Bishop Rawstorne Church of England Academy

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About Bishop Rawstorne Church of England Academy

Name Bishop Rawstorne Church of England Academy
Ofsted Inspections
Headteacher Mr Paul Cowley
Address Highfield Road, Croston, Leyland, PR26 9HH
Phone Number 01772600349
Phase Academy
Type Academy converter
Age Range 11-16
Religious Character Church of England
Gender Mixed
Number of Pupils 962
Local Authority Lancashire
Highlights from Latest Inspection

What is it like to attend this school?

Bishop Rawstorne Church of England Academy is an oasis of calm, where pupils are warm and courteous towards one another. Pupils wear their uniform with pride.

Relationships between pupils and staff are built on mutual respect.

Pupils said that they appreciate how staff give their time willingly to support them. Pupils are happy and they feel safe.

Pupils are kind.

They support each other well. Pupils value the sense of belonging that they feel at school. They respect one another's differences.

Pupils were unanimous in their view that any form of bullying or discrimination is not tolerated. Staff deal effectively with any rare incidents of or bullying.

Teachers have incredibly high expectations of pupils' behaviour.

Pupils' conduct is exemplary in lessons and around the site. Pupils engage in their learning exceptionally well. They are conscientious and resilient learners.

Teachers have high aspirations for pupils. Pupils are highly motivated. They relish the academic rigour that teachers expect from them.

Pupils, including those with special educational needs and/or disabilities (SEND), achieve well across the curriculum.

Pupils' experiences are enriched through a variety of opportunities that enable them to learn about the real world. Leaders ensure that pupils develop into confident, articulate young people.

Pupils take pride in helping in the local community.

What does the school do well and what does it need to do better?

Leaders and governors are passionate about giving all pupils, including those with SEND, the best possible start in life. Governors successfully hold leaders to account for the quality of education that the school provides.

In key stage 4, pupils choose freely from a wide range of predominantly academic subjects. Over two thirds of pupils study the English Baccalaureate suite of subjects. Pupils at this school flourish by the end of Year 11.

Their achievement is strong across the key stage 4 curriculum. Leaders ensure that all pupils leave key stage 4 well prepared for the next stage of their education.

In many subjects in Years 7 to 9, leaders have thought carefully about the knowledge and skills that pupils must learn.

In these subjects, leaders' curriculum plans are well organised. Pupils build on prior learning effectively. Pupils explained how teachers help them to know more and do more of each subject.

This includes pupils with SEND. Leaders accurately identify these pupils' needs. Teachers are furnished with rich information that equips them to support pupils with SEND well.

However, in a small number of subjects in key stage 3, leaders have not thought deeply enough about the essential knowledge that pupils must learn. The content of these subject curriculums is not always as ambitious as it should be. As a result, in these subjects, pupils' learning is sometimes unnecessarily hindered.

Leaders are fully committed to strengthening the curriculum in key stage 3. They are well on their way with this work. They have secure plans in place to address the remaining weaknesses.

Teachers are typically proficient in selecting activities to help pupils apply new learning to increasingly sophisticated concepts and ideas. Across the curriculum, pupils engage in meaningful debates, which enable teachers to address misconceptions efficiently. Teachers use assessment strategies well to check that pupils have learned the intended curriculum.

Most pupils read avidly and with fluency and confidence. However, a small number of pupils are not as adept at reading. Skilled staff help many of these pupils to catch up quickly.

However, while most pupils get the support that they need, leaders' systems do not currently identify where pupils have missing phonics knowledge. Therefore, a small number of pupils who find reading more difficult do not access the curriculum as well as they should.

Pupils' excellent behaviour in lessons and during social times is noteworthy.

Their exceptional attitudes to learning pervade all aspects of school life. Pupils attend school regularly.

Leaders are recognised, within the community, for the work that they do to develop pupils' character.

Leaders provide pupils with a rich set of cultural experiences to enhance their learning and prepare them for modern life.

Staff are proud to work at the school. They feel respected.

Staff appreciate leaders' consideration of their workload. Staff said that the school is well led and managed by leaders and governors.


The arrangements for safeguarding are effective.

Leaders ensure that staff understand, and exercise, their safeguarding responsibilities well. Staff are well trained to be alert to the dangers that pupils may face. All staff understand how to report concerns about pupils who may be at risk of harm.

They do so in a timely manner.

Leaders manage information about safeguarding concerns appropriately. They work effectively with external partners to ensure that pupils and their families get the help that they need.

Leaders have a secure understanding of what makes pupils feel unsafe. Leaders ensure that these areas are addressed through an effective personal development curriculum. Pupils learn about how to keep themselves safe in a variety of situations, including when online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects in key stage 3, leaders have not thought deeply enough about the most important content that pupils should know and remember. As such, the content of these curriculums is not always suitably ambitious. This hinders how well some pupils learn in these subjects.

Leaders should continue to review the curriculum in those remaining subjects that require further development. They must ensure that these plans are in place by November 2022. ? Leaders' systems to check how well pupils are learning to read do not always identify pupils' missing phonics knowledge quickly enough.

A small number of pupils are not receiving the support that they need to enable them to catch up quickly with their reading knowledge. Leaders should continue to roll out their plans, so that those pupils who need additional support with their phonics knowledge are identified and supported to catch up quickly with their reading.The transitional arrangements were used on this inspection to confirm that pupils benefit from a good-quality education.

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