Heskin Pemberton’s Church of England VA Primary School is a well-regarded institution located in Chorley, Lancashire. The recent inspection on November 22, 2023, confirmed that the school maintains its overall judgment of good. However, it was noted that the evidence gathered during the inspection suggests that the school may not achieve the same rating if a graded inspection were conducted at this time. The next inspection is expected to be a graded one, which will provide a more definitive assessment of the school's performance.
The school is characterized by a positive atmosphere where pupils are eager to attend daily. Staff members have a deep understanding of the students and their families, fostering strong relationships that contribute to a supportive learning environment. High expectations for behavior are established from the outset, with pupils adhering to school rules and holding each other accountable. Opportunities for older pupils to assist younger ones, particularly in reading, further enhance the sense of community within the school. Many students express that the school feels like a family, highlighting the strong social bonds that exist.
Extracurricular activities are abundant, with various clubs available for pupils to join. The school encourages participation in competitive sports, and students take pride in fundraising events, such as the 'break the rules day' for a local charity. While the school has high aspirations for academic achievement, there are areas that require improvement. The curriculum is not consistently delivered across all subjects, and there are weaknesses in assessment strategies that hinder the ability to track pupil progress effectively. As a result, some students do not reach their full potential.
The curriculum is broadly structured and ambitious, catering for all pupils, including those with special educational needs and disabilities. Early years education is particularly strong, preparing children well for the transition to key stage one. Reading is a focal point of the curriculum, with pupils expressing enthusiasm for their favorite books and authors. However, inconsistencies in the delivery of the phonics program have been identified, with some staff requiring additional training to enhance their expertise in early reading instruction. This inconsistency can impede the development of fluent and confident readers among some pupils.
Teachers generally employ appropriate activities that foster knowledge development, and they effectively address misconceptions during lessons. However, the inconsistent use of assessment strategies means that some pupils have gaps in their knowledge that go unaddressed. The school lacks robust monitoring procedures to evaluate curriculum delivery, leaving it unaware of potential weaknesses in teaching and learning outcomes.
The school is effective in identifying pupils with special educational needs, ensuring they are included in school life and follow the same curriculum as their peers. Nevertheless, staff have not received adequate guidance to adapt the curriculum for these pupils, which can result in insufficient support for their learning needs.
The school has made significant progress in promoting pupils' wider development, integrating learning opportunities that enhance understanding of different cultures and religions. Pupils demonstrate empathy and care for one another, contributing to a positive school culture. They are motivated and engaged in their learning, with well-established routines in the early years.
Staff express high levels of job satisfaction, feeling valued and supported by the school leadership. The local governing body is committed to the school and collaborates closely with its leadership team. Safeguarding arrangements are effective, ensuring a safe environment for all pupils.
To improve, the school must enhance its monitoring of curriculum implementation, provide ongoing training for staff in phonics delivery, and develop effective assessment strategies to identify and address gaps in pupil knowledge. Additionally, it should ensure that the specific needs of pupils with special educational needs are met more effectively.
