Farington Moss St. Paul’s C.E. Primary School

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About Farington Moss St. Paul’s C.E. Primary School

Name Farington Moss St. Paul’s C.E. Primary School
Website http://www.stpaulsprimaryschoolfarington.co.uk
Ofsted Inspections
Headteacher Mr James Eccleston
Address Croston Road, Farington Moss, Leyland, PR26 6PR
Phone Number 01772336166
Phase Primary
Type Voluntary aided school
Age Range 5-11
Religious Character Church of England
Gender Mixed
Number of Pupils 185
Local Authority Lancashire
Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy and safe at this school. They are polite and well mannered.

There is a mutual respect between pupils and staff that creates a welcoming environment for all members of the school community.

As pupils get older, they have a range of opportunities to develop their leadership skills and contribute well to school life. For example, pupils spend time with children in the early years to help younger children with their learning.

They also run library clubs at lunchtime and lead class assemblies.

Pupils have opportunities to develop their talents and interests. They have access to sports clubs and musical opportunities, including trips to th...e theatre.

Pupils appreciate these experiences.

Pupils, and children in the early years, behave well in lessons and during social times. They live up to leaders' high expectations of their conduct.

Pupils stated that bullying does occur at the school. Nonetheless, leaders deal with such incidents effectively. Leaders are ambitious for pupils to succeed and most pupils achieve well.

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

Leaders have developed a broad and balanced curriculum that helps pupils to build their knowledge securely over time. The early years curriculum provides children with the necessary building blocks that they need to thrive as they move into key stage 1. Teachers have good subject knowledge.

They deliver the curriculum well to most pupils. However, teachers do not know how to adapt the delivery of the curriculum for some pupils with special educational needs and/or disabilities (SEND). This sometimes means that pupils with SEND are not given appropriate activities, or the right level of help, to access their learning and achieve well.

In many subjects, teachers carry out appropriate checks on pupils' learning and identify their next steps. However, leaders are still developing their guidance on how to check on pupils' learning effectively in several subjects beyond English and mathematics. This means that teachers are sometimes unsure about what, and how, they should assess whether pupils have learned all that they should in these subjects.

Leaders have ensured that reading is a priority at the school. Pupils enjoy frequent story times and they have regular access to the school library during their free time. This helps pupils to develop a wide knowledge of stories, poems and authors.

All staff have had recent refresher training in the school phonics programme. Staff deliver this programme consistently well. Pupils who need extra help with their phonic knowledge are identified quickly.

They receive tailored support that is effective in helping them to close the gaps in their phonic knowledge. Pupils become confident and fluent readers.Leaders ensure that pupils with SEND are identified accurately.

Leaders work closely with appropriate outside agencies and specialist providers where required to secure the additional help or resources that pupils with SEND may need. However, leaders do not carry out sufficient checks on the learning of pupils with SEND. This sometimes means that leaders do not identify when additional support or adaptations in the delivery of the school curriculum are not effective in helping these pupils to learn.

Pupils behave well in lessons. They show focus and determination when they work. This starts in the Reception Year, where children quickly establish positive learning routines and behaviours.

Where pupils need extra support, for example to develop their social skills, leaders provide effective help.

Leaders support pupils' personal development well. Pupils learn about safe and healthy relationships.

They develop a secure understanding of how to maintain their physical health. External speakers with different faith backgrounds visit the school to teach pupils about different world religions. This helps to prepare pupils well for life in modern Britain.

Governors know the school well and carry out their statutory duties effectively. Leaders take account of staff's workload and well-being. Staff appreciate these efforts.


The arrangements for safeguarding are effective.

Leaders ensure that staff are well trained in safeguarding procedures. They know how to identify and report any concerns about pupils' welfare.

Leaders monitor such reports effectively and secure help for pupils where it is needed.

Staff educate pupils on how to keep themselves safe, including when working or playing online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have not ensured that teachers know how to adapt the delivery of the curriculum successfully for some pupils with SEND.

They do not check that these pupils are learning successfully. This sometimes means that these pupils do not get the right level of support that they need to learn all that they should. Leaders should ensure that teachers have the knowledge and expertise to adapt their teaching so that pupils with SEND achieve well.

• In some subjects, teachers do not know how to check that pupils have learned and remembered the curriculum as well as they should. This sometimes means that teachers do not identify what pupils know, and still need to learn, in order to help pupils build their knowledge securely. Leaders should ensure that teachers are well equipped to check pupils' learning across different subjects.

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