Our Lady Immaculate Catholic Primary School

Our Lady Immaculate Catholic Primary School Inspection report

p.1

Age group 4–11 Inspection date(s) 13–14 February 2012 Inspection number 377409 Unique Reference Number 106489 Local authority Wigan Inspection number 377409 Inspection dates 13–14 February 2012 Lead inspector Clare Henderson

p.1

This inspection of the school was carried out under section 5 of the Education Act 2005.

p.1

Type of school Primary School category Voluntary aided Age range of pupils 4–11 Gender of pupils Mixed Number of pupils on the school roll 117 Appropriate authority The governing body Chair Fr. John Gorman Headteacher Damian Winstanley Date of previous school inspection 27 April 2009 School address Downall Green Road Bryn Wigan WN4 0LZ Telephone number 01942 727067 Fax number 01942 776614 Email address enquiries@admin.ashtonourladys.wigan.sch.uk You can use Parent View to give Ofsted your opinion on your child's school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when.

p.1

You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk , or look for the link on the main Ofsted website: www.ofsted.gov.uk

p.2

achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

p.2

Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied.

p.2

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk

p.2

You may copy all or parts of this document for non-commercial purposes, as long as you give details of the source and date of publication and do not alter the information in any way.

p.2

To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to 'Subscribe'.

p.2

T: 0300 123 4234 Textphone: 0161 618 8524 enquiries@ofsted.gov.uk www.ofsted.gov.uk

p.2

Introduction

This inspection was carried out with two days' notice. The inspector observed ten lessons taught by six teachers, listened to individual pupils reading in Years 1 and 2 and scrutinised pupils’ work. She held meetings with members of the governing body, staff and groups of pupils. She observed the school’s work and looked at documents relating to safeguarding, pupils’ progress and attainment and the way in which the school evaluates its own performance. There were no responses to the online questionnaire (Parent View) to consider when planning the inspection. The inspector scrutinised the questionnaires completed by staff and pupils and analysed the 28 received from parents and carers.

p.3

Information about the school

This school is smaller than the average-sized primary school. The proportion of pupils known to be eligible for free school meals is average. An average proportion of pupils have special educational needs. The vast majority of pupils are from White British backgrounds. A few pupils are from minority ethnic backgrounds. The school meets the current floor standards. The school has gained Healthy Schools status. The school runs breakfast- and after-school clubs which were considered during this inspection. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

p.3

Key Findings

■ This is a good school which has improved rapidly since the last inspection. This is because senior leaders and members of the governing body have effectively given high priority to improving the quality of teaching and pupils’ learning in English and mathematics. As result, achievement is good and all groups of pupils make good progress given their starting points in reading, writing and mathematics.

p.4

Key Findings

■ Pupils are keen and enthusiastic to learn. They feel safe and well cared for and their behaviour and spiritual, moral, social and cultural development are good. The vast majority of parents and carers who responded to the questionnaire, and those who talked to the inspector, confirm these positive views and engage well with the school.

p.4

Key Findings

■ Pupils at the end of Year 2 attain above average standards in reading. This is because high priority is given in the Early Years Foundation Stage and in Years 1 and 2 to developing pupils’ understanding of letter names and their corresponding sounds. When they leave school in Year 6, their attainment in reading, writing and mathematics is above average and significantly so in reading and mathematics.

p.4

Key Findings

■ The quality of teaching is good. It is not outstanding because, although reading, communication and mathematical skills are extended well within all subjects of the curriculum, teachers do not provide enough opportunities for pupils to extend their writing skills.

p.4

Key Findings

■ Leadership and management are good. The headteacher, senior management and members of the governing body constantly review the school’s performance and are clear about the direction the school must take to secure further improvements. However, this work is not fully shared with middle leaders who do not have enough involvement in monitoring and evaluating the quality of teaching and learning within all the subjects of the curriculum.

p.4

What does the school need to do to improve further?

■ Raise pupils’ overall achievement to outstanding in all year groups by:

p.5

What does the school need to do to improve further?

 ensuring teaching provides enough opportunities for pupils to improve their writing skills in all subjects of the curriculum  fully involving middle leaders in monitoring and evaluating the quality of teaching and learning within all subjects of the curriculum.

p.5

Achievement of pupils

In all the lessons seen, pupils were enthusiastic, eager to learn and their behaviour was good. They were keen to join in discussions and activities, particularly when learning had an exciting, imaginative or practical focus. At these times, they were fully engrossed and their learning was accelerated at a good and occasionally outstanding pace. In a Key Stage 2 English lesson pupils learnt at a rapid pace. They were successfully challenged to use thinking and reasoning skills to describe and write about the emotions of characters in a story while using high quality communication skills to share ideas and opinions.

