Christ Church CofE Primary School

What is this page?

We are, a schools information website. This page is one of our school directory pages. This is not the website of Christ Church CofE Primary School.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Christ Church CofE Primary School.

To see all our data you need to click the blue button at the bottom of this page to view Christ Church CofE Primary School on our interactive map.

About Christ Church CofE Primary School

Name Christ Church CofE Primary School
Ofsted Inspections
Headteacher Mrs Michala Uttley
Address Delph Road, Oldham, OL3 5RY
Phone Number 01457874554
Phase Primary
Type Voluntary controlled school
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 100
Local Authority Oldham
Highlights from Latest Inspection

What is it like to attend this school?

Pupils typically enjoy attending this small school. Staff know them well and sort out any problems that they might have.

The school has high expectations of pupils' learning. Despite this, pupils, including those with special educational needs and/or disabilities (SEND), are not supported to learn and achieve well across the full curriculum.

In the main, children in the Reception Year, and pupils across the school, are kind to each and follow the school's 'golden rule' of treating others as they wish to be treated.

However, staff have inconsistent expectations of pupils' behaviour. They sometimes tolerate low-level disruption during lessons.

Pupils a...ttend a range of clubs, including choir, brass and coding club.

They also take part in many sports and competitions through the Dovestone Learning Partnership.

Pupils have a strong sense of right and wrong. However, they have limited knowledge and understanding of diversity and equality.

This is because the school has only recently started incorporating these important aspects into the curriculum.

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

The governing body has an accurate view of the quality of education that the school provides. It is working alongside the local authority and school to develop a strategy to build on the school's strengths and address weaker areas.

This improvement work is in its infancy. The school is considerate of staff's workload. It helps staff to manage the demands of working in a small school.

Staff appreciate this support.

Staff deliver the phonics programme well. They help children in the Reception Year to develop their phonics knowledge successfully.

Staff support pupils who are at risk of falling behind in the programme. Pupils read from books that consolidate their learning of new sounds. Over time, they read with accuracy and expression.

Staff encourage pupils to develop a love of reading. Pupils appreciate events, such as 'bedtime stories', which make reading fun and exciting.

Pupils learn well in some subjects.

The school's curriculum is ambitious and aligns with the national curriculum. However, there is too much variation in the quality of subject curriculums. In some subjects, the school has not identified the important knowledge that pupils should learn or the order in which this should be taught.

This limits the depth and breadth of pupils' learning.

Teachers deliver some aspects of the curriculum well. For example, recent changes have been made to the way that pupils are taught to write.

This was because pupils' achievement in writing was weaker than in mathematics and reading. Teachers now help pupils to develop their writing more effectively than in the past. Even so, there is too much variation in how well teachers deliver subject curriculums across the early years and key stages 1 and 2.

This limits the amount that pupils know and understand. Teachers do not consistently check pupils' understanding in some subjects. This prevents them from linking new learning to what has been taught in the past.

It also stops teachers from identifying when a pupil misunderstands something and needs more help.

The school has recently improved the way that it identifies and assesses pupils with SEND. It has also strengthened the way that it works in partnership with parents and carers.

Despite this, staff do not meet the needs of these pupils as well as they should. Some staff are unclear of the best ways to support the learning of pupils with SEND. On occasion, staff inadvertently reduce the independence of these pupils by doing things for them that they are able to do themselves.

Staff have high expectations of pupils' attendance. Pupils attend regularly and the proportion of pupils who are regularly absent has reduced this year. Pupils benefit from high-quality support.

However, staff's expectations of pupils' behaviour are inconsistent. Some staff do not do enough to secure consistently positive behaviour from pupils. This sometimes hinders pupils' learning during lessons and over time.

Pupils enjoy many opportunities that enrich their personal development. For example, older pupils attend residentials and younger pupils visit a zoo to enhance their learning of the curriculum. Pupils typically value the differences between themselves and others.

However, pupils' knowledge of issues relating to equality, diversity and fundamental British values is limited. The school has only recently started to adapt subject curriculums to reflect and promote diversity.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the school has not given enough thought to what pupils should learn or the order in which this should happen. This limits pupils' learning because new content does not build on what pupils already know and can do. The school should determine the knowledge that pupils should learn and when this subject content should be taught.

• Teachers do not consistently deliver subject curriculums effectively. In addition, some staff are unsure of how to best meet the needs of pupils with SEND. This is also the case in the early years.

This limits pupils' learning. The school should make sure that teachers are supported to improve their delivery of subject curriculums and to meet the needs of pupils with SEND. ? In some subjects, teachers do not check pupils' knowledge and understanding effectively.

As a result, they are unable to adapt their delivery of the curriculum to what pupils know and can do. This prevents pupils from learning more. The school should support teachers to check pupils' learning systematically.

• Staff do not have consistently high expectations of pupils' behaviour and attitudes to learning. This leads to pockets of low-level disruptive behaviour in lessons, which slows pupils' learning. The school should ensure that staff have consistently high expectations of pupils and follow the school's systems for managing behaviour.

• Pupils have a limited knowledge and understanding of fundamental British values, equality and diversity. This limits their preparedness for life in modern Britain. The school should take steps to ensure that pupils are supported to gain a deep understanding of these areas of personal development.

  Compare to
nearby schools