school through the
school council, for instance, and the pupils who take on roles at lunchtime
- you also make a valuable contribution to the local community and, pleasingly,
far away in the Mamole School in Kenya
- teaching is good and the staff support you well and this means that you
thoroughly enjoy school
- the headteacher, staff and the governing body are always striving for ways to
make improvements so that school can be an even better place for you.
We have asked the school to:
- provide more opportunities for you to write and to set you more demanding
- mark your work and give you a clear picture of the targets you have met and
what you need to do to improve your work.
We have also asked those who help lead the school to be even more vigilant when
checking on your learning and progress, particularly when you are in lessons. It was
a real pleasure to visit your school. Keep on working hard at your learning and, most
importantly, keep on enjoying it.