Brinscall St John’s CofE and Methodist Primary School

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About Brinscall St John’s CofE and Methodist Primary School

Name Brinscall St John’s CofE and Methodist Primary School
Ofsted Inspections
Headteacher Mrs Linda Clayton
Address School Lane, Brinscall, Chorley, PR6 8PT
Phone Number 01254830700
Phase Primary
Type Voluntary aided school
Age Range 4-11
Religious Character Church of England/Methodist
Gender Mixed
Number of Pupils 211
Local Authority Lancashire
Highlights from Latest Inspection

What is it like to attend this school?

The school prioritises the happiness and well-being of the pupils in its care.

Pupils said that adults listen carefully to them if they have any worries. Pupils are kind to each other and they enjoy coming into school every day.

The school has high expectations for pupils' achievement.

Pupils benefit from a broad and ambitious curriculum. They were keen to tell inspectors about how much they have learned. By the end of Year 6, most pupils achieve well across a range of subjects.

Pupils sustain high levels of concentration in their lessons. Their positive behaviour and respect for others contribute to their academic success.

In early years, c...hildren settle quickly into school routines.

They learn how to share and take turns. Children are prepared well for the demands of key stage 1.

All pupils have opportunities to take part in a range of clubs and activities, such as sports, art and music.

Pupils enjoy a wealth of opportunities to contribute to school life. For example, they develop their leadership skills through acting as school councillors and buddies for younger pupils.

Pupils are proud to receive awards and celebrate their successes, for instance in the assemblies that their parents and carers can attend.

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

The school has designed a broad and ambitious curriculum for all pupils, including those with special educational needs and/or disabilities (SEND). In most subjects, the curriculum has been carefully ordered so that pupils build up a secure body of knowledge over time. In these subjects, most pupils achieve well.

Teachers have strong subject knowledge. They use this to deliver the curriculum effectively while building pupils' communication skills. For example, staff, including those in early years, model the use of subject-specific vocabulary well.

This encourages pupils to demonstrate high-level language during classroom discussions.

In the main, staff use assessment methods well to check what pupils know and remember. Teachers address misconceptions in a timely way.

However, in a small number of subjects, assessment strategies are less well developed. As a result, on occasion, teachers do not identify and remedy gaps in pupils' learning as quickly as they should. From time to time, in these subjects, this hinders how well some pupils learn.

Reading is a priority throughout the school. The phonics programme is introduced to children promptly in Reception Year. In early years, skilled staff support children to build their knowledge of letters and sounds logically.

Reading books are matched well to the sounds that children and pupils know. The school provides effective additional support for those pupils who find it more difficult to keep up with the phonics programme. This helps these pupils to catch up quickly with their classmates.

Pupils throughout the school read regularly and often. They enjoy reading from the wide range of texts on offer. Pupils said that they are looking forward to using the new library that they have helped to design.

Members of the wider school community, such as trained volunteers and local authors, have an integral role in promoting a love of reading.

The school identifies the additional needs of pupils with SEND in a timely and effective way. Staff are provided with appropriate information and training so that they can support pupils with SEND well.

For example, staff are suitably equipped to identify the specific adaptations to the delivery of the curriculum required for each pupil. This helps pupils with SEND to learn well alongside their peers. Pupils with SEND are fully involved in all aspects of school life.

Pupils display positive attitudes towards their learning. The school supports pupils to build their independence and to have pride in their work. On the rare occasions when pupils lose focus, staff are quick to redirect pupils to their learning.

The school prepares pupils well for life in modern Britain. Pupils are taught how to keep themselves safe, both in the local environment and when learning or playing online. The school places a strong emphasis on helping pupils to understand the importance of staying physically and mentally healthy.

An exciting range of trips and visits complements pupils' learning in the classroom.

Members of the governing body are knowledgeable and committed to the school. They offer appropriate challenge to aid its continued improvement.

Staff are proud to work at the school. They are consulted regularly to share their views on initiatives, workload and well-being.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, some teachers do not identify and address gaps in pupils' knowledge as quickly as they could. Occasionally, this hinders how well some pupils learn. The school should ensure that in these subjects, teachers are suitably equipped to check that pupils' knowledge is secure before introducing new learning.

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