Marsden Community Primary School

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About Marsden Community Primary School

Name Marsden Community Primary School
Ofsted Inspections
Headteacher Mrs Nicole Delamere
Address Percy Street, Nelson, BB9 0BE
Phone Number 01282612769
Phase Primary
Type Community school
Age Range 5-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 452
Local Authority Lancashire
Highlights from Latest Inspection


Marsden Community Primary School continues to be a good school.

What is it like to attend this school?

Pupils arrive at school happy and eager to learn each day. They understand fully the importance of trying their best. Pupils are keen to get things right and learn even more.

From the early years, staff quickly build strong relationships with pupils, parents and carers.

Leaders have high expectations for all pupils, including those with special educational needs and/or disabilities (SEND). Pupils do their utmost to live up to these expectations and work hard in their lessons.

Pupils behave well during lessons and at social times.

Pupils said that bullyin...g is rare and when it has happened in the past, that staff have sorted any problems out quickly. Leaders' systems ensure that any issues are dealt with sensitively and effectively.

This helps pupils to feel safe in school.

Pupils are aware of the benefits of a diverse culture. For example, they were adamant that they would welcome and respect everyone in their school.

They learn about different religions and talk confidently about the differences between the beliefs of people. Pupils take quiet pride in their work on community projects, including local litter picks and volunteering at the food bank.

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

Leaders have designed an ambitious curriculum, which meets the needs of pupils, including those with SEND.

Teachers, including staff in the early years, are clear about what knowledge that they should deliver. Their strong subject knowledge means that they present new learning clearly for pupils. Teachers encourage pupils to use a range of strategies to recall earlier learning.

For example, pupils described how they 'play hide and seek in their brains' to retrieve prior knowledge.

Teachers regularly check that pupils have understood what they have been learning. Added to this, staff frequently revisit learning from previous lessons to help pupils to make links between new learning and what they know already.

Teachers skilfully identify and address any misconceptions that pupils may have. If pupils do fall behind, staff support them to catch up quickly.

Leaders have effective systems in place to identify the additional needs of pupils with SEND at the earliest possible stage.

Teachers are equipped well to use a range of suitable strategies to support these pupils to access the curriculum. Experienced and knowledgeable staff support pupils with SEND to achieve well.

Leaders have ensured that reading is a high priority for all staff.

Older pupils are confident talking about their favourite books and authors. They are keen to explain the importance of reading widely. Younger pupils begin learning to read from the Nursery Year.

Leaders offer parents many opportunities to come into school to understand how to support their children with reading. Well-trained staff deliver the highly structured phonics programme effectively. This consistent approach to the teaching of reading helps pupils to learn the sounds that they need to read confidently and fluently.

Leaders check that pupils read books that are matched closely to pupils' phonics ability. As a result, most pupils can read accurately by the time they begin key stage 2.

Pupils show respect for staff and listen carefully to instructions.

Poor behaviour rarely disrupts learning. Mostly, pupils only need a gentle reminder from a member of staff to focus on their learning.

Leaders have worked hard to ensure that pupils attend school regularly.

Pupils understand the importance of strong attendance and how this will impact positively on their learning and their later life chances. However, some pupils do not attend school as regularly as they should. This hinders how well these pupils learn the curriculum.

Pupils treat each other with respect. They have a well-developed understanding of diversity and they explained that they do not tolerate discrimination. They were proud to tell the inspector that this does not happen at their school.

Pupils understand the importance of helping others. They take on leadership roles with pride. Pupils know that a democratic process underpins the appointments of their peers to the learning council.

The learning council are keen to ensure that pupils have a voice.

Leaders have prioritised a coherent programme of high-quality professional development for staff. Staff are proud to be a member of the school's community.

They know that leaders will support them well. Governors know the school well and are able to hold leaders to account.


The arrangements for safeguarding are effective.

Leaders have ensured that staff undertake training regularly to help them to identify any signs that a pupils might be at risk. Staff know the procedures to follow if they have any concerns about a pupil's welfare. Leaders and staff know pupils' families well.

They are quick to respond to any safeguarding concerns. Leaders use outside agencies effectively to support vulnerable pupils and their families when needed.

Pupils learn how to keep themselves safe online.

They know what to do if they find themselves in situations which make them feel uncomfortable. Pupils learn about healthy relationships and what makes a good friend.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils do not attend school as regularly as they should.

This has a negative impact on their progress through the curriculum. Leaders should continue to improve these pupils' attendance and build successfully on the work they have already undertaken in this area.


When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be good in October 2013.

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