Chorley, the Parish of St Laurence Church of England Primary School, located in Lancashire, underwent an inspection on January 21-22, 2020. The overall effectiveness of the school was rated as good, reflecting significant improvements since the previous inspection, which had identified the school as requiring improvement. The quality of education, behavior and attitudes, personal development, leadership and management, and early years provision were all rated as good.
Pupils at the school express enjoyment in all aspects of their school life. They report that staff provide strong support, helping them to build confidence and resilience. The majority of parents and carers hold a positive view of the school, with many recommending it to others. Pupils take pride in being part of the school community, demonstrating happiness and regular attendance. Strong relationships are evident throughout the school, and pupils feel safe, understanding how to stay safe online. They are aware of what bullying is and its potential impact on others, with instances of bullying being rare due to the positive messages promoted by school leaders regarding respect for others. When bullying does occur, staff are effective in addressing it.
The school offers a variety of enrichment opportunities, including trips, visits, and special themed weeks, which pupils appreciate. They willingly take on additional responsibilities, serving as worship warriors, school councillors, and librarians. Leaders and staff maintain high expectations for all pupils, including those who are disadvantaged or have special educational needs and disabilities. As a result, pupils achieve well, and their accomplishments are regularly celebrated.
The school has made notable progress in establishing a new, ambitious curriculum that clearly outlines learning objectives at each stage. Leaders possess a strong understanding of their subjects and have developed a curriculum that builds on prior learning. For instance, the focus on chronology in history aids pupils in understanding significant periods and their interrelations. However, in a few subjects, such as geography, curriculum plans are less developed, which can hinder teachers' ability to identify key learning objectives for their classes. Subject leaders are aware of the necessary steps to enhance this area.
Reading has been prioritized, and pupils demonstrate a genuine love for reading. Phonics instruction begins shortly after children start school, with a consistent approach across classes. Younger pupils effectively use their phonics knowledge to decode unfamiliar words, and reading materials are aligned with their phonetic knowledge. By the end of Year 1, the proportion of pupils meeting the expected standard in the phonics screening check was average. Older pupils enjoy story time and engage enthusiastically with their favorite authors, while school librarians actively promote reading among younger students.
The mathematics curriculum has improved since the last inspection, with pupils building their knowledge and skills effectively. Teachers utilize resources to enhance understanding of mathematical concepts. However, there is a need for improvement in pupils' recall of basic number facts and multiplication tables. The early years curriculum is well-organized, fostering good behavior and engagement among children, who enjoy various learning opportunities.
Staff are well-informed about the needs of pupils with special educational needs and disabilities, adapting plans to ensure these pupils access the full curriculum and achieve well. Feedback from staff indicates a positive perception of the school's improvements and support from leaders, who consider their workload and provide valuable training opportunities.
The safeguarding arrangements are effective, with a strong culture of safeguarding established by leaders. Site security has been enhanced, and staff receive regular training on safeguarding policies and procedures. Pupils are educated on safe behavior, contributing to their understanding of how to keep themselves safe.
To further improve, the mathematics curriculum should be developed to ensure that teachers effectively check pupils' understanding of basic number facts and multiplication tables. Additionally, leaders should enhance curriculum plans in subjects like geography to ensure that key learning objectives are clear and understood by teachers.
