St Anne’s Church of England Primary School

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About St Anne’s Church of England Primary School

Name St Anne’s Church of England Primary School
Ofsted Inspections
Headteacher Mrs Jayne Webb
Address Ashworth Road, Waterfoot, Rossendale, BB4 9JE
Phone Number 01706214081
Phase Primary
Type Voluntary aided school
Age Range 3-11
Religious Character Church of England
Gender Mixed
Number of Pupils 187
Local Authority Lancashire
Highlights from Latest Inspection


St Anne's Church of England Primary School continues to be a good school.

What is it like to attend this school?

St Anne's is a warm and welcoming school. The school's values of respect, thankfulness, hope, forgiveness, love and faithfulness contribute to the friendly atmosphere. Pupils relish the friendships that they make in school.

Pupils respond well to the high expectations that leaders have of their behaviour. Pupils learn about, and respect, differences between people. They are kind and courteous.

Rare incidents of bullying are dealt with effectively by leaders. As a result, pupils feel safe and happy at school.

Leaders have high aspirations for all pupils,... including those with special educational needs and/or disabilities (SEND).

Children in the early years thrive. For example, teachers encourage children to be independent and to cooperate with their peers. This helps children to achieve well.

Leaders offer a range of activities that help to nurture pupils' talents. For instance, pupils have enjoyed singing at the 'Young Voices' performance in Manchester. Pupils benefit from the sports competitions and events organised by leaders.

This includes taking part in the swimming gala and competing in dance competitions.

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

Leaders have reviewed and revised the curriculum so that it is ambitious for all pupils, from the Nursery class to Year 6. In most subjects, the curriculum has been designed to build on pupils' learning logically over time.

Nonetheless, in a small number of subjects, leaders' curriculum thinking is not finalised. This means pupils are not building on their knowledge as effectively as they could.

Teachers receive ample training to help them to deliver the curriculum content well.

They revisit learning and use strategies that support pupils to retain what they have learned securely in their memories.Reading has a high priority at the school. Pupils regularly read a wide range of high-quality books.

This includes books that help pupils to deepen their understanding of the curriculum. Pupils have a desire to read and they enjoy celebrating their reading achievements.

Children in the Nursery class are encouraged to distinguish sounds so that they are ready to access the phonics programme in the Reception class.

Teachers regularly check pupils' phonic knowledge. If pupils fall behind in the phonics programme, they receive the support that they need to help them catch up. That said, for some pupils, the books that they read are not matched well enough to the sounds that they know.

This hinders some pupils from developing confidence and fluency in reading.

Leaders are quick to identify the needs of pupils with SEND. Staff are kept informed of these needs.

This helps teachers to reduce the barriers that may stop pupils from accessing the curriculum. Pupils with SEND achieve well.

Pupils, including children in the early years, settle into the school routines well.

Leaders are relentless in supporting pupils to attend school regularly and on time. Pupils are motivated to succeed. As a result, learning is rarely disrupted.

Pupils enjoy school trips which bring their learning to life. For instance, they learned about democracy on their visit to the Houses of Parliament. Leaders invite guests to share information about different careers.

Teachers empower pupils through positions of responsibility, such as play leaders, sports crew and members of the pupil council. Pupils lead and deliver environmental projects and manage fundraising events. This helps raise pupils' aspirations and prepares them well for life beyond school.

Governors know their roles and responsibilities well. They challenge and support leaders to ensure that the school continues to improve. Staff value the engagement that they have with leaders as this makes them feel that their views are heard and valued.

They appreciate the consideration that leaders give to their well-being and workload. Staff are proud to work at the school.


The arrangements for safeguarding are effective.

Leaders have fostered a strong culture of safeguarding at the school. Staff are confident in identifying pupils who may be at risk of harm. Staff receive regular training and know how to report and record concerns.

Leaders deal with these concerns swiftly. When needed, leaders use external professional support to help them cater for the needs of vulnerable pupils.

Pupils are taught about keeping safe through their personal, social, health and emotional education curriculum.

For example, they learn about the dangers of drugs and the risks that they could face when online. If concerns arise, pupils have an appropriate adult to whom they can go for support.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, the curriculum design has not been completed.

This means that pupils do not build on their knowledge in a coherent way. Leaders should ensure that the curriculum thinking is finalised so pupils can gain a strong body of knowledge over time. ? The books that some pupils read do not match the sounds that they have learned.

This stops some pupils from building their confidence and fluency when they read. Leaders should make sure that the books that pupils read help pupils to practise the sounds that they have learned.


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 first ungraded inspection since we judged the school to be good in May 2018.

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