Skerton St Luke’s Church of England Primary School

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About Skerton St Luke’s Church of England Primary School

Name Skerton St Luke’s Church of England Primary School
Ofsted Inspections
Headteacher Mrs Catherine Armistead
Address Slyne Road, Lancaster, LA1 2JH
Phone Number 0152465445
Phase Primary
Type Voluntary aided school
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 197
Local Authority Lancashire
Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy to come to school.

They said that they are well cared for and that everyone gets along well together. Pupils know that they can trust the staff in school to listen to any worries or concerns that they may have. Pupils are confident that adults will keep them safe.

Leaders have high expectations of what all pupils, including those with special educational needs and/or disabilities (SEND), can achieve. Pupils rise to these expectations. Teachers strive to make lessons interesting.

As a result, pupils enjoy their learning.

Adults expects pupils to behave well, and they do. Pupils are polite and well mannered.

Pupils said that s...taff help them to sort out any friendship issues that they may have. They know that bullying, if it happens, is dealt with immediately by leaders.

Parents and carers are supportive of the school.

They appreciate the efforts of the new leadership team to support them throughout and beyond the COVID-19 pandemic. Pupils enjoy the many clubs and activities that they are offered in school. For example, in the Reception class, children can join the little builders club.

All pupils particularly enjoy visiting the 'room of wonder'. Pupils are looking forward to getting back in this room now that the COVID-19 pandemic restrictions have lifted.

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

Since the previous inspection, leaders have designed an ambitious curriculum.

Leaders and teachers ensure that pupils have opportunities to learn across a wide range of subjects. Teachers design engaging and memorable activities that help pupils know and remember more. For example, in history, older pupils can recall and discuss different invaders and settlers.

Teachers have good subject knowledge. In most subjects, they design activities that help pupils, and children in early years, to remember what they have learned. For example, in Reception, children on a mini-beast hunt were able to use their phonics knowledge to help them write about what they had learned.

The curriculum begins in the Reception class and it is ordered so that pupils can build on their existing knowledge. However, in some subjects, assessment strategies are not used well by teachers to check what pupils already know. This means that teachers do not build on pupils' prior learning as effectively as they could.

Learning to read is a key priority for leaders and staff. Children are taught to read as soon as they start in the Reception class. Leaders have ensured that staff are well trained.

Pupils read books that closely match the sounds that they are learning. This means that they can read with accuracy and increasing confidence. However, at times, teachers do not check often enough how well pupils are remembering the sounds and letters that they have been taught.

This means that some pupils who fall behind are not identified quickly. As a result, a small number of pupils have gaps in their phonics knowledge.

Older pupils are enthusiastic about the books that they read.

Leaders have developed pupils' love of reading effectively. Pupils have access to a wide range of high-quality books to develop their vocabulary and increase their enjoyment of reading.

Pupils behave very well.

This begins in Reception, where children learn to follow clear routines. Pupils move around school in a composed and orderly manner. Lessons are calm and learning is purposeful.

Pupils make a full contribution to the life of the school. Leaders help pupils contribute to their community in Skerton and beyond. Pupils learn about Christianity and other world religions.

Each class contributes to charities locally, nationally and internationally. Leaders have developed a curriculum that allows pupils to learn about healthy relationships. This starts as soon as children join the school in Reception.

Pupils learn about life in modern Britain. They also learn about what they might like to do when they grow up and the careers that are available to them. Pupils are well prepared for their next stage of education.

Leaders ensure that pupils, including those with SEND, are well supported. Staff know pupils well and identify any additional needs quickly. Leaders work with a range of agencies and specialists to support pupils with SEND.

This means that these pupils can access the same curriculum as their peers.

The leadership team has a clear vision for the school. Leaders know the school's strengths and what needs to improve.

Leaders and governors ensure that staff are well supported to manage their workload and well-being effectively.


The arrangements for safeguarding are effective.

Leaders and governors make sure that all staff are well trained to help keep pupils safe.

This means that staff are alert to any sign that pupils might be at risk from harm. Adults know what to do if they are worried about a pupil. Staff work closely with other agencies to ensure that families get the help and support that they need.

Through the curriculum, pupils learn about the risks that they might face as they get older. For example, they learn how to keep themselves safe when online. Pupils learn how to keep themselves safe in the community, for example when riding their bicycle or crossing the road.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, assessment strategies do not provide teachers with a clear enough understanding of what pupils have learned. This means that teachers are not able to plan learning that builds on what pupils already know and can do. Leaders should ensure that teachers are equipped with suitable assessment strategies in these subjects.

• Some teachers do not check frequently enough how well pupils are gaining the intended phonics knowledge. As a result, support to help pupils to catch up is not implemented swiftly enough. Leaders should ensure that the assessment of children's and pupils' phonics knowledge allows teachers to quickly check for any gaps in their learning.

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