p.5

Achievement of pupils

When children start in the Early Years Foundation Stage, their skills and abilities are in line with age-related expectations though lower in reading and writing. Well-established links with parents and carers enable children to settle happily, enjoy school and benefit from opportunities to access, for instance, the well organised before- and after-school clubs. In this early stage of their learning, high priority is given to developing an understanding of letter names and sounds. Furthermore, opportunities to develop writing skills are fully embedded into their learning and play, all of which leads the children to make at least rapid progress in all areas of learning. This high focus on developing pupils’ reading skills in a well-structured way continues through Years 1 and 2. Consequently, pupils’ attainment is above average in reading by the end of Year 2.

p.5

Achievement of pupils

Lesson observations and scrutiny of pupils’ work show that attainment in reading, writing and mathematics is above average by the end of Year 6, and that it is better in reading and mathematics than in writing. This variability in progress is because pupils are not consistently provided, in all year groups, with enough opportunities to extend their writing skills in all subjects of the curriculum. Pupils with special educational needs are provided with good levels of care and attention by all teachers and teaching assistants. Individual learning programmes and constant review of their learning needs narrow the gaps in learning successfully and enable them to make the same good progress as others in the school. This ensures that progress in learning is good overall for all groups of pupils. Most parents and carers agree with the findings of the inspection and are pleased with their children’s achievement. The inspection finds their views are justified.

p.5

Quality of teaching

The quality of teaching has improved since the last inspection and impacts positively on pupils’ good behaviour and overall good achievement. Positive relationships between teachers and pupils are fully established in all lessons. Teaching assistants provide an effective layer of extra support, particularly for those pupils who find learning difficult. Staff know when to intervene and how to interact with pupils to enhance their learning because assessment information is used well. Pupils have regular opportunities to discuss and share their ideas with their classmates and to check each other’s understanding. Teachers ensure marking informs pupils accurately how to improve their work. The best planning and teaching seen in a Key Stage 2 class had an outstanding impact on the pupils’ progress. The teacher’s clear explanations and accurate knowledge of the abilities of each pupil led to all pupils making rapid progress in the analysis and interpretation of mathematical data. The

p.6

Quality of teaching

school has taken effective steps to improve the teaching of reading in all classes. Readers in Years 1 and 2, for instance, talk about spelling patterns in words with increasing awareness and accuracy. The introduction of a systematic scheme to teach reading is leading to pupils’ greater confidence in tackling unfamiliar words. The quality of teaching is good rather than outstanding because teaching does not consistently provide pupils with enough opportunities to extend their writing skills across the curriculum in all year groups.

p.6

Quality of teaching

Teachers ensure pupils’ spiritual, moral, social and cultural development is accelerated effectively through thought-provoking assemblies, topic work, art and music lessons, where pupils learn to appreciate the world in which they live and to celebrate differences in religious and cultural beliefs within the local and world communities. This, together with their above average attainment, means that they are well prepared for the next stage in their education. Most of the parents and carers who spoke to the inspector and those who responded to the inspection questionnaires are pleased with the quality of teaching the school provides and the inspection findings support their views. ‘The lessons excite them enough to tell me about them when they get home,’ is a comment typical of those received during the inspection. A few feel there is an inconsistency in the amount of homework given. The school is aware of these views and has already made a good start to address

p.6

Behaviour and safety of pupils

The parents and carers responding to the questionnaire said that the school manages behaviour well. Pupils’ behaviour as seen in class and around the school during the inspection and as reflected in records held by the school is good. Pupils make a good contribution to a safe, positive learning environment. Their good behaviour contributes well to their good achievement. Pupils respond enthusiastically to learning, enabling lessons to proceed without interruption. Pupils show good levels of respect, collaboration and cooperation in and out of lessons. For instance, they have worked closely together to improve behaviour by introducing worry councillors and worry boxes and talk enthusiastically about the benefit these have in ensuring pupils feel safe. Instances of all kinds of bullying are rare, and pupils and parents and carers are confident that staff will listen and act on their concerns should problems arise. Pupils commented, ‘If you have any

p.6

Behaviour and safety of pupils

problems teachers sort it.’ They have a clear understanding of the need to lead a safe lifestyle. This is reflected in the way they explain their understanding of possibly unsafe situations, such as when using the internet. Pupils are proud of their involvement in school life and they take their responsibilities very seriously. For example, older pupils look after the younger ones during lunch breaks. This enables them to develop confidence and skills of cooperation. They demonstrate a good understanding of other cultures and tolerance of differences and this contributes positively to their good behaviour and safety. They say they feel happy and secure in school; this is reflected in their above-average levels of attendance and contributes well to their enjoyment of school.

p.6

Leadership and management

The improvements evident are supported by the drive and determination of senior leaders and the members of the governing body to see the school improve further. All staff have improved their understanding of what makes the best teaching through well-targeted training and support. Expectations of what pupils can achieve have been raised and there is clear agreement on the strengths in provision and where further improvements can be made. However, middle leaders are not fully involved in monitoring and evaluating the quality of teaching and learning within all subjects of the curriculum and so cannot contribute fully to enabling pupils to make outstanding progress in learning.

