Setting

Aviation House 125 Kingsway London WC2B 6SE T 0300 123 1231 F 020 7421 6855 enquiries@ofsted.gov.uk www.ofsted.gov.uk

p.1

Mrs A Perry Acting Headteacher Christ the King Roman Catholic Primary School Calderbrook Avenue Burnley BB11 4RB

p.1

Ofsted 2011–12 subject survey inspection programme: citizenship

Thank you for your hospitality and cooperation, and that of the staff and pupils, during my visit on 2 November 2011 to look at work in citizenship.

p.1

Ofsted 2011–12 subject survey inspection programme: citizenship

The visit provided valuable information which will contribute to our national evaluation and reporting. Published reports are likely to list the names of the contributing institutions but individual institutions will not be identified in the main text without their consent.

p.1

Ofsted 2011–12 subject survey inspection programme: citizenship

The evidence used to inform the judgements included: interviews with staff and pupils; scrutiny of relevant documentation; analysis of pupils’ work and observation of two lessons and an assembly.

p.1

Ofsted 2011–12 subject survey inspection programme: citizenship

The overall effectiveness of citizenship is outstanding.

p.1

Achievement in citizenship

Achievement in citizenship is outstanding.

p.1

Achievement in citizenship

 Pupils’ demonstrate impressive knowledge and understanding of many of the subject’s key concepts. Discussions with pupils revealed their strong sense of right and wrong, fairness and justice and their respect for their environment and the world around them. This is developed well through the encouragement they receive to consider and agree their own class rules.  Pupils’ understanding of identity and diversity is outstanding. Considerable efforts are made to ensure that they are familiar with a variety of faiths and cultures through the effective liaison with a range of different schools in the UK and overseas and the regular curriculum visits made to the Burnley Faith Centre. Consequently, pupils demonstrate sensitive awareness; as one Year 4 boy commented, ‘It is important to be open- minded’.  Awareness of democracy is reinforced through voting for school council members and House captains. Those elected understand the principles of

p.1

Achievement in citizenship

representation and take up their roles with confidence. The council is very well supported to take key decisions by the highly effective subject leader.  One of the key strengths is the wide range of opportunities for a large number of pupils to take responsibility and demonstrate leadership. Pupils respond really well and are able to articulate the importance of these roles, acting as council members, House Captains, playground players, and monitors. In particular, the system of ‘seeds and gardeners’ which pairs every Year 6 pupil as a mentor and supporter to a child in the Reception class is highly effective in promoting a sense of nurture and responsibility, adding significantly to this highly cohesive school community.

p.2

Quality of teaching in citizenship

The quality of teaching in citizenship is good.

p.2

Quality of teaching in citizenship

 The teaching observed was characterised by good relationships and lively interjections from teachers who are clearly very enthusiastic in their approaches and consistently encouraging of their pupils’ responses.  Pupils’ views are sought and valued from the Early Years Foundation Stage upwards. Pupils have many opportunities to talk and express their ideas and opinions. A suitable emphasis is placed on positive behaviours and recognition of these; consequently, pupils develop a clear sense of moral purpose from the Reception class upwards.  Teachers consistently reinforce whole-school themes and thus contribute well to the school’s overarching ethos. Their constant reinforcement of positive actions helps to create a purposeful climate and build high expectations of every child.

p.2

Quality of the curriculum in citizenship

The quality of the curriculum in citizenship is outstanding.

p.2

Quality of the curriculum in citizenship

 The place and significance of citizenship in the curriculum is securely established. The discrete element, such as the circle time activities observed at the visit, build very strong foundations for the subject.  Cross-curricular elements are strong and significant. These have been mapped against citizenship requirements which, although some elements receive ‘lighter touch’ coverage, provide a strong, coherent programme overall. Teachers consistently identify where citizenship elements are being realised. Some subjects, such as RE, make particularly effective contributions to citizenship learning.  Displays around the school are of an excellent quality and reinforce aspects of citizenship well. In particular, the school council and Burnley Pupil Parliament displays highlight the significance of representative work to pupils.  A wide range of enrichment activities supports citizenship learning effectively. For example, the ‘Relay of Prayer’, linked to the Olympics 2012

p.2

Quality of the curriculum in citizenship

theme, the newly-formed debating club, Eco activities, many charity fundraising events, and the use of assemblies and ‘thought for the week’ consistently reinforce aspects of citizenship for pupils.

p.3

Effectiveness of leadership and management in citizenship

The effectiveness of leadership and management in citizenship is outstanding.

p.3

Effectiveness of leadership and management in citizenship

 Your provision is highly effective in meeting the needs of your pupils with excellent impact evident on their knowledge, understanding, attitudes and values. The school’s faith ethos and atmosphere strongly reinforces the importance of personal responsibility and care and respect for others from the Early Years Foundation Stage upwards.  You have secured very good teamwork and consistency from the wider staff team in promoting the school’s values and principles with a positive effect on pupils’ behaviour and attitudes.  The subject leader is highly effective; subject planning is clear and coherent demonstrating good understanding of the opportunities for citizenship learning across the wider curriculum.  Pupils’ achievement in the subject is consistently recognised and celebrated across the school.

p.3

Areas for improvement, which we discussed, include:

 mapping curriculum provision in detail to identify any aspects that are currently covered in less detail.

p.3

Areas for improvement, which we discussed, include:

I hope that these observations are useful as you continue to develop citizenship in the school.

p.3

Areas for improvement, which we discussed, include:

As explained previously, a copy of this letter will be published on the Ofsted website. It may be used to inform decisions about any future inspection. A copy of this letter is also being sent to your local authority.

p.3