Aughton Town Green Primary School, located in Ormskirk, Lancashire, has recently undergone an inspection on the 25th and 26th of June 2024. The overall effectiveness of the school has been rated as good, reflecting a consistent standard of education and care provided to its pupils. The quality of education, behaviour and attitudes, personal development, leadership and management, as well as early years provision, have all been assessed as good, maintaining the same grade as in the previous inspection.
Pupils at Aughton Town Green Primary School exhibit happiness and a strong sense of community. In the early years, children engage in harmonious play, fostering friendships and kindness among peers. The school’s motto, which emphasizes striving for personal bests, is evident in the positive attitudes of the pupils towards their learning. This commitment to excellence contributes to their academic achievements, aligning with the school’s high expectations. Early years children are particularly noted for their strong start in their educational journey.
In the classroom, pupils demonstrate attentiveness and diligence in following instructions. Their conduct throughout the school is sensible, and they learn to take on responsibilities, such as mentoring younger students as reading buddies. Outdoor learning experiences, including activities in the eco-garden, are met with enthusiasm, allowing pupils to develop resilience and problem-solving skills.
The school offers a variety of extracurricular opportunities that cater to diverse interests. For instance, Year 4 pupils, including those with special educational needs and disabilities, participate in learning to play brass instruments and performing in concerts, which significantly boosts their confidence. Sporting clubs are popular, and pupils enjoy various trips, including outdoor activity holidays, enhancing their overall school experience.
The curriculum at Aughton Town Green Primary School is ambitious and well-structured, covering all key stages from early years to Year 6. Teachers have a clear understanding of the essential knowledge that pupils need to acquire, and they possess strong subject knowledge supported by a comprehensive training program. Instruction is delivered clearly, and resources are utilized effectively to meet curriculum aims. This approach ensures that pupils, including those with special educational needs, learn successfully.
The school has established effective systems to identify and support the additional needs of pupils with special educational needs and disabilities. Staff are well-informed and equipped to provide the necessary support. In most subjects, teachers are adept at identifying and addressing pupils’ misconceptions. However, there are still some subjects where assessment strategies are being refined, and at times, these strategies do not effectively help pupils consolidate their learning, leading to some difficulties in knowledge recall for a small number of students.
A new phonics program introduced last year has shown positive results, improving pupils' phonics learning. Staff trained in early reading effectively deliver this program, ensuring that struggling readers receive the support they need to catch up. Generally, pupils read with confidence and fluency, and reading is integrated throughout the curriculum, fostering a love for literature.
Classrooms are calm environments conducive to learning, with pupils displaying mature attitudes. While most students respond positively to rewards for their achievements, a small minority occasionally do not meet the school’s behaviour expectations. Teachers typically manage these situations swiftly and effectively.
Pupils possess an age-appropriate understanding of healthy relationships and safety, as evidenced by their engagement with community services like the fire department. They are encouraged to support various charities, demonstrating a sense of social responsibility. However, some pupils have limited knowledge of different faiths and beliefs, and their understanding of British values is not fully developed, which may hinder their preparation for life in modern Britain.
The governing body is actively involved in the school, providing knowledgeable support and challenge. However, there are areas where monitoring processes could be more rigorous, which would enhance the school’s ability to identify development areas and track improvement progress. Some subject leaders have not been able to monitor their curriculum delivery as frequently as desired, impacting their support for teachers.
Overall, the staff at Aughton Town Green Primary School are content and enjoy their work, with recent curriculum changes easing some of their workload. The school is committed to continuous improvement and has plans in place to address identified areas for development, ensuring a positive educational experience for all pupils.
