St Joseph's Catholic Primary School, Chorley

St Joseph's Catholic Primary School, Chorley Inspection report

p.1

Age group 4–11 Inspection date(s) 06–07 March 2012 Inspection number 379866 Unique Reference Number 119671 Local authority Lancashire Inspection number 379866 Inspection dates 6–7 March 2012 Lead inspector Kevin Johnson

p.1

This inspection of the school was carried out under section 5 of the Educati on 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 183 Appropriate authority The governing body Chair Chris Jenner Headteacher Kathy Blackledge Date of previous school inspection 25 November 2008 School address Cedar Road Chorley PR6 0JF Telephone number 01257 265998 Fax number 01257 233107 Email address head@st-josephs-chorley.lancs.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

Kevin Johnson Gillian Burrow Additional inspector Additional inspector

p.3

Introduction

This inspection was carried out with two days’ notice. Inspectors observed 17 lessons or parts of lessons taught by eight teachers, talked to pupils and reviewed some of their work. Meetings were held with staff and members of the governing body as well as some parents and carers. Also taken into account were 80 questionnaires returned by parents and carers and those completed by pupils and members of staff. Inspectors took account of the responses to the on-line questionnaire (Parent View) in planning the inspection. Inspectors looked at a wide range of documentation which included that relating to safeguarding, the curriculum, the school’s self-evaluation, minutes of governing body meetings, national assessment data and the school’s assessments of pupils’ attainment and progress.

p.3

Information about the school

Almost all pupils are White British in this average-sized primary school. An average proportion of pupils are known to be eligible for free school meals. The proportion of disabled pupils and those with special educational needs is broadly in line with most primary schools. The school meets the current government floor standard, which sets the minimum expectations for pupils’ attainment and progress. Among the awards recently achieved by the school are Activemark and the Eco Schools Silver and Green Flag awards. It also has Healthy School status.

p.3

Information about the school

There is extended provision on site for St Joseph’s pupils, in the form of before- and after- school care during term time. A new headteacher was appointed in September 2010. 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 satisfactory school. Children get off to a good start in Reception. Pupils behave well and know how to keep safe. Despite good improvement in some key areas since the headteacher’s appointment, the school is not yet good because pupils’ achievement since the previous inspection has been consistently satisfactory rather than good, as a result of some inconsistent teaching quality.

p.4

Key Findings

 Children in Reception make good progress from their broadly typical starting points. Progress throughout the school is gathering good pace. Pupils in Year 2 are on track to improve on previous attainment, particularly the proportion reaching the higher National Curriculum level (Level 3). Pupils’ progress in Years 3 to 6 is currently good in lessons and attainment is average, but there is still ground to make up. This is especially so in English, where there are weaknesses in pupils’ spelling and grammar and some indifferent attitudes to reading.

p.4

Key Findings

 The impact of teaching since the previous inspection is satisfactory. There has not been time for improved provision to raise achievement sufficiently by the end of Year 6. As a result of recent good improvement, much of the teaching has reached a good level and some is outstanding. Most lessons provide suitable challenge for pupils, but teachers’ marking is not consistently good.    Pupils behave well around the school and sometimes their behaviour in lessons is exemplary. This is an improvement and enables pupils to learn confidently. They say that they feel entirely safe in the playground. Attendance is above average and they arrive in school punctually.

p.4

Key Findings

 Leadership and management have strengthened considerably since the previous inspection. Before- and after-school care is led and managed well. A strong shared drive for improvement and a rigorous approach to improving teaching and performance are demonstrated by the urgency with which setbacks in teaching have been managed, and firm action taken on ineffective teaching. Self-evaluation is accurate, and priorities are clear. Improvement is evident and there is good capacity for it to continue. Schools whose overall effectiveness is judged satisfactory may receive a monitoring visit by an Ofsted inspector before their next section 5 inspection. 

p.4

What does the school need to do to improve further?

