St Stephen and All Martyrs' CofE School, Lever Bridge
phone: 01204 333155
headteacher: Mr Michael Cummins
210 pupils capacity: 99% full
90 boys 43%
115 girls 55%
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: 373195, Northing: 408453
- GPS coordinates
- Latitude: 53.572, Longitude: -2.4062
- Accepting pupils
- 5—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Feb. 20, 2013
- Diocese of Manchester
- Region › Const. › Ward
- North West › Bolton North East › Tonge with the Haulgh
- Urban > 10k - less sparse
- Investor in People
- Committed IiP Status
- Free school meals %
- 0.7 miles Bolton Parish Church CofE Primary School BL22AN (234 pupils)
- 0.7 miles Bolton Community BL21ER
- 0.8 miles St Michael's CofE Primary School, Great Lever BL32PL (419 pupils)
- 0.8 miles St Osmund's RC Primary School, Breightmet, Bolton BL26EL
- 0.8 miles Lord's Independent School BL21BR (28 pupils)
- 0.8 miles Leverhulme Community Primary School BL26EE (426 pupils)
- 0.9 miles Moorgate Primary School BL22RH (290 pupils)
- 0.9 miles Roscow Fold Primary School BL25DX
- 0.9 miles Crompton Fold Primary School BL26EG
- 0.9 miles Re-Intergration Unit BL11LN
- 0.9 miles Youth Challenge Pru BL36AB (55 pupils)
- 0.9 miles Forwards Centre BL25DX (20 pupils)
- 0.9 miles Short Term Reintergration PRU BL11LN
- 0.9 miles Bolton Islamic Girls School BL32AW (21 pupils)
- 1 mile The Moss Primary School BL26NW
- 1 mile St Simon and Jude CofE Primary School, Bolton BL32DT
- 1 mile St Osmund and Andrew's RC Primary School BL26NW (402 pupils)
- 1 mile The Moss BL26NW
- 1 mile Ss Simon & Jude CofE Primary School, Bolton BL32DT (420 pupils)
- 1.1 mile Tonge Moor Primary School BL22PF (331 pupils)
- 1.1 mile St Peter and St Paul RC Primary School BL36HP (244 pupils)
- 1.1 mile St Andrew's RC Primary School, Breightmet, Bolton BL25LF
- 1.2 mile The Young Mums Unit BL36HU (3 pupils)
- 1.2 mile Clarendon Primary School BL36SN (474 pupils)
St Stephen and All Martyrs'
Radcliffe Road, Bolton, Lancashire, BL2 1NZ
|Inspection dates||20–21 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
| In the large majority of lessons teaching is |
Given their starting points, almost all pupils
This is a school that meets the needs of all its
Pupils are polite and well-mannered to each
good and some is outstanding. This is having
a positive impact on the attainment and
progress of pupils.
make good progress throughout the school,
particularly in reading and writing.
pupils very well and where every pupil is
equally valued. Pupils say they feel safe and
very well cared for in school.
other and to adults. The behaviour of pupils
and their attitudes to learning are good.
| The curriculum is well planned and has a |
The quality of leadership and management
positive impact on pupils’ achievement and
personal development. This prepares them well
for the next stage of their education and also
effectively supports their spiritual, moral, social
and cultural development.
from senior leaders and the governing body is
good. There is a clear focus on the continued
improvement of teaching and raising pupils’
| A small minority of teaching requires |
Teachers’ marking of pupils’ work does not
improvement and not enough teaching is
always help pupils to learn well. Teachers do
not always ensure that pupils have
opportunities to respond to their written
| In a few lessons, teaching assistants are not |
Not all pupils actively take part in opportunities
Teachers do not always ensure that all pupils
used well enough to enable pupils to learn
to develop their speaking and listening
learn quickly enough.
Information about this inspection
- Inspectors observed 15 lessons taught by nine teachers. Three lessons were observed jointly
with the headteacher.
- Inspectors looked closely at the school’s work, including the school’s analysis of how well it is
doing and its improvement plan, the school’s data on pupils’ progress and pupils’ work,
documents relating to behaviour and safeguarding and minutes of meetings of the governing
- Meetings were held with two groups of pupils, staff, two members of the governing body and a
representative of the local authority.
- Inspectors took account of the 35 responses from parents recorded in the on-line questionnaire
(Parent View), together with the 67 responses to the parents’ questionnaire carried out by the
school in July 2012 and informal conversations with some parents.
|Alan Parkinson, Lead inspector||Additional Inspector|
|Peter Jones||Additional Inspector|
Information about this school
- St Stephen and All Martyrs’ is a smaller than average-sized primary school.
