St William's Catholic Primary School
phone: 01942 235782
headteacher: Mrs Emily Ellis
210 pupils capacity: 117% full
125 boys 51%
120 girls 49%
Last updated: June 18, 2014
Primary — Voluntary Aided School
- Education phase
- Religious character
- Roman Catholic
- Establishment type
- Voluntary Aided School
- Establishment #
- OSGB coordinates
- Easting: 359892, Northing: 405124
- GPS coordinates
- Latitude: 53.541, Longitude: -2.6067
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Nov. 13, 2013
- Archdiocese of Liverpool
- Region › Const. › Ward
- North West › Wigan › Ince
- Urban > 10k - less sparse
- Free school meals %
- 0.1 miles Ince CofE Primary School WN22AL (429 pupils)
- 0.4 miles Rose Bridge High School WN13HD (618 pupils)
- 0.5 miles St Catharine's CofE Primary School WN13LP (187 pupils)
- 0.6 miles Britannia Bridge Primary School WN34JH (247 pupils)
- 0.6 miles St Patrick's Catholic Primary School WN13RZ (340 pupils)
- 0.7 miles Belle Green CofE Junior and Infant School WN22EY
- 0.9 miles Douglas Valley Nursery School WN13SU (88 pupils)
- 0.9 miles Ince St Mary's CofE Primary School WN34TJ (214 pupils)
- 1 mile St Stephen's CofE Primary School WN13UR
- 1 mile St Peter's CofE Primary School WN23HY (288 pupils)
- 1 mile St Benedict's Catholic Primary School Hindley WN23DG (208 pupils)
- 1 mile St Benedict's RC Infant School WN23DG
- 1 mile Whelley Middle School WN13XX
- 1 mile Cardinal Newman RC School WN23DH
- 1.1 mile Mab's Cross Primary School WN11XL (455 pupils)
- 1.1 mile St Mary and St John Catholic Primary School WN11XL (210 pupils)
- 1.1 mile Holy Family Catholic Primary School, New Springs, Wigan WN21EL (135 pupils)
- 1.1 mile Kingsway School WN12AA
- 1.1 mile Canon Sharples Church of England Primary School and Nursery WN21BP (374 pupils)
- 1.1 mile Rathbone Training Wigan WN34HW
- 1.1 mile The Beechwood Centre WN11UR
- 1.2 mile Aspull New Springs Infant School WN21EX
- 1.2 mile Low Hall Community Primary School WN23TH
- 1.2 mile St John the Baptist Junior School WN21DH
St William's Catholic Primary
Ince Green Lane, Ince-in-Makerfield, Ince, Wigan, Lancashire, WN2 2DG
|Inspection dates||13–14 November 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’ achievement in all subjects has rapidly |
Pupils of all abilities make good and often
Children make good progress from their low
Teaching is consistently good with some
improved since the last inspection and is now
better progress from their starting points.
Progress is consistently good across the
starting points in the Early Years Foundation
instances of outstanding practice. Lessons are
interesting and well matched to the pupils’
| The behaviour of pupils in lessons and around |
Since the previous inspection, the headteacher
Governors are very involved in the life of the
the school is good. Pupils have positive
attitudes to their work and are keen to learn.
There is a very warm and caring atmosphere in
school. Pupils are well cared for and feel safe.
has brought about significant improvements.
All staff share her determination to achieve the
best possible outcomes for all pupils. As a
result, teaching is improving and pupils are
making more rapid progress.
school. They provide appropriate challenge to
make sure the school continues to improve.
| There is not yet enough outstanding |
teaching. Occasionally, adults over direct
| Pupils do not always move on to do |
independent work quickly enough in lessons.
Information about this inspection
- Inspectors observed 17 lessons and parts of lessons taught by eight teachers. An observation
was undertaken jointly with the headteacher.
- Inspectors listened to pupils read and looked at pupils’ exercise books.
- Discussions were held with representatives of the governing body, a representative of the local
authority, senior leaders, and managers responsible for leading specific subjects and other staff
- Inspectors looked at the school’s documentation to help gain an accurate view of its
performance, safeguarding policies, school development plans, minutes of governing body
meetings, local authority reports, behavioural records and displays around the school.
- Inspectors looked at a wide range of information on how the school checks the progress of the
different groups of pupils.
