Eccleston St Mary’s Church of England Primary School, located in Chorley, Lancashire, was inspected on January 21-22, 2020. The overall effectiveness of the school was rated as good, reflecting a positive shift from its previous outstanding rating in 2011. This change is attributed to the current inspection framework and developments within the school over the years. The school had not undergone an inspection for eight years, exceeding the typical five-year interval due to legislative changes that exempted outstanding schools from routine inspections.
The school is characterized by a strong Christian ethos that permeates all aspects of school life, fostering a supportive environment where families express high levels of satisfaction. Pupils develop friendships across different year groups, and new leadership has raised expectations for student achievement. The focus on improving educational outcomes is evident, with positive relationships among pupils, staff, and volunteers. Pupils exhibit exceptional behavior in class, actively listening to one another and demonstrating respect for peers and adults alike. Reports from pupils indicate that bullying is not an issue, a sentiment echoed by parents and supported by school records.
Pupils are actively involved in school governance through councils, contributing to decisions that affect their learning environment. They feel safe at school and are educated on safety in their local community and online. The school offers a variety of extracurricular activities, including sports and clubs, which enhance the learning experience. Parents and carers are supportive of the school's initiatives and staff efforts.
The curriculum is designed to engage pupils and promote both academic and personal development. Leaders have effectively reviewed curriculum plans across subjects, ensuring that they align with the knowledge and skills expected at each year level. Teachers and teaching assistants collaborate effectively to support student learning, and by the end of Year 6, most pupils achieve well in English and mathematics. Teachers are proactive in identifying pupils who require additional support, working with external agencies to address individual needs. Disadvantaged pupils and those with special educational needs are included in the same learning activities as their peers, with appropriate adaptations made when necessary.
The headteacher is dedicated to fostering a love of reading among students, implementing a systematic approach to phonics instruction that begins in the Reception class. While teachers are well-trained in phonics, there is a need for further training for teaching assistants to enhance their effectiveness in supporting early reading. Recent investments in new reading materials ensure that pupils have access to books that correspond with their phonics learning.
The school’s leadership team is committed to continuous improvement, with subject leaders developing detailed plans for their areas of responsibility. New subject leaders are beginning to monitor the implementation of the curriculum to ensure it is delivered as intended. Early years staff focus on developing children's speech and language skills, as well as their understanding of numbers and shapes.
Pupils demonstrate a strong understanding of British values and cultural diversity, which is integrated into their learning from an early age. They are encouraged to adopt healthy lifestyles and participate in various sporting activities. The governing body is actively involved in the school’s progress, holding leaders accountable for educational quality across all subjects.
Staff express passion for their roles and appreciate the measures taken by leaders to reduce workload and support their well-being. The school’s safeguarding arrangements are effective, with clear protocols in place to ensure the safety of all pupils. Overall, the school is well-regarded by the community, with a clear path for ongoing development and improvement.
