Wheatley Lane Methodist Primary School

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About Wheatley Lane Methodist Primary School

Name Wheatley Lane Methodist Primary School
Website http://www.wheatleylane.lancs.sch.uk/
Ofsted Inspections
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Headteacher Mrs Tracy Hallows
Address Fence, Burnley, BB12 9ED
Phone Number 01282617214
Phase Academy
Type Academy converter
Age Range 4-11
Religious Character Methodist
Gender Mixed
Number of Pupils Unknown
Local Authority Lancashire
Highlights from Latest Inspection
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.


Wheatley Lane Methodist Voluntary Aided Primary School continues to be a good school.

What is it like to attend this school?

Pupils, including children in the early years, value being part of this compassionate school community. They forge strong relationships with staff and their peers.

This makes pupils happy to come to school.

Pupils know that leaders have high expectations for their behaviour. They meet these expectations by treating others with respect and kindness.

Bullying is taken seriously by leaders and dealt with quickly. Leaders' actions, along with the support from the well-being ambassadors, help pupils to feel safe.

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

Pupils are eager to learn and engage well in lessons. Pupils achieve well across most subjects.

Pupils benefit from a wide range of opportunities beyond the classroom.

The pupil rotary club organises fundraising events for the charities that they have chosen to support. This encourages pupils to become empathetic to others less fortunate than themselves. Pupils also take part in an end-of-year theatre production and choir performance.

This builds pupils' confidence and communication skills. Pupils are supported with their physical health and mental well-being. They regularly take part in sports clubs and competitions.

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

Leaders have designed a rich and ambitious curriculum for all pupils, including pupils with SEND. Subject leaders in most curriculum areas have carefully considered the key knowledge that pupils must learn and the order in which this should be taught. However, in a few subjects, leaders have not clearly defined the essential knowledge that pupils need to learn.

As a result, in these subjects, teachers are not clear what pupils should know and remember over time. This prevents pupils gaining the key knowledge that they need to know.

Teachers benefit from a range of training opportunities that mean they deliver the curriculum well.

Their strong subject knowledge enables them to extend pupils' vocabulary effectively. Teachers model the language that pupils should use and explain new learning clearly. In the early years, leaders set up a variety of stimulating learning environments.

This fosters children's curiosity of the world around them. Leaders also provide purposeful activities which promote children's writing and language development. This facilitates children to interact with their peers and builds their confidence.

At times, some teachers do not follow the curriculum design carefully enough. This means that pupils do not learn the subject content that they should. As a result, pupils' learning is less secure in some subjects.

Leaders are not aware of when this happens because they do not have sufficient oversight of how the curriculum is taught.

Leaders have a relentless focus on reading. Pupils have dedicated time to read for pleasure daily from the time that they start in the Reception class through to Year 6.

Teachers choose books carefully to build pupils' understanding of the differences between people in society. They also expose pupils to a range of texts and authors that hold pupils' interests. Reading ambassadors relish the opportunity to read to children in the early years.

Pupils gain a love of reading. They read frequently.

There is a carefully designed phonics programme that is delivered well across the early years and key stage 1.

Teachers are well trained to effectively build pupils' knowledge of letters and sounds over time. Teachers routinely revisit prior learning to ensure that pupils do not forget what they have been taught. Teachers quickly identify, and then support, pupils who do not keep pace with the phonics programme.

Teachers carefully choose books that match to the sounds that pupils are learning. As a result, pupils become fluent readers.

Leaders use effective systems to identify the needs of pupils with SEND.

They seek additional support from specialist services when needed. Teachers are well informed of the needs of pupils with SEND. They use this information to adapt their delivery of the curriculum well.

This allows pupils with SEND to access the same learning opportunities as their peers.

Leaders ensure that disruption to learning is rare. Pupils have a positive attitude to learning and they attend school regularly.

Pupils work hard and stay focused in lessons. Children in the early years follow routines well. As a result, classrooms are calm and orderly.

This helps pupils concentrate on their work and make the most of their time in school.

Leaders' work to prepare pupils for life in modern Britain is effective. Pupils attend events with other schools where they can collaborate with pupils from different backgrounds.

They develop an appreciation of different cultures and faiths through these interactions. Pupils explore local and world news regularly. They also enjoy visits to museums, rivers and outdoor activity centres.

Such experiences extend pupils' understanding of life beyond the classroom.

Governors fulfil their statutory duties effectively. They forge strong relationships with pupils and staff.

Governors provide challenge and hold leaders to account for the work that they do. They also play a key role in supporting leaders to manage staff's workload and well-being. Staff feel valued as a result.


The arrangements for safeguarding are effective.

Leaders have established a strong culture of safeguarding. They use robust systems to identify and respond to the needs of pupils and their families.

Staff are trained well to identify any signs of potential harm that pupils may be experiencing. Concerns are raised quickly and sensitively by staff.

Leaders ensure that pupils and their families receive high levels of support.

External agencies and charities are utilised when needed. Leaders record their actions to keep pupils safe clearly, and in a timely manner.

Pupils are taught about how to keep themselves safe.

Pupils learn how to stay safe online and how to recognise the signs of unhealthy relationships. Pupils have a good awareness of when and how to report concerns.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, leaders have not made clear the essential knowledge that pupils should know and remember.

As a result, pupils are unable to build on their knowledge effectively in some of these subjects. Leaders should ensure that the curriculum identifies the content that pupils need to learn. ? In a few subjects, leaders are not checking how well the curriculum is being delivered and whether the pupils are retaining their knowledge securely over time.

This means some weaknesses in the curriculum are not addressed quickly enough. Leaders should make sure that they have a stronger oversight of curriculum implementation so that pupils learn all that is intended.


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 second ungraded inspection since we judged the school to be good in March 2013.

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