|Name||Bryning with Warton St Paul’s Church of England Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||28 November 2017|
|Address||Lytham Road, Warton, Preston, Lancashire, PR4 1AH|
|Religious Character||Church of England|
|Number of Pupils||85 (61% boys 39% girls)|
|Number of Pupils per Teacher||22.4|
|Percentage Free School Meals||30.6%|
|Percentage English is Not First Language||7.1%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
The school meets requirements on the publication of specified information on its website. This is smaller than the average-sized primary school. The proportion of disadvantaged pupils supported by the pupil premium funding is higher than average. The proportion of pupils with support for SEN and/or disabilities is above the national average. The proportion of pupils supported with a statement of special educational needs or an education, health and care plan is around the national average. The large majority of pupils are of White British heritage. The proportion of pupils from minority ethnic groups, including those who speak English as an additional language, is below that found nationally. The proportion of pupils who join the school at a point other than in the Reception class is much higher than seen nationally. The school meets the government’s floor standards, which set the minimum expectations for pupils’ attainment and progress in English and mathematics.
Summary of key findings for parents and pupils
This is a school that requires improvement Pupils do not make consistently good progress across key stages 1 and 2. As a result, their levels of attainment have declined. Some teaching does not help pupils to achieve well. Teachers’ expectations are not high enough and vary from class to class. Teachers do not set work that challenges middle- and higher-attaining pupils to reach the highest standards, particularly in mathematics. The curriculum does not provide opportunities for pupils to apply their key skills in writing and mathematics in other areas of the curriculum. Nor does it prepare pupils fully for life in modern Britain. Teachers do not stretch the learning of older pupils in some of the mixed-age classes. Leaders, including subject leaders, do not use their checks on the quality of teaching to make improvements. Differences between the achievement of disadvantaged pupils and that of other pupils nationally are not diminishing quickly enough in some year groups. The quality of teaching of geography, history, art and design technology does not promote pupils’ development of deeper knowledge and understanding in these subjects. Subject leaders do not monitor this effectively. The school has the following strengths The headteacher and other leaders have a realistic view of the school’s position. They are determinedly addressing weaknesses. Their work is already bearing fruit, as progress for most current pupils is beginning to improve. Pupils’ behaviour is good. They say that they are happy and feel safe in the school. The school provides high levels of care to support potentially vulnerable pupils. Children get off to a good start in school. The effective provision in the early years helps them to make good progress. Phonics teaching is improving and this means that pupils quickly develop key early-reading skills.