Rishton St Peter and St Paul’s Church of England Primary School

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About Rishton St Peter and St Paul’s Church of England Primary School

Name Rishton St Peter and St Paul’s Church of England Primary School
Website http://www.st-peter-st-pauls.lancs.sch.uk/
Ofsted Inspections
Headteacher Mrs Sara Clarkson
Address Arundel Street, Rishton, Blackburn, BB1 4DT
Phone Number 01254884522
Phase Primary
Type Voluntary aided school
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 177
Local Authority Lancashire
Highlights from Latest Inspection

What is it like to attend this school?

Rishton St Peter and St Paul's Church of England Primary School is a happy and welcoming school. Pupils said that they know that they are well looked after by staff. This helps them to feel safe in school.

Pupils are encouraged by staff and each other to be 'rooted and grounded in love to be their true selves'. They enjoy coming to school and they told inspectors how much they enjoy spending time with Larry, the school dog.

Leaders are ambitious for all pupils to succeed, including those with special educational needs and/or disabilities (SEND).

To this end, leaders have high expectations for what all pupils can achieve. Most pupils achieve well and they are ...suitably prepared for the challenges of secondary school.

Pupils respond positively to teachers' high expectations of their behaviour and they work hard during lessons.

Children in the early years make the most of their time in school, learning with enthusiasm.

Pupils know that staff expect them to be respectful to their peers. They treat each other kindly.

Any bullying incidents are dealt with quickly by staff and pupils trust that adults will resolve these incidents appropriately.

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

Leaders have designed a curriculum that is ambitious for all pupils, including those with SEND. Leaders have ensured that pupils can build their knowledge logically from the Reception Year to Year 6.

However, in a few subjects, leaders have not finalised the important knowledge that they expect pupils to learn. As a result, some teachers lack clarity about the key content that pupils should remember.

In most subjects, teachers have secure subject knowledge and they deliver curriculums well.

On the whole, teachers explain new learning clearly, and they deal with any misconceptions effectively. However, in those subjects where leaders are not as clear about what they want pupils to learn, some teachers lack the support needed to design learning well.

Leaders have prioritised the teaching of reading.

They have recently introduced a new phonics programme. Staff are trained to deliver this programme. Pupils learn phonics from the very beginning of the Reception Year and they read with fluency.

Staff identify pupils who are falling behind and provide additional support for these pupils. On the whole, the books that pupils read are matched closely to the sounds that they have learned. Throughout school, pupils read widely and regularly.

Older pupils understand the importance of reading often and how it will help them to broaden their horizons.Leaders ensure that pupils' additional needs are identified early by staff. They ensure that teachers are provided with the information that they need to support pupils with SEND.

Teachers successfully adapt the delivery of the curriculum to meet the individual learning needs of this group of pupils. This means that pupils with SEND receive the support they need from staff to be successful.

Pupils behave well in lessons.

When low-level disruption happens, teachers deal with it quickly and effectively. Pupils are keen to learn. In the early years, children quickly settle into routines and can sustain their concentration.

They enjoy learning. Staff in the early years have fostered positive relationships with children that are based on mutual respect. Children in the early years learn to take turns and share equipment with each other.

Staff support pupils' wider development through a range of extra-curricular clubs. These activities include football, choir practice and drama. Leaders provide opportunities to help pupils develop into well-rounded young citizens.

For example, they benefit from trips to the theatre and singing events in Manchester.

Pupils are eager to volunteer in the local community by helping in the community café and visiting the elderly. There are a variety of leadership roles that pupils carry out with pride, including sitting on the school council, acting as digital leaders and as reading ambassadors.

Pupils learn about other faiths and cultures and they understand why it is important to be respectful to others.

Parents and carers appreciate the care, guidance and support that leaders provide for their children. Staff appreciate the consideration that leaders give to their workload and well-being.

Governors are supportive of leaders and they work closely with leaders and staff. However, governors do not have sufficient, relevant information to hold leaders to account fully for the quality of education for pupils.


The arrangements for safeguarding are effective.

Leaders have ensured that there is a strong culture of safeguarding in the school. Staff are well trained and they understand their responsibilities for keeping pupils safe.

Staff report any concerns quickly.

Leaders act promptly on these concerns to make sure that pupils receive appropriate help.

When appropriate, leaders use external agencies to support vulnerable pupils and their families. Leaders know their community well and they understand the challenges that some pupils face.

Pupils learn about how to keep themselves safe. This includes what they should do to keep themselves safe online and when they are in the community. Pupils feel confident to talk to a trusted adult if they have any worries.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, leaders have not made it clear enough to teachers about the knowledge they want pupils to know and remember. This hinders teachers when designing learning for pupils. Leaders should ensure that teachers have enough clarity about what curriculum content pupils should be learning and when this content should be delivered.

• Those responsible for governance have not ensured that they are informed well enough about the quality of education that pupils receive. This prevents members of the governing body holding leaders to account sufficiently well. Those responsible for governance should ensure that they are equipped to challenge leaders and hold them to account effectively.

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