 Raise achievement in English, particularly at Key stage 2, by: - developing writing skills by extending the systematic teaching of phonics (the sounds that groups of letters make) into Key Stage 2 in order to improve spelling, and improving pupils’ use of grammar - encourage pupils, especially boys, to read more independently for pleasure and across the curriculum.   Continue to improve the effectiveness of teaching and learning by ensuring that guidance given to pupils through marking consistently matches the best practice across all subjects.  

p.5

Achievement of pupils

Children enter Reception with the skills generally expected for their age with some slightly lower in communication and mathematical development. They make good progress in what they do and most are securely within expected levels of attainment when they go into Year 1. Their personal skills are particularly well developed.

p.5

Achievement of pupils

In Years 1 to 6 pupils learn well and currently make good progress because of strengthened teaching quality. Evidence shows, however, that this has not always been so. Attainment in reading, writing and mathematics at both key stages has been broadly average at best for some time and there was some slow progress throughout both key stages. This has been rectified due to the decisive action taken by the headteacher following her appointment. Nevertheless, overall achievement is still satisfactory rather than good, despite better progress in lessons, because of the lost ground still to be regained.

p.5

Achievement of pupils

Pupils work hard in lessons because they are keen to learn and often captivated by the activities they do, especially when that involves computers. They are very attentive so they settle to work confidently and enjoy working together to solve problems and clarify their thinking. There is little working time lost because teachers and teaching assistants are vigilant about identifying pupils who may need extra help. Pupils know what is expected of them and regularly assess their own understanding and progress in lessons.

p.5

Achievement of pupils

Well-planned support for disabled pupils and those with special educational needs is beginning to show some impact, notably in reading. Earlier gaps between their own and others’ achievement are closing and school assessments show good progress for most of the group since the beginning of the current school year. Pupils who are known to be eligible for free school meals achieve as well as that group nationally and their progress in school is closely monitored to ensure that there is no slippage.

p.5

Achievement of pupils

Pupils in Key Stage 1 benefit well from the lessons they have in letters and sounds. This is helping them to tackle their early reading and writing confidently. By the end of Year 2 reading is generally in line with expectations. Pupils read fluently and readily use their knowledge of letter sounds to work out unfamiliar words. At the end of Year 6 standards in reading are average. Pupils confidently read their preferred choice of novel or non-fiction book. They know some of the popular contemporary authors but are less sure about recognised authors from the past, despite the contribution that some literature may make to their topic work. Pupils’ spelling and their use of grammar are underdeveloped.

p.5

Achievement of pupils

Most parents and carers consider that the children make good progress in school and express their confidence in the staff. Their view is accurate for progress in many lessons currently, but over time, progress and achievement are satisfactory. Pupils feel that the school helps them to do as well as they can.

p.6

Quality of teaching

Teaching since the last inspection has promoted satisfactory progress and achievement and is therefore judged to be satisfactory overall. Although considerably improved, there has not been sufficient consistency over time to consolidate good progress.

p.6

Quality of teaching

Much of the teaching observed during the inspection, however, was good and engaged pupils in learning well. Parents and carers agree that this is now the case. A small number of lessons resulted in outstanding learning and progress for pupils. This was because pupils could see real purpose in what they did. For example, they linked skills and knowledge very effectively to improve learning in mathematics, geography and information and communication technology. All abilities were carefully provided for so that all gained a sense of achievement from what they did. Teachers plan lessons well and build effectively on what pupils have learned before. They use good strategies in lessons, such as questioning pupils, asking for explanations or getting pupils to assess themselves in order to measure the progress they are making. Literacy work is marked well as are some mathematics books, but well-focused guidance through marking is not a consistent feature across all subjects and

p.6

Quality of teaching

classes. Occasionally there are missed opportunities to rectify pupils’ earlier misunderstandings or to challenge the thinking of the most-able pupils. Teaching assistants make a valuable contribution and use their skills well to work productively with groups and individual pupils.

