Crow Orchard Primary School


Name Crow Orchard Primary School
Website http://www.croworchard.lancs.sch.uk/
Ofsted Inspection Rating Good
Address School Lane, Skelmersdale, WN8 8QG
Phone Number 01695724046
Type Primary
Age Range 3-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 151 (52.3% boys 47.7% girls)
Number of Pupils per Teacher 17.2
Local Authority Lancashire
Percentage Free School Meals 25.9%
Percentage English is Not First Language 9.3%
Persistent Absence 6.4%
Pupils with SEN Support 26%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (12 December 2017)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.

Information about this school

The school does not meet requirements on the publication of information on its website because information about the pupil premium and the physical education and sport premium needs to be updated. The school is smaller than the average-sized primary school. The proportion of disadvantaged pupils is well above the national average. The proportion of pupils who speak English as an additional language is below the national average. The proportion of pupils who have SEN and/or disabilities is above the national average. The school meets the government’s floor standards, which are the minimum expectations for pupils’ attainment and progress in English and mathematics by the end of Year 6.

Summary of key findings for parents and pupils

This is a good school The headteacher has high expectations. Her effective leadership, coupled with the commitment of staff, has improved the school. Standards have risen. Pupils make good progress. Leaders and governors understand the context of the school and are ambitious for pupils. They are determined to provide the very best education. Teachers know individual pupils, work with their strengths, capture their interest and support them where needed. Leaders use additional funding effectively to provide for pupils and families, particularly the disadvantaged, who need additional support. This results in improved attainment and progress for these pupils. Pupils who have special educational needs (SEN) and/or disabilities make good progress from their starting points. Pupils are confident and respectful and have good manners. They experience many stimulating and challenging opportunities that allow them to learn and grow. They are proud of their school and of their achievements. Staff apply the behaviour policy consistently. Pupils enjoy their learning and behave well. Leaders’ successful efforts to raise standards in reading, writing and mathematics led to key stage 2 results in 2017 being above the national average. Key stage 1 results in reading, writing and mathematics are typically broadly in line with the national average. However, few boys are writing at greater depth by the end of Year 2. The proportion of pupils meeting the expected standard in the Year 1 phonics check has been above the national average for three years. Many children enter the school with limited basic skills but make good progress during the early years and achieve a good level of development. However, adults in early years do not consistently extend learning for the most able children to enable more to exceed this level. Effective staff training has resulted in improvements in teaching, particularly in English and mathematics. However, some leaders have lacked opportunities to develop the quality of teaching and learning across other areas of the curriculum. Pupils are making good progress in their learning overall. Progress is strongest in English and mathematics and is not as consistently strong in other subjects.