Weston Point Community Primary School
phone: 01928 574593
headteacher: Miss Noreen Curphey
140 pupils capacity: 101% full
65 boys 46%
75 girls 53%
Last updated: June 19, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 350334, Northing: 381295
- GPS coordinates
- Latitude: 53.326, Longitude: -2.7471
- Accepting pupils
- 4—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Jan. 30, 2013
- Region › Const. › Ward
- North West › Halton › Heath
- Urban > 10k - less sparse
- SEN priorities
- BESD - Behaviour, Emotional and Social Difficulty
- Special classes
- Has Special Classes
- Free school meals %
- 0.6 miles Weston Primary School WA74RA (127 pupils)
- 0.6 miles Westfield County Infants' School WA74SH
- 0.6 miles Weston Point College WA74UN (18 pupils)
- 0.7 miles Westfield Primary School WA74TR (157 pupils)
- 0.7 miles St Clement's Catholic Primary School WA74NX (204 pupils)
- 0.7 miles Westfield County Junior School WA74TR
- 0.7 miles Fair Holme WA74NN
- 0.8 miles Pewithall Primary School WA74XQ (210 pupils)
- 0.9 miles Victoria Road Primary School WA75BN (212 pupils)
- 0.9 miles The Heath School WA74SY
- 0.9 miles The Heath School WA74SY (1079 pupils)
- 1 mile Hope Corner Academy WA74TD (5 pupils)
- 1.2 mile Cavendish High School WA74YX (83 pupils)
- 1.2 mile Cavendish High School WA74YX
- 1.3 mile Halton Lodge Primary School WA75LU (205 pupils)
- 1.3 mile Runcorn All Saints CofE Primary School WA71LD (93 pupils)
- 1.3 mile Halton Lodge County Junior School WA75LU
- 1.3 mile Halton Lodge County Infant School WA75LU
- 1.4 mile Grange Nursery School WA75XB
- 1.4 mile The Grange Infant School WA75XB
- 1.4 mile The Grange Junior School WA75DX
- 1.5 mile St Edward's Catholic Primary School WA71RZ (120 pupils)
- 1.5 mile The Grange School WA75DX (1130 pupils)
- 1.5 mile St Chad's Catholic High School WA75YH
Weston Point Community
Castner Avenue, Weston Point, Runcorn, Cheshire, WA7 4EQ
|Inspection dates||30–31 January 2013|
|Overall effectiveness||This inspection:||Outstanding||1|
|Achievement of pupils||Outstanding||1|
|Quality of teaching||Outstanding||1|
|Behaviour and safety of pupils||Outstanding||1|
|Leadership and management||Outstanding||1|
Summary of key findings for parents and pupils
This is an outstanding school.
| The school has improved continuously since |
Pupils make exceptional progress from low,
Outstanding teaching and an exciting
Pupils with special educational needs,
the previous inspection because of strong and
very effective leadership.
and sometimes very low, starting points.
They consistently do very well as they move
up through the school and reach above-
average standards by the time they leave in
curriculum motivate and inspire all learners to
do their best. Activities in lessons are
carefully matched to the needs of all pupils
across the ability range. This means that
pupils are very well supported to become
including those in the resourced places and
those who qualify for the pupil premium,
make more than the progress expected of
them because of the excellent support they
| Pupils are very well cared for and are known |
Behaviour is excellent. Pupils are happy and
The headteacher is an inspirational leader. She
Parents have great confidence in the school
and valued as individuals by all staff in this
‘family’ school. Those who join the school other
than at the normal times settle in exceptionally
well and make excellent progress.
enjoy school. They are extremely polite and
respectful towards each other and the adults
who teach and care for them. Their attendance
is above average.
is ably supported by the assistant headteacher,
by knowledgeable governors and by staff at all
levels. Everyone shares her determination to
achieve the best for every pupil.
and its leaders and staff. They say that their
children are happy, well taught and safe.
|Inspection report:||Weston Point Community Primary School, 30–31 January 2013||2 of 9|
Information about this inspection
- Inspectors visited 14 lessons and made a number of short visits to classrooms to observe
teaching and learning. Observations included a number of visits to the school’s resource base for
pupils with emotional and behavioural difficulties.
- Inspectors listened to pupils read and observed the teaching of early reading skills in the school.
The inspectors also looked at examples of pupils’ work.
- A meeting was held with a group of pupils and inspectors spoke to pupils about their work.
- Inspectors met a group of parents, three members of the governing body, a representative of
the local authority and members of staff.
