Hesketh-with-Becconsall All Saints CofE School in Lancashire underwent an inspection on March 7 and 8, 2023, resulting in an overall effectiveness rating of inadequate. The quality of education was also rated inadequate, while behavior and attitudes, as well as personal development, were deemed to require improvement. Leadership and management, along with early years provision, were rated inadequate as well. This marked a significant decline from the previous inspection, which had rated the school as good.
The inspection revealed that pupils at the school do not achieve well, primarily due to low expectations set by the leaders regarding what pupils can and should achieve. This has resulted in poorly designed curriculums that are not effectively delivered. While most pupils are happy and have respectful relationships with staff, there are ongoing issues with bullying, although leaders generally address these incidents effectively. Pupils reported feeling safe at school, and there have been improvements in behavior expectations, with most pupils responding positively.
Despite some positive aspects, such as charitable work and participation in local events, the school has not adequately addressed widespread weaknesses. Leaders and governors have relied heavily on external support due to a lack of staff capable of taking on key roles. The curriculum lacks ambition and coherence, with leaders failing to identify essential knowledge for pupils from early years through Year 6. Teachers utilize various resources without proper checks to ensure they align with the national curriculum, leading to disconnected learning experiences.
In early years, the curriculum does not meet statutory requirements, leaving children unprepared for Year 1. Although some subjects have begun to outline key knowledge, this is still in its infancy, and teachers have not received adequate training to implement these changes effectively. Consequently, pupils struggle to build knowledge over time, resulting in poor achievement and inadequate preparation for future education stages.
The inspection highlighted issues with phonics instruction, where a legacy of different programs has confused pupils. Many lack foundational phonics knowledge, and staff do not possess the expertise to support their learning effectively. Additionally, the needs of pupils with special educational needs and disabilities are not identified promptly or accurately, leading to inadequate support and poor long-term outcomes.
While many pupils attend school regularly and behave well, low-level disruptions in lessons hinder learning for some. Leaders have established programs to support personal development, but pupils' understanding of diversity and health remains superficial. Staff have expressed appreciation for recent considerations regarding their workload and well-being, acknowledging a period of instability within the school.
The safeguarding arrangements are effective, with leaders prioritizing pupil safety and ensuring staff are trained to recognize signs of risk. However, the overall capacity for improvement among leaders and governors is lacking, as they have overseen significant weaknesses for an extended period. Urgent action is needed to stabilize leadership and provide necessary training for subject leaders to enhance curriculum delivery. The curriculum must be redesigned to ensure it is ambitious and coherent, allowing pupils to build a secure body of knowledge. The early years curriculum requires significant improvement to meet statutory frameworks, and phonics instruction must be effectively delivered to foster confident, fluent readers. Addressing the needs of pupils with SEND is crucial for their academic success, and leaders must establish high expectations for behavior to create an optimal learning environment.