- There were insufficient responses to Parent View (the online questionnaire) to consider.
Inspectors had conversations with parents and looked at the responses to the parental
questionnaire sent out by the school.
- Inspectors analysed 18 questionnaires completed by staff.
|Desmond Stubbs, Lead inspector||Additional Inspector|
|Barbara Martin||Additional Inspector|
Information about this school
- This is an average-sized primary school.
- Most pupils are from White British backgrounds and speak English as their first language.
- The proportion of disabled pupils and those supported through school action, school action plus
or with a statement of special educational needs is average.
- The proportion of pupils known to be eligible for the pupil premium is above the national
average. The pupil premium is additional funding for those pupils who are known to be eligible
for free school meals, children from service families and those children who are looked after by
the local authority.
- The school meets the government’s current floor standards, which set the minimum expectations
for pupils’ attainment and progress in English and mathematics.
What does the school need to do to improve further?
- Increase the proportion of outstanding teaching by:
ensuring that there is less over-direction in lessons, in order for pupils to become more
independent in their learning
ensuring that when explanations are finished pupils move on quickly to independent work.
|The achievement of pupils||is good|
- Children enter the Early Years Foundation Stage with skills, knowledge and understanding well
below that typical for this age. From these low starting points, pupils now make good progress
across the school to leave Year 6 with standards of attainment above those seen nationally.
- In the 2013 Key Stage 2 tests, all pupils made the progress expected of them in all subjects and
the proportion making more than the expected progress is high compared to schools nationally.
This shows a rapid improvement from previous years.
- Pupils make good progress in Key Stage 1; standards have risen in the past two years and are
now broadly in line with the national average. Pupils make consistently good progress and
particularly strong teaching in Years 5 and 6 has led to pupils now leaving school extremely well
prepared for the next stage of their education.
- Achievement is now equally strong in all subjects. This is due to improvements in teaching and a
result of the curriculum being carefully planned to give pupils many opportunities to practise
their basic skills. This was particularly evident in the examples of longer pieces of writing in the
pupils’ learning journals.
- Pupils now make more rapid progress in writing. There are many excellent opportunities for
pupils to build their vocabulary, such as in a Year 1 lesson where pupils made outstanding
progress in their writing having acted out the story of ‘The Gingerbread Man’.
- The achievement of disabled pupils and those with special educational needs is good. These
pupils make good progress from their starting points and they reach standards that are above
similar pupils nationally.
- The pupil premium funding is used very well and results in the pupils, who are entitled to it,
making the same good progress as the rest of the school. Test results at the end of Key Stage 2
show that pupils known to be eligible for free school meals do better than similar pupils
nationally, but that their attainment is a term and a half behind that of other pupils in the school
in English and mathematics. However, the school is continuing to narrow this gap through the
use of well-targeted support.
- The most-able pupils achieve well. They make good progress throughout the school and in all
subjects but particularly in mathematics, where the proportion of pupils reaching the higher level
is well above average.
- Senior leaders ensure that equal opportunities are promoted well in the school, particularly in
relation to the different groups of pupils in the school. The school has effective systems in place
to track both the progress of individuals and groups of pupils. Support is quickly provided to
pupils who might be falling behind.
|The quality of teaching||is good|
- Senior leaders have been relentless in bringing about improvements in the quality of teaching
through a strong programme of support and training. As a result, the quality of teaching has
much improved since the last inspection. It is now consistently good with evidence of some
- In the Early Years Foundation Stage, teachers plan exciting activities which are based on an
accurate understanding of the children’s abilities. The children are enthusiastic about their
learning and are keen to share their experiences with visitors. There have been significant
improvements in the teaching of the youngest children since the last inspection and it is now
- Relationships in class are very positive and this is a strength throughout the school. Teachers
have high expectations of pupils in all subjects. This is appreciated by all pupils; one pupil
commented ‘teachers push us to do our best.’
- Teachers’ subject knowledge in both English and mathematics is excellent and this enables them
to plan lessons which are carefully matched to pupils’ different needs. The impact of this has
been a rapid improvement in achievement in the past two years.
- Teachers provide pupils with excellent equipment to help them learn more effectively and make
their learning interesting. Laptops are also well used to give pupils’ opportunities to practise and
extend their basic skills.
