|Name||Frodsham CofE Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||25 February 2020|
|Address||School Lane, Overton, Frodsham, Cheshire, WA6 6AF|
|Religious Character||Church of England|
|Number of Pupils||212 (52% boys 48% girls)|
|Number of Pupils per Teacher||23.6|
|Local Authority||Cheshire West and Chester|
|Percentage Free School Meals||5.5%|
|Percentage English is Not First Language||0.5%|
|Pupils with SEN Support||4.2%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
What is it like to attend this school?
Leaders and staff have high expectations of all pupils. Pupils benefit from strong relationships between the school and the home. They also thrive in this caring and nurturing school. This has a positive impact on their learning.
The pupils we spoke with told us that they enjoy coming to the school. They rarely miss a day. Pupils said that their teachers help them to get on well with each other. They told us that bullying is rare and that any disagreements are sorted out quickly. Pupils said that they feel safe in the school.
Pupils are proud of the range of responsibilities they have. These include roles such as members of the school council and the ‘ethos club’. These pupils have all made a positive difference to school life. Parents and carers also told inspectors they appreciate how older pupils look after their younger peers.
Pupils value the many clubs and activities that are on offer. Pupils’ talents and interests are fostered beyond the curriculum. There is strong take-up of clubs, such as newspaper club, Spanish club and the many sports clubs.
What does the school do well and what does it need to do better?
Leaders have developed a curriculum that prepares pupils well for the next stage of their education. Pupils who leave Year 6 attain better than other pupils nationally at the expected level in reading, writing and mathematics. Disadvantaged pupils and those with special educational needs and/or disabilities also achieve well. These pupils receive high-quality support. Teachers adapt the curriculum to meet their different needs.
Teachers promote a love of reading across the curriculum. The phonics curriculum is planned in a logical way which helps pupils to learn. Children start to learn phonics as soon as they join the school. Staff have the skills to deliver high-quality phonics sessions. Reading books match the sounds that pupils are learning in class. This helps them to become fluent readers. Over the last few years, nearly all pupils have been successful in meeting the expected standard in the Year 1 phonics screening check. Pupils are enthusiastic readers both in and out of the school. They especially value the new books in the school library.
Pupils also develop their writing skills effectively. They gain a good understanding of how to spell words correctly. They use punctuation and grammar well, making their written work accurate. They also use their increased vocabulary well in their writing. Pupils are enthusiastic writers and achieve well.
In Reception, staff plan exciting learning opportunities. These build on what children can already do. Teachers also make sure that they develop children’s earlymathematics and language skills. Children achieve well and are well prepared for Year 1.
Curriculum plans in each subject are clear. Teachers know what should be taught and when. For example, in history and science, teachers make sure that the topics are clearly linked to the national curriculum. Plans show exactly what pupils should know at the end of each topic. Pupils discuss confidently what they have learned in many subjects. They are able to show that they know more as they progress through the curriculum. In English and mathematics, subject leaders support teachers well to deliver the curriculum. However, in some subjects, leaders are still developing a deep subject knowledge and that of other teachers. In these subjects, pupils do not have the same depth of understanding as they do in others.
Leaders have made sure that pupils are very well prepared for life in modern Britain. Pupils understand that respect for other people is vital. They receive excellent opportunities for their ongoing personal development. Leaders plan learning so that pupils become active, compassionate citizens of the future. Pupils engage in a wide range of projects. They routinely support charities and volunteer to help others in the local parish. They have also worked alongside the community to raise awareness of palm oil harvesting.
Teachers manage pupils’ behaviour well. Pupils’ learning is not disrupted. Pupils concentrate and work well together. Their behaviour is exemplary.
Governors understand their statutory duties. They receive regular and detailed information from school leaders. They are proud of the school’s work within the community. Staff are also proud to work at the school. They say that leaders consider their workload and well-being.
The arrangements for safeguarding are effective.
Staff have received relevant safeguarding training. They understand that they play an important role in safeguarding. Staff are alert to potential safeguarding concerns. The staff we spoke with are aware of their safeguarding responsibilities. There are clear systems in the school for recording and reporting concerns. Leaders are alert to the dangers that pupils face. They are vigilant in their duties. Leaders know the pupils well. They are proactive in ensuring that pupils and their families receive effective support from appropriate agencies.
What does the school need to do to improve?
(Information for the school and appropriate authority)
The leadership of a minority of subjects is at an early stage of development. Senior leaders need to ensure that all subject leaders develop their subject expertise and that of teachers. This will help staff to deliver the curriculum withhigher levels of expertise, thus deepening pupils’ knowledge, skills and understanding in these subjects.