Christ Church CofE Primary School Padgate

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 Padgate.

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 Padgate.

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 Padgate on our interactive map.

About Christ Church CofE Primary School Padgate

Name Christ Church CofE Primary School Padgate
Ofsted Inspections
Headteacher Mr Ian Williams
Address Station Road, Padgate, Warrington, WA2 0QJ
Phone Number 01925492422
Phase Primary
Type Voluntary aided school
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 345
Local Authority Warrington
Highlights from Latest Inspection

What is it like to attend this school?

Pupils flourish at Christ Church CofE Primary School.

The school has high expectations of pupils' achievement. Typically, pupils achieve well. This is because they are well supported by skilled and caring staff who understand the individual and additional needs that pupils may have.

Children in the early years quickly settle into established routines. They learn the value of cooperation and of taking turns. Pupils are overwhelmingly polite and courteous towards each other and to adults.

Pupils behave impeccably as they move around the school.

Pupils feel safe at school. They value the support of their friends and staff in helping them to sort out any... minor squabbles that might occur.

Pupils learn how to respect and value others who may be different to themselves.

All pupils, including those with special educational needs and/or disabilities (SEND), are keen to contribute to their school and their local community. Pupils carry out a range of leadership roles with pride.

These roles include organising playground activities and keeping governors informed about their learning.

Pupils spoke with enthusiasm about the wide range of opportunities that they have at school. They were keen to show inspectors their many sporting awards and they explained how they learn to grow and sell their own produce.

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

The school provides pupils with a well-thought-out curriculum. This curriculum has been carefully designed to ensure that pupils begin to build up their knowledge as soon as they begin in the Nursery class. Teachers collaborate closely with each other to design learning that supports pupils to build up their knowledge steadily over time.

As a result, teachers are clear about the knowledge that pupils have learned in previous years. Teachers are equally clear about the essential knowledge that pupils require for subsequent learning. For the most part, teachers deliver the curriculum consistently well.

The school expects teachers to check that pupils have understood and remembered previous learning before they move on to something new. Usually, this does happen. However, occasionally, some teachers do not check carefully enough that pupils' earlier learning is secure.

Sometimes, pupils' misconceptions go unnoticed. This can sometimes make it more difficult for some pupils to make sense of new learning.

In many subjects, pupils can recall most of what they have learned.

This helps them to expand and deepen their knowledge as they progress through the school. In the main, pupils are well prepared for the next stages of their education.

The school places a high focus on ensuring that pupils learn to read fluently.

In the Nursery Year, skilled staff capture children's interest in reading by making effective use of a range of well-loved stories and rhymes. Children quickly begin to learn how to use phonics to read words in the Reception Year. Teachers identify and support any pupil who has gaps in their reading knowledge.

Most pupils become fluent and accurate readers by the end of key stage 1. They enjoy practising their reading with the high-quality texts provided by the school.

Staff provide extra support for the small number of older pupils who continue to struggle to read.

These pupils told inspectors that they find this, and other additional support that they receive, helpful in helping them to access the wider curriculum.

The school provides very effective support for teachers in identifying and meeting the particular needs of all pupils, including those with SEND. Pupils with SEND achieve well as a result.

The school expects pupils to try their best during lessons so that they can learn well. Staff and leaders have agreed strategies in place to ensure that pupils adhere to these expectations. However, there is some inconsistency in how well staff use these approaches.

Although pupils do not disturb others from learning, at times some pupils do not concentrate on their learning as well as they should.

The school ensures that pupils' wider personal development is woven skilfully through the curriculum. For example, pupils experience extremely high-quality learning in 'Life Skills' or the 'Green Curriculum' sessions.

This enables them to develop a wide range of useful skills and knowledge in preparation for later life. Pupils demonstrated exceptionally mature attitudes in their discussions with inspectors about topics such as relationships with others and how to keep themselves healthy.

There is a strong sense of teamwork at the school.

The school ensures that staff and governors work in partnership with pupils and their parents and carers. Leaders at all levels consider the views of parents, pupils and staff when making decisions about the quality of education that pupils receive.

Staff appreciate leaders' consideration of their well-being and workload when new initiatives are introduced.

For example, staff value being able to contribute to decisions that may affect their work-life balance.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• From time to time, teachers do not check that pupils' knowledge of prior learning is secure.

At times, this results in some pupils developing misconceptions or gaps in their knowledge. The school should ensure that teachers have an accurate picture of what pupils have misunderstood or forgotten. This is so that teachers can provide the appropriate support for pupils to catch up with the knowledge that they require for subsequent learning.

• Occasionally, some teachers do not adhere to agreed strategies designed to promote pupils' concentration during lessons. As a result, there are times when some pupils do not learn as well as they could. The school should ensure that teachers support these pupils to concentrate on their learning and achieve their best.

Also at this postcode
Padgate Wasps

  Compare to
nearby schools