St Stephen’s Tockholes CofE Primary School

About St Stephen’s Tockholes CofE Primary School Browse Features

St Stephen’s Tockholes CofE Primary School

Name St Stephen’s Tockholes CofE Primary School
Ofsted Inspection Rating Good
Inspection Date 13 September 2016
Address Rock Lane, Tockholes, Darwen, Lancashire, BB3 0LX
Phone Number 01254701806
Type Primary
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 53 (43% boys 57% girls)
Number of Pupils per Teacher 23.9
Local Authority Blackburn with Darwen
Percentage Free School Meals 15.1%
Percentage English is Not First Language 0%
Persisitent Absence 13%
Pupils with SEN Support 15.1%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school is much smaller than the average-sized primary school. Pupils are currently taught in two mixed-age classes. The great majority of pupils are from White British backgrounds. None speaks English as an additional language. The proportion of disadvantaged pupils is just above average. The proportion of pupils who have special educational needs and/or disabilities is well above average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment in reading, writing and mathematics by the end of Year 6. The school meets requirements on the publication of specified information on its website. There have been significant changes in leadership since the previous inspection. The school was led by two successive acting headteachers in the summer and autumn terms of 2015. In January 2016 the governing body entered into a collaborative partnership with a nearby school, Blackburn the Redeemer Church of England Primary School. Both schools are led by an executive headteacher who is a national leader of education. She is supported by two assistant headteachers who share leadership roles in both schools.

Summary of key findings for parents and pupils

This is a good school The executive headteacher provides outstanding leadership to the school. She is ably supported by two assistant headteachers. Together they are transforming the school. Senior leaders have put safeguarding at the heart of the school’s work. They have evaluated strengths and areas for development accurately and implemented an ambitious plan to improve the school further. From their different starting points, all pupils make good progress in reading, writing and mathematics. Disadvantaged pupils and those who have special educational needs and/or disabilities make equally good progress. Teaching is good. Teachers know their pupils well. They assess pupils’ work regularly and provide challenging activities for pupils of all abilities. Children in the early years make a positive start to their learning because they are taught well, like school and feel safe. Pupils are kind and respectful towards one another. They develop strong moral values. They have a deep understanding of tolerance and equality. All pupils feel safe because of the high-quality nurture and care they receive. Pupils behave well in school. They say that they feel valued and can voice their opinions. Most pupils work hard and listen to their teachers. Attendance is consistently above average. No pupils are persistently absent and there are no exclusions from school. The partnership with Blackburn the Redeemer CofE Primary School is benefiting both schools through the opportunities it gives leaders and teachers to share expertise, and the wider opportunities for pupils to learn collaboratively. Skilled governors know the school well. The governing body provides a high level of challenge and is ambitious for every pupil. The school is rapidly improving because the governing body has tackled previous weaknesses. The school is not yet outstanding because the progress that pupils make in writing is not as strong as it is in reading and mathematics. Some pupils have a fairly limited vocabulary. Some pupils give up too quickly when faced with more difficult learning challenges. Subject leadership is still at an early stage of development.