p.7

Leadership and management

Effective action has been taken to raise the achievement of pupils and to close the gap between attainment at the school and the national average for all groups of pupils. As a consequence, the school’s commitment to equality of opportunity is strong and the school is effective in tackling discrimination and preparing all pupils well for the next stage in their education.

p.7

Leadership and management

The impact of the curriculum on pupils’ outcomes is good. All pupils benefit from a good choice of extra-curricular activities, including good quality before- and after-school provision. Pupils confirm these activities add enjoyment to their learning. Spiritual, moral, social and cultural development is good because these aspects are woven effectively into all the subjects that pupils study. Pupils learn to care for, respect and reflect about beliefs and values and respond positively to the good range of cultural opportunities provided by the school.

p.7

Leadership and management

The governing body plays an effective role in shaping the school’s direction and in holding it to account. The expertise of its members is used to best effect to support the school to improve further. Members are well-informed and are involved in planning for improvement and in evaluating the school’s performance. The school’s safeguarding arrangements meet requirements. Considering the good improvements made since its last inspection and, along with its other strengths including the now rigorous analysis of pupils’ progress and improvement in the quality of teaching, the school is well placed to continue to improve.

p.7

Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils' needs. Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well. Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils. Grade 4 Inadequate These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.

p.8

Type of school Outstanding Good Satisfactory Inadequate

Nursery schools 46 46 8 0 Primary schools 8 47 40 5 Secondary schools 14 38 40 8 Special schools 28 48 20 4 Pupil referral units 15 50 29 5 All schools 11 46 38 6

p.8

Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements have been introduced from 1 January 2012. This means that inspectors make judgements that were not made previously.

p.8

Type of school Outstanding Good Satisfactory Inadequate

The data in the table above are for the period 1 September 2010 to 31 August 2011 and represent judgements that were made under the school inspection arrangements that were introduced on 1 September 2009. These data are consistent with the latest published official statistics about maintained school inspection outcomes (see www.ofsted.gov.uk ).

p.8

Type of school Outstanding Good Satisfactory Inadequate

The sample of schools inspected during 2010/11 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools.

p.8

Type of school Outstanding Good Satisfactory Inadequate

Primary schools include primary academy converters. Secondary schools include secondary academy converters, sponsor-led academies and city technology colleges. Special schools include special academy converters and non-maintained special schools.

p.8

Type of school Outstanding Good Satisfactory Inadequate

Percentages are rounded and do not always add exactly to 100.

p.8

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning and development taking account of their attainment.

p.9

Common terminology used by inspectors

Attainment: the standard of the pupils' work shown by test and examination results and in lessons.

p.9

Common terminology used by inspectors

Behaviour how well pupils behave in lessons, with emphasis on their attitude to learning. Pupils' punctuality to lessons and their conduct around the school.

p.9

Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving based on its self-evaluation and what the school has accomplished so far and on the quality of its systems to maintain improvement.

p.9

Common terminology used by inspectors

Leadership and management: the contribution of all the staff with responsibilities, not just the governors and headteacher, to identifying priorities, directing and motivating staff and running the school.

p.9

Common terminology used by inspectors

Learning: how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.

p.9

Common terminology used by inspectors

Overall effectiveness: inspectors form a judgement on a school's overall effectiveness based on the findings from their inspection of the school.

p.9

Common terminology used by inspectors

Progress: the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils' attainment at the end of a key stage with their attainment when they started.

p.9

Common terminology used by inspectors

Safety how safe pupils are in school, including in lessons; and their understanding of risks. Pupils' freedom from bullying and harassment. How well the school promotes safety, for example e-learning.

p.9

to share with their children. It describes Ofsted's main

findings from the inspection of their school.

p.10

WN4 0LZ

Thank you so much for helping me during my visit. I really enjoyed chatting to you in lessons, on the playground, in the pupil interviews and when I listened to some of you read. Thank you to the children in Reception who made the beautiful Valentine’s Day card for me to remember my visit to your school. You told me how much you love your school. I read the comments made by your parents and carers. The vast majority were very complimentary about the school. Please thank them for taking the time to write to me.

p.10

WN4 0LZ

You go to a good school. You are taught well and receive good care and support in all classes and from all staff. You make good progress in lessons and your behaviour, in lessons and around the school, is good. I was impressed with your responsible attitudes and the way the worry councillors, in particular, consider the feelings of others well.

p.10

WN4 0LZ

You thoroughly enjoy the interesting activities arranged for you, especially in the before- and after-school clubs. Your headteacher and all the school's leaders are determined to improve your school so that you all do as well as you possibly can. To do this, I have asked them to make sure that teachers give you enough opportunities to extend your writing skills in all your lessons. I have also asked that middle leaders are involved in reviewing the quality of the teaching and learning you receive in all the subjects you study in lessons.

p.10

WN4 0LZ

I hope you will play your part by continuing to work hard and to do your best to make your school even better.

p.10

WN4 0LZ

Clare Henderson Lead inspector procedures set out in the guidance 'Complaining about inspections', which is available from Ofsted's website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234 , or email enquiries@ofsted.gov.uk .

p.10