- All teachers are highly skilled at engaging pupils with interesting problems and challenges in
both English and mathematics lessons. An example of this is when younger pupils made
outstanding progress in mathematics when using their knowledge of fractions to prepare for a
- Some teachers, however, spend too long introducing lessons before pupils can work on their
own and this slows the progress of some pupils. Most-able pupils explained that in mathematics
they are often ready to get on with their work sooner than they do.
- In a small number of lessons both teachers and teaching assistants over direct learning, limiting
opportunities for pupils to work on their own or with a partner and to work out things for
- Marking of writing is excellent. It clearly informs pupils how well they have done and what they
need to do to improve. In mathematics, ‘fix it’ time allows pupils to look at their mistakes and
check how they can improve.
- The presentation in all exercise books but in particular the ‘Learning Journals’ is excellent. The
pupils are very proud of these and are very keen to share their work with visitors. Pupils’
handwriting has significantly improved since the last inspection.
|The behaviour and safety of pupils||are good|
- School is a very calm and orderly place. The behaviour of pupils is very good and their attitudes
towards their learning are generally good and in some lessons outstanding. Pupils listen
carefully, try their best and work well both independently and with a partner.
- The school’s behaviour records show that around the school, on the playground and in the
dining hall behaviour is good and the incidents recorded are only minor.
- Lesson observations showed that teachers manage pupils’ behaviour consistently well.
- Pupils cooperate well with each other during the times they have to discuss their work with their
peers. This has a very good effect on their social and their language development.
- Pupils say that they feel safe and that incidents of bullying are rare. They have a good
understanding of the different types of bullying. Pupils also have an excellent understanding of
how to stay safe in different situations and they are knowledgeable about internet safety.
- Although attendance is below average, the school has been working successfully to ensure
regular attendance. It has improved considerable since the last inspection and is continuing to
|The leadership and management||are good|
- The headteacher has made a significant difference to the school by building a staff team who
are wholly committed to improving the quality of teaching. As a result, teaching is now
consistently good, the achievement of pupils is rapidly improving and the school has the capacity
to improve further.
- Since the last inspection achievement, teaching, behaviour, the curriculum, the Early Years
Foundation Stage and attendance have all improved markedly.
- Middle leaders are also very effective. They are outstanding teachers who readily share their
practice with colleagues. They have a sound knowledge of their subject areas and how teaching
and learning can be improved further.
- Rigorous systems to check the quality of teaching are in place. Feedback to teachers is very
clear. Training and support is intensive where required and has had a clear impact on the quality
- Performance management is robust and closely linked to pupils’ progress, the school’s main
priorities and the career stage of teachers.
- The curriculum is much improved and promotes pupils’ spiritual, moral, social and cultural
education very well. It has a strong focus on the development of basic skills and there are many
opportunities for pupils to write longer pieces in their learning journals. Pupils are very
enthusiastic about the curriculum, their educational visits and the many opportunities they have
to take part in clubs and activities during and after the school day.
- The Primary School Sport funding has been effectively used to improve the skills of all staff thus
ensuring sustainability. There are increased opportunities to take part in sport and to compete
against other schools, which has led to pupils’ greater participation.
- There are effective links with parents and this is having an impact on attendance. Parents are
very positive about all aspects of school life.
- The local authority brokers support for the school through a local consortium of schools, such as
a review of the quality of teaching. It also provides support for senior leaders each term. The
consortium also provides excellent opportunities for the school to improve the quality of teaching
by, for example, checking their assessments of writing with other schools.
- The school’s arrangements for safeguarding and child protection meet statutory requirements.
- The governance of the school:
Governors know the school very well. They are regular visitors to the school and have close
links with a class and the teacher. They receive high quality information from the headteacher,
which enables them to be well informed and challenge senior leaders further. This also
enables them to understand where teaching and achievement need to improve. They
understand that pay and promotion are linked to teachers’ performance and they have worked
closely with the headteacher to eradicate previous weak teaching. They ensure an efficient
management of financial resources and they have used the pupil premium funding effectively
to make a significant impact on the attainment of eligible pupils. They regularly attend training
provided by the local authority.
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||106497|
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||223|
|Appropriate authority||The governing body|
|Date of previous school inspection||14 February 2012|
|Telephone number||01942 235782|
|Fax number||01942 824185|