- The proportion of pupils eligible for the pupil premium is above the national average. The pupil
premium is the additional funding provided for children in local authority care, known to be
eligible for free school meals and the children of forces’ families.
- The proportions of pupils from minority ethnic backgrounds and those who speak English as an
additional language have increased over recent years and are slightly below the national
- The proportion of disabled pupils and those who have special educational needs supported
through school action is below average. The proportion of those supported through school action
plus or with a statement of special educational needs is slightly above average.
- The school has met the government’s current floor standard, which sets the minimum
expectations for pupils’ attainment and progress.
- The school provides a before-school and after-school childcare club for some pupils from the
school. It is managed by the school’s governing body.
- Since the previous inspection, the school has achieved the Leading Parent Partnership Award
and Healthy Schools status.
What does the school need to do to improve further?
- Improve the quality of teaching so that it is at least consistently good and increase the
proportion of outstanding lessons to raise further pupils’ achievement, particularly in English and
ensuring that the marking of pupils’ work by teachers is consistently used to provide clear
guidance on what pupils need to do to improve and that opportunities are always provided for
pupils to respond to teachers written comments
ensuring that the knowledge and skills of the teaching assistants is always used to actively
support all groups of pupils so that they learn more quickly
ensuring that all pupils take part in opportunities for speaking and listening in lessons
providing opportunities for pupils to learn independently, or with support, according to their
needs and abilities.
|The achievement of pupils||is good|
- Children join the Early Years Foundation Stage with skills and abilities that are below those
expected for their age and well below in communication, language and literacy, and in
numeracy. The good teaching in reception enables children to make good progress. By the end
of reception, the vast majority of children have developed skills that are typically expected for
their age across all areas of learning with a few children achieving above those typically
- At Key Stage 1, pupils make good progress and in 2012, the unvalidated results show that
attainment was above national averages in reading, writing and mathematics.
- Between Years 3 and 6, pupils continue to make good progress. In 2012, by the end of Year 6,
pupils’ progress in mathematics was below that in English. However, recent actions taken by the
school to focus on developing pupils’ mathematics skills is having a positive impact. As a result,
pupils’ attainment and rates of progress in mathematics have begun to improve.
- Pupils’ average point scores at the end of Year 6 have risen steadily over the last three years in
both English and mathematics. By the end of Year 6 in 2012, pupils’ attainment in both English
and mathematics are broadly average.
- There is a clear emphasis on reading development throughout the school. The whole-school
reading programme is having a positive impact on developing pupils’ reading skills and as a
result, is successfully raising pupils’ attainment in reading in all key stages.
- There are no significant variations between the achievement of different groups of pupils over
time. Pupils at risk of falling behind in their learning are quickly identified and additional support
is provided, such as one-to-one or small group work provided for pupils eligible for the pupil
premium funding. Disabled pupils and those who have special educational needs, and those who
are eligible for pupil premium funding make similar, and sometimes better, progress than their
- In 2012, the average point scores for pupils eligible for free school meals was above the national
average in reading, writing and mathematics. As a result, the gaps between those pupils and
those not eligible for free school meals are closing.
- The few pupils who speak English as an additional language and those from minority ethnic
backgrounds receive effective additional support. This has enabled them to develop their
knowledge of letters and the sounds they make and improve their reading, writing and
numeracy skills well.
|The quality of teaching||is good|
- In the Early Years Foundation Stage there is a clear focus on improving basic communication
and numeracy skills. As a result of good teaching, children make good progress. Teachers use
the outside provision and structured play to support learning well. This provides children with
exciting activities that stimulate them so they are attentive and enjoy learning.
- 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 demonstrate good subject knowledge, lessons are well planned
and activities and resources are used that match the needs of individual and groups of pupils
well. Teachers question pupils effectively to challenge them and check their understanding.
- In a small minority of lessons, teachers do not always pick up quickly enough where learning is
too slow and as a result, pupils do not always get enough chances to show they can get on with
their work and learn on their own or get the support they need to achieve well.
