St Margaret’s Church of England Primary School

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About St Margaret’s Church of England Primary School

Name St Margaret’s Church of England Primary School
Ofsted Inspections
Headteacher Mrs Maxine Beresford
Address Heys Lane, Heywood, OL10 3RD
Phone Number 01706369639
Phase Primary
Type Voluntary aided school
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 203
Local Authority Rochdale
Highlights from Latest Inspection

What is it like to attend this school?

Pupils thoroughly enjoy learning at St Margaret's Church of England Primary School. It is a place where kindness and positive attitudes towards learning are the norm. Pupils appreciate the care and warmth shown to them by staff.

They told inspectors that they feel happy and safe in school.

The school has established high expectations for the achievement of pupils, including for children in the early years and those with special educational needs and/or disabilities (SEND). Pupils strive to do well at school.

They take pride in their learning and rise to the school's high standards. Pupils achieve well across the curriculum.

Pupils' behaviour is exemp...lary around the school.

From the early years to Year 6, there is a calm and orderly atmosphere that enables pupils to focus exceptionally well on their learning. Pupils trust staff to deal with any rare incidents of misbehaviour quickly. Pupils respect adults and each other.

They spoke eagerly about the values that their conduct shows, such as perseverance, resilience and responsibility.

Pupils, including those with SEND, embrace the experiences that the school offers them, for example visiting the local market, the airport and the beach. These opportunities add considerable value to pupils' learning and their wider development.

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

Pupils, including those with SEND, benefit from an ambitious curriculum that is meaningful and interesting to them. In the main, the school has carefully mapped out the key knowledge that pupils should learn in each subject from Reception to Year 6. However, in one or two subjects where curriculums are relatively new, the small steps of learning and vocabulary that pupils should learn are not specific enough.

This hinders staff in creating learning that helps pupils to build a deep body of knowledge over time.

The school has ensured that professional development for staff is a priority. This is evident through staff's strong subject knowledge and in the clear way that they present and model new learning to pupils.

Staff routinely check that pupils are securing the knowledge that they require for subsequent learning.

The school has placed reading at the heart of the curriculum. Older pupils talked enthusiastically about their 'reading rivers'.

They use these to record all the different texts and authors that they encounter. The school has quickly ensured that robust measures are in place to address the recent dip in phonics attainment in Year 2. Children learn about letters and the sounds that they represent as soon as they begin in the Reception class.

Pupils practise their reading using books that are carefully matched to the sounds that they know. Staff check that pupils are keeping up with the phonics programme. If pupils struggle with reading, skilled staff provide effective support to help them to catch up quickly.

As a result, most pupils become confident and fluent readers by the end of Year 2.

The school ensures that staff are equipped to identify the additional needs of pupils with SEND swiftly. Staff use a range of suitable adaptations to support these pupils effectively.

This enables pupils with SEND to learn successfully. Pupils with SEND, and those who are disadvantaged, are fully involved in school life.

Pupils behave extremely well in this school.

From the beginning of the Reception Year, children learn routines that help them to settle into school quickly. Pupils are polite and well mannered. They are motivated to learn and engage enthusiastically during lessons.

Pupils understand the importance of attending school each day. Where needed, the school works in partnership with external professionals and families to reduce absence.

Pupils are taught how to keep themselves safe online and how to stay physically and mentally healthy.

Pupils contribute to the life of the school through their roles, for example as school councillors and reading ambassadors. Pupils are keen to attend the wide array of extra-curricular clubs that the school offers such as karate, craft, and football clubs. Pupils say that everyone is welcome in their school, regardless of any differences that they may have.

However, some aspects of the school's programme to support pupils' personal development are less effective than others. This includes teaching pupils about the importance of fundamental British values and of religions that differ from their own. This means that some pupils are not as well prepared for life in modern Britain as they could be.

Governors know the school community well and are dedicated to securing the best outcomes for their pupils. Governors hold the school to account for the quality of education that pupils receive.

Staff are proud to be part of the school team.

They appreciate that their workload and well-being are always considered by the school leaders. Through regular questionnaires, staff's opinions are heard and acted on.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a minority of subjects, the school has not ensured that the specific building blocks of knowledge are clear enough. In these subjects, staff are hindered in designing learning that supports pupils to build logically on what they already know. The school should ensure that these subject curriculums are further refined so that staff are clear about the essential knowledge that pupils should learn.

• The school has not ensured that pupils learn enough about different religions and the importance of British values. This means that some pupils are not as well prepared as they could be for life in modern Britain. The school should review its personal development programme to ensure that all aspects are taught equally well.

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