- In the course of the inspection, inspectors took account of nine responses to the online
questionnaire (Parent View), a letter and an email from parents, the school’s analysis of
questionnaires completed by parents and 15 staff questionnaires.
- Inspectors observed the school’s work and looked at a number of documents, including
safeguarding documents, a summary of the school’s self-evaluation, long-term plans and the
school’s analysis of current data.
|Lyn Pender, Lead inspector||Additional Inspector|
|David Halford||Additional Inspector|
|Inspection report:||Weston Point Community Primary School, 30–31 January 2013||3 of 9|
Information about this school
- The school is smaller in size than most other primary schools.
- Most pupils are White British. Currently, no pupils are at an early stage of speaking English.
- A high proportion of pupils join and leave the school other than at the usual times, usually in Key
- A well-above-average proportion of pupils are supported at school action. The proportion of
pupils supported at school action plus or with a statement of special educational needs is above
- The local authority provides seven additionally resourced places in the school for pupils from
across the local authority area who have emotional and behavioural difficulties.
- The proportion of pupils known to be eligible for the pupil premium funding is high when
compared to the national average.
- The school meets the government’s current floor standards which set the minimum expectations
for pupils’ attainment and progress.
- The headteacher provides support for fellow headteachers who are new to the local authority.
- The school is amongst the top-performing primary schools in the country.
- The school holds the Eco School Award.
What does the school need to do to improve further?
- Improve the provision for outdoor learning for Reception class pupils by providing:
a wider range of outdoor activities that are clearly linked to the new Early Years Foundation
more regular opportunities for children to use the outdoor space for their learning.
|Inspection report:||Weston Point Community Primary School, 30–31 January 2013||4 of 9|
|The achievement of pupils||is outstanding|
- Pupils’ achievement has risen continuously over recent years and is now outstanding.
- Most children join the Early Years Foundation Stage with skill levels typically below those
expected for their age, especially in communication skills and language development. Children
settle quickly and they progress very well because of good teaching.
- Pupils enter Year 1 with skill levels close to those expected for their age. They make brisk
progress in reading, writing and mathematics throughout Key Stage 1 and reach above-average
levels of attainment by the end of Year 2.
- By the end of Key Stage 2 standards of attainment are well above average. In Year 6 in 2012 all
pupils reached at least the expected level in both English and mathematics and many did even
better than this, reaching the higher levels in both subjects.
- Pupils who join the school other than at the normal times, including those who attend the
resource base who often arrive in Year 5 or Year 6, achieve extremely well. The gap between
these pupils and those who have been in the school since the Reception class closes as they
move up through the school and they make excellent progress given their starting points.
- Throughout the school, disabled pupils and those with special educational needs make excellent
progress as a result of excellent teaching. Pupil premium funding is used well to provide extra
help; eligible pupils reach higher standards than similar pupils nationally and make the same
excellent progress as others in the school.
- Pupils’ books show that they apply themselves very well in lessons. Inspectors saw pupils
working well together with a partner or in small groups. These opportunities enable pupils to
develop their spoken communication skills very effectively. As a result, they become increasingly
articulate learners as they move up the school. Pupils are eager to contribute their points of view
in lessons and to staff and visitors around school.
- Early reading skills are developed well through excellent teaching of letters and the sounds they
make. By the end of Year 2 and Year 6 pupils’ attainment in reading is above the national
- Parents’ responses to Parent View and their comments when meeting inspectors indicate that
they are very pleased with their children’s achievement in school.
|The quality of teaching||is outstanding|
- Leaders’ relentless focus on improving this aspect of the school's work has moved the quality of
teaching since the previous inspection from good to outstanding.
- Typical features of the excellent teaching seen during the inspection include:
very-well-planned lessons providing pupils with activities that capture their imagination and
move learning along briskly
teachers who know pupils well, take account of learning from previous lessons and check
regularly how well pupils are doing
effective questioning and regular, detailed marking and feedback which help pupils to know
how they can improve their work.
- Teachers and assistants work very effectively together to support learning. They know their
pupils extremely well and build very positive and caring relationships which help develop pupils’
confidence and self-esteem. This is particularly the case in the resource base. Here skilful
teaching and excellent support help pupils to settle well, attend school more regularly and make
exceptional progress from their starting points. Whenever possible they join mainstream classes
to learn alongside other pupils in the school.
- Work is well matched to the range of pupils’ needs. The level of challenge is high and this allows
many pupils, including the more able, to make better-than-expected progress.
|Inspection report:||Weston Point Community Primary School, 30–31 January 2013||5 of 9|
- Reception children do not have ready access to the full range of outdoor learning opportunities.
