St Elphin’s (Fairfield) CofE Voluntary Aided Primary School

What is this page?

We are, a schools information website. This page is one of our school directory pages. This is not the website of St Elphin’s (Fairfield) CofE Voluntary Aided Primary School.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding St Elphin’s (Fairfield) CofE Voluntary Aided Primary School.

To see all our data you need to click the blue button at the bottom of this page to view St Elphin’s (Fairfield) CofE Voluntary Aided Primary School on our interactive map.

About St Elphin’s (Fairfield) CofE Voluntary Aided Primary School

Name St Elphin’s (Fairfield) CofE Voluntary Aided Primary School
Ofsted Inspections
Headteacher Mrs Alison Liptrot
Address Farrell Street, Warrington, WA1 2GN
Phone Number 01925635143
Phase Primary
Type Voluntary aided school
Age Range 3-11
Religious Character Church of England
Gender Mixed
Number of Pupils 370
Local Authority Warrington
Highlights from Latest Inspection


St Elphin's (Fairfield) C of E Voluntary Aided Primary School continues to be a good school.

What is it like to attend this school?

Staff and pupils at St Elphin's have strong shared values that underpin all that they do. Pupils said that they feel happy, safe and supported on their journey through school.

They told the inspector that their teachers help them to learn and become ready for their future lives. Pupils are proud of their school and the work that they do. They are expected to play a full part in the life of the school and the wider community.

For example, in school, sports leaders organise many activities at breaktimes and the choir also regularly sings in and at community events.

Leaders have high expectations about what pupils can achieve and how they should behave. There are high levels of respect between pupils and staff.

The clear and consistent routines create a feeling of calm and purpose around the school. Pupils, leaders and staff recognise and celebrate 'doing the right thing'. Pupils behave well around school and in lessons.

Leaders take effective action to make sure that any incidents of bullying stop.

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

The curriculum is ambitious. It ensures that pupils learn all that is included in the national curriculum.

Leaders have thought carefully about the important knowledge that pupils need to learn and when this should be taught. This helps pupils to know and remember more over time.

Teachers present new ideas clearly.

They teach lessons that help pupils to learn the content of the curriculum. Teachers check on pupils' learning and use this information to plan next steps. This ensures that any misconceptions are identified and resolved.

Pupils are reminded of what they have learned before and they have the opportunity to practise new skills regularly.Pupils said that they enjoy learning about a wide range of different subjects and taking part in lots of exciting extra-curricular activities. Activities within and beyond the classroom teach them about diversity and the importance of tolerance.

This contributes well to their spiritual, moral, social and cultural development.

Leaders prioritise reading throughout the school. In the early years, adults model appropriate language and provide activities that develop children's vocabulary.

The agreed phonics programme is delivered effectively by well-trained staff. Pupils practise their phonics knowledge by reading books that match the sounds that they know. However, some pupils still struggle to decode effectively.

Teachers have not filled the precise gaps in the phonics knowledge of these pupils. This limits these pupils from reading fluently. Older pupils deepen their understanding of how authors develop their ideas.

Pupils spoke enthusiastically about the range of books that they had read. Most pupils become confident and fluent readers by the end of key stage 2.

Pupils behave well.

They focus during lessons and there is very little low-level disruption. As a result, most pupils can get on with their learning without any distraction. In the early years, and in Years 1 to 6, teachers use skilful questioning to find out what pupils know.

Pupils are able to explain what they have learned. Accurate assessment information is used well by teachers to reshape their teaching. Pupils with special educational needs and/or disabilities are identified quickly and supported effectively across the school.

These pupils take part fully in lessons and they benefit from the additional help that they receive to meet their needs.

Following the COVID-19 pandemic, some pupils have struggled to get into the habit of attending school regularly. This means that some pupils are missing out on their learning.

The gaps in their knowledge are widening.

Staff appreciate leaders' consideration of their workload and well-being.


The arrangements for safeguarding are effective.

Staff are vigilant and understand the risks that pupils might face in their everyday lives. Staff are well trained to follow the agreed policies and procedures. They report their concerns in a timely way.

Leaders follow up these concerns and make sure that pupils and families get the support that they need.

Pupils are taught to keep themselves safe online through a curriculum that regularly reinforces e-safety.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils struggle to decode words.

This prevents them from reading fluently and accessing other curriculum areas. Leaders should ensure that teachers accurately identify the precise gaps in pupils' phonics knowledge and then provide teaching that helps pupils to gain the understanding that they need to read fluently. ? Some pupils do not attend school regularly.

This means that they miss lessons, which in turn, means that gaps in their learning widen. Leaders should ensure that they renew their efforts to ensure that pupils attend school as often as they should.


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 March 2017.

Also at this postcode
Little Penguins Link Club

  Compare to
nearby schools