- The whole-school reading programme is very effective and is accelerating the development of
pupils’ literacy skills across all stages. Pupils read a wide range of fiction and non-fiction books,
which support learning across the curriculum. They make good use of their phonic skills (linking
letters to the sounds that they make) to help them read difficult words. Phonic sessions are well
organised with tasks that match pupils’ needs. This enables pupils to make at least good
- In some lessons, some pupils do not always take part in speaking and listening activities. As a
result, they do not develop their speaking and listening skills well enough and their learning
- Teachers provide generally good feedback through their marking of pupils’ work but it is not
consistent across all subject areas. Teachers do not always provide clear information on what
pupils need to do to improve. In addition, teachers’ comments are not always followed up by
pupils because they do not have sufficient opportunities to do their corrections or to complete
- In the majority of lessons, teaching assistants are used well and make a significant contribution
to the learning of different groups of pupils, particularly for less-able pupils, disabled pupils or
those with special educational needs and those identified by the school for additional support. In
these lessons pupils’ develop their skills and make progress that is consistent with all other
pupils. However, in a few lessons, the use of teaching assistants is less effective because their
role is more passive and so some pupils do not learn quickly enough.
|The behaviour and safety of pupils||are good|
- Pupils’ attitudes to learning are good. Pupils say they enjoy their lessons and are taught and
learn well. This view is supported by the vast majority of parents.
- Pupils are polite and well mannered. The relationships between pupils of all abilities and
backgrounds and between pupils and adults are very good. Pupils report that bullying is rare and
any instances are quickly resolved. They learn about and are fully aware of the different forms of
bullying. For example, Year 4 pupils spent a day working with an actor on an anti-bullying play
called ‘No Laughing Matter’. The class then performed the play, very effectively, to the rest of
the school and to several parents at the end of the day. This gave a very clear message about
behaviour and anti-bullying that was very much appreciated by both pupils and adults.
- Pupils say they feel safe because they are well cared for by teachers and other adults. Pupils
learn about keeping themselves safe. For example, ‘Connect with Respect’ tells them how to use
the internet safely, and they learn how to keep themselves fit and healthy.
- Effective partnerships with parents and external agencies ensure that pupils who display any
cause for concern are identified early and this ensures that appropriate support is provided. The
school’s support for pupils whose circumstances make them potentially more vulnerable is very
effective. The pastoral system is a strength of the school and ensures that pupils are well cared
- The responses to Parent View and to the parental survey carried out by the school are very
positive. The vast majority of parents agree that pupils behave well in school that their children
are well-cared for, are not bullied and feel safe at school.
- The school’s provision of before-school and after-school childcare club is good. These sessions,
in a caring and secure setting, offer a range of activities enjoyed by the pupils.
- The school provides opportunities for pupils to develop as responsible individuals. For example,
raising money for charities, such as Red Nose Day, Comic Relief and Children in Need. Some
pupils take on positions of responsibility such as sports captains, house captains, members of
the school council and as eco-cops. The school has taken part in a litter-pick in Bolton and the
school choir has sung at local old people’s homes.
- Attendance has recently improved and is now in line with the national average.
|The leadership and management||are good|
- The headteacher, senior leaders and the governing body know the school well. They have
accurately identified the school’s strengths and areas for further development. There is rightly a
strong focus on raising standards further by improving the quality of teaching, which is its main
- Regular observations of lessons and systems to check and improve the quality of teaching and
learning are effective and provide teachers with accurate feedback on their performance. This
information is used well by the headteacher in order to provide a relevant programme of staff
training, and to advise the governing body about teachers’ pay awards.
- The school’s systems for checking pupils’ progress are good. Pupils at risk of falling behind in
their learning are quickly identified and additional support is provided. This shows the school’s
commitment to offering equal opportunity for all its pupils.
- The curriculum is well planned so that it meets pupils’ interests well. The school provides pupils
with a variety of activities to enrich pupils’ experiences, such as the Year 6 trip to Cadbury’s
World as part of pupils’ topic work, and to Alton Towers as part of a their fairground topic. These
activities also help them to extend their range of academic and social skills and contributes
significantly to their spiritual, moral, social and cultural development.
- Safeguarding procedures and policies meet statutory requirements. The school has effective
procedures in place to protect pupils, especially those pupils whose circumstances make them
most vulnerable. This is strengthened by the effective partnership and support from the local
- The school has benefitted from the local authority’s effective and valuable advice and support in
improving its performance, particularly to improve teaching and learning.
- The governance of the school:
The governing body knows the school well because of the information they receive and from
regular visits to the school. The governing body know the strengths of the school and has an
accurate understanding of what needs to be done to improve the school further. The
governing body monitor the quality of teaching and use performance management to set
appropriate and challenging targets. They have a good understanding of the school’s finances.
This includes allocating the pupil premium funding to provide one-to-one support and to
improve the reading and mathematical skills of pupils who are at risk of falling behind.
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||105217|
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||210|
|Appropriate authority||The governing body|
|Date of previous school inspection||29 March 2011|
|Telephone number||01204 333155|
|Fax number||01204 333156|