The mostly grassed area and lack of shelter prevent staff from providing resources for children
to engage in physical, creative, writing and number work outdoors, whatever the weather.
- Lessons engage pupils in their learning extremely well and this contributes greatly to their
excellent achievement. For example, in the Year 3 class pupils’ imagination was captured by the
theme of Superheroes. By the end of the lesson they had made excellent progress in improving
their use of punctuation.
- Leaders’ ensure that all pupils have the opportunity to read regularly. The frequent visits to the
local library are extremely popular and are promoting good reading habits and a love for books.
|The behaviour and safety of pupils||are outstanding|
- Pupils of Weston Point are very proud indeed of their school.
- Their behaviour towards each other and staff makes a strong contribution towards the happy,
warm and welcoming environment which exists.
- Pupils feel very safe and trust the adults to take very good care of them. The different kinds of
bullying, including cyber-bullying, are well understood by pupils and school records show that
incidents are rare.
- The few pupils who sometimes find it difficult to manage their own behaviour are helped to do
so very effectively by the adults. The behaviour policy meets the differing needs of pupils well, is
understood by all and is consistently applied by staff.
- Pupils enjoy taking on responsible roles. Older pupils act as buddies to the younger children
during lunchtime and the school council are very involved in making decisions about the life and
work of the school. For example, they are committed to fundraising and are very clear about the
use of the monies raised.
- Pupils enjoy school and know how important it is to attend regularly and on time. The
attendance rate has risen markedly since the last inspection and for the vast majority of pupils it
is high when compared to the national average. School leaders continue to work with a few
pupils in the resource base to bring their attendance in line with the rest of the school.
- Parents appreciate the levels of individual care and attention shown to their children.
|The leadership and management||are outstanding|
- The headteacher is passionate about ensuring a caring culture where all staff and governors
share the vision and core values of the school. She is extremely well supported by the assistant
headteacher and effective leaders with particular responsibilities; together they create a school
which serves its pupils’ needs extremely well and which constantly strives to improve even
- Without exception leaders, governors, parents and staff who spoke to inspectors consider a key
strength of Weston Point to be the ‘family’ community which exists. Pupils are known as
individuals and the approach of the headteacher, leaders and staff in expecting the very best for
every pupil is unfaltering. The school treats all equally and discrimination of any kind is not
- Leaders know the school’s strengths well and plan effectively to address areas that can be
improved. Regular reviews of pupils’ progress give leaders an accurate and detailed picture of
how well all are doing and help identify anyone who needs extra support.
- A well-designed programme of ongoing training for teachers and teaching assistants is effective
in keeping skills sharp. The management of teaching is accurate and is tracked very carefully
over time to ensure ongoing improvements.
- Leadership of the resource base provision is exceptionally strong. Because of this the personal
development and academic needs of the pupils who attend the base are extremely well met.
- The curriculum is rich, broad and balanced. It is well planned and pays strong attention to
literacy and numeracy. There are many enrichment activities linked to topics. For example, the
Elizabethan topic was brought to life by a Tudor lunch held for the whole school.
|Inspection report:||Weston Point Community Primary School, 30–31 January 2013||6 of 9|
- Pupils’ spiritual, moral, social and cultural development is outstanding. These aspects are
promoted well through all that the school does, including a wide variety of visits and residential
- The local authority provides light-touch support for this outstanding school.
- The governance of the school:
Governors review and evaluate the school’s work thoroughly. They hold accurate views of the
school and of the quality of teaching and monitor the management of the school’s
performance effectively. The governing body ensures that a secure relationship between
salaries and classroom practice exists. Governors are fully aware of how the pupil premium
funding is used. The additional teaching for this group is helping to achieve their rapid
progress in English and mathematics. Governors make certain that the school meets its
statutory requirements for safeguarding. The school’s financial resources are managed very
effectively to further pupils’ learning. For example, space for learning is somewhat limited at
the moment and work is underway to create an additional classroom. Training undertaken by
governors makes sure they are fully able to hold school leaders to account.
|Inspection report:||Weston Point Community Primary School, 30–31 January 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:||Weston Point Community Primary School, 30–31 January 2013||8 of 9|
|Unique reference number||111002|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||4–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||128|
|Appropriate authority||The governing body|
|Date of previous school inspection||11 September 2007|
|Telephone number||01928 574593|
|Fax number||01928 572405|