p.6

Quality of teaching

The curriculum is planned well and promotes pupils’ enjoyment of learning through themed topic work. There are opportunities for pupils to contribute ideas for their topics and so increase their motivation, as well as to write for different purposes. Teachers’ strengths are used to good effect enabling good achievement, for example in sports and physical education. Spiritual, moral, social and cultural development is provided for continually because teachers are first-class role models in the way they value pupils’ achievement and promote high quality relationships.

p.6

Behaviour and safety of pupils

Pupils’ positive attitudes to learning contribute to their improving progress. School records show that there have been no serious incidents of racist or other inappropriate behaviour over the past two years. Pupils say that there is no bullying of any kind and that when there is a ‘falling-out’ it is quickly resolved. They have every confidence in the adults who care for them. Almost all consider behaviour in school to be good, as do most parents and carers. Around the school, pupils are invariably polite and considerate of others. They behave sensibly in the dining hall and adjust their behaviour to show proper reverence and respect during assemblies. Good behaviour and attitudes are also a hallmark of the before- and after-school provision. Here, pupils are encouraged to be independent and develop their spirituality and social skills further by being cooperative and helpful around others of different ages.

p.6

Behaviour and safety of pupils

Pupils contribute well to the everyday life of the school by being conscientious members of the school council and eco club or ‘guardian angels’, who are watchful over younger pupils in the playground. They know about the importance of a healthy lifestyle and how to keep themselves safe outside of school, including when using the internet. Pupils’ enjoyment of school is demonstrated by their above average attendance and good punctuality.

p.7

Leadership and management

Stability in the staffing of the school followed the appointment of the headteacher in 2010. With the full support of the governing body she has embraced help from the local authority and has overcome a series of setbacks with regard to staffing. Determined leadership, characterised by robust monitoring and evaluation, well-managed professional development and support and relentless pursuit of improvement has paid off. Teaching quality has improved significantly. As a consequence, high expectations are driving the school and improving academic performance.

p.7

Leadership and management

Governance has also improved due to the good quality information that the governing body receives. It is both supportive and challenging in equally good measure. Its members are involved in analysing performance data and self-evaluation and make a strong contribution to leaders’ accurate view of the school’s work and its good capacity to improve. The governing body ensures the safety and well-being of pupils and staff efficiently and reviews procedures regularly to ensure that safeguarding is properly maintained. Parents and carers are very supportive of the school generally and particularly appreciate the level of care and safety provided before and after school.

p.7

Leadership and management

All forms of discrimination are strongly challenged. Relevant information is shared with governors so that the progress of groups of pupils whose circumstances may make them vulnerable are monitored to ensure their equality of opportunity. The school ensures that pupils of all abilities and backgrounds have equal opportunities for success.

p.7

Leadership and management

Leaders provide a rich curriculum. It is planned imaginatively and enhanced by a good range of engaging activities after school. Frequent visits, including residential ones, and visitors to school add greatly to the spiritual and social aspects of pupils’ learning and development.

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

0JF

 Thank you for the very polite and friendly welcome you gave us when we came to inspect your school recently. We really enjoyed our time with you. Well done for the way you manage to keep up your above average attendance and for your behaviour and good manners. Those things are important in helping you to learn.

p.10

0JF

We found that St Joseph’s is a satisfactory school because the standards you reach in English and mathematics are average and you make satisfactory progress from when you start in Reception. Having said that, we also found that your school is improving because the teaching you receive has got better and your headteacher leads and manages the school well. The progress you make in lessons is improving.

p.10

0JF

It is important that everyone, including you, keep up the hard work and continue to improve. To help that process we have asked teachers to do the following things. First, improve your writing by arranging for phonics (letters and sounds) to be taught in Key Stage 2 (at the right level of course!) as well as in Key Stage 1 in order to improve your spelling, and also to improve your use of grammar. The second thing is to encourage more of you to read books for enjoyment as well as for learning new things. Finally, we have asked teachers to mark all of your work in all books to the same high standard as your literacy.

p.10

0JF

You can help by reading your teachers’ comments and seeing that you follow up the ways they tell you to improve, as well as reading more books!

p.10

0JF

Kevin Johnson 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