Ofsted has said “the groundwork for further improvement has been laid”, in a follow-up visit to a school judged to have ‘serious weaknesses’.
St Mary’s Roman Catholic Primary School, in Bacup, was visited on December 18 and 19, aimed at identifying and reporting on the provider’s progress.
At an inspection in April, the school was graded ‘inadequate’, with serious issues identified in the leadership and management as well as the behaviour and attitudes of the pupils.
Following the original inspection the headteacher left the school and an executive headteacher and interim head of school took up their posts.
Parents at the school said they were sad to hear that the headteacher, who was considered to have turned the school around, would be leaving in December.
They started a petition to keep John Howarth at the school, which was unsuccessful and he was replaced in January.
In a report published on January 5, inspectors said the school had taken the right action in the right order to tackle these weaknesses.
Inspectors said: “The school has taken the right actions, in the right order, to tackle the weaknesses identified at the previous inspection.
"As a result, the groundwork for further improvement has been laid.
“There is a secure foundation on which to build. The interim leadership arrangements have steadied the ship and won the confidence of a previously disheartened staff.
“The school has successfully focused on its most pressing shortcomings. In particular, it took immediate action to ensure that pupils are safe.
"This means that the arrangements for safeguarding are now effective.
“The systems and procedures to protect pupils have been refined and staff have been suitably trained.
"Consequently, the signs that pupils may be at risk of harm are spotted quickly, reported clearly and acted on swiftly by staff.”
Additionally, improvements to the personal, social, health and economic education curriculum meant that pupils now have a better understanding of how to keep themselves safe.
Pupils were said to trust staff and appreciated the extra help they receive from teachers when facing challenging times at home.
A poor culture of behaviour, which was identified at the previous inspection, has been reversed with a new behaviour policy which is understood by staff and pupils meaning everyone understands what acceptable behaviour is and what isn’t.
Staff and pupils were both said to recognise the positive difference during lessons and at social times.
Inspectors added: “Lessons usually proceed without interruptions. Even so, some pupils quietly choose to opt out of their learning, especially when it requires them to think hard.
“Often, teachers do not pick up on this lack of engagement. While these pupils do not cause any disruption, they are not developing the positive attitudes to learning that they need to be successful.”
The school has addressed students who struggle to manage their behaviour and has much-improved oversight of those pupils who need extra help, which leads to a better match of sensitive and effective support.
This preventative work meant that there were far fewer incidents where pupil’s behaviour escalated to a point of no return.
There have been major changes to the curriculum at the school, and a new mathematics programme is already bearing fruit as pupils have developed greater mathematical fluency and a better recall of numbers.
However, despite a new renewed reading curriculum for older pupils, the school has given too little thought to what pupils will learn.
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New schemes of work have been introduced in most other curriculum subjects, with teachers provided with greater clarity on what should be taught and when.
Inspectors said: “Currently, the implementation of the new curriculums is very mixed. The impact of this new approach varies widely from year group to year group and across different subjects.
“Too little has been done to check the gaps in pupils’ learning to make sure that they have the knowledge that they need to learn new curriculum content. Some teachers do not have high enough expectations of what pupils should produce.
“Poor-quality work, which shows a lack of stamina or depth of understanding, is accepted as standard in some subjects and classes.
“This is especially true for the oldest pupils, who have the biggest gaps in their learning and the greatest distance to travel in order to catch up.”
Whilst children in early years benefit from activities that capture their interest, activities were said to not have maximum impact.
Ofsted said that this was because children’s language development does not have a high enough priority when adults are working and playing with children.
The trust was said to have increased its oversight over the school and a comprehensive improvement plan was in place to maintain the pace of change and enable those responsible for governance to keep an eye on the school’s progress.
Good use has been made of external support, the school has worked closely with the local authority to hone it’s safeguarding practices.
Ofsted
Education
Bacup
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