St Patrick's Catholic Primary School

St Patrick's Catholic Primary School Inspection report

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Age group 4–11 Inspection date(s) 13–14 March 2012 Inspection number 378469 Unique Reference Number 112340 Local authority Cumbria Inspection number 378469 Inspection dates 13–14 March 2012 Lead inspector Naomi Taylor

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

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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 193 Appropriate authority The governing body Chair Paul Glaister Headteacher Sheryl Slack Date of previous school inspection 20 November 2008 School address Derwent Street Workington CA14 2DW Telephone number 01900 325237 Fax number 01900 325099 Email address office@st-patricks-pri.cumbria.sc.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.

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

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Introduction

Naomi Taylor Peter Evea Additional inspector Additional inspector

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Introduction

This inspection was carried out with two days’ notice. The inspectors observed seven teachers and visited 19 lessons. Discussions were held with school staff, groups of pupils, a representative of the local authority and the Chair of the Governing Body. The inspectors observed the school’s work and looked at a wide range of documentation including safeguarding documents, the school’s self-evaluation and development plans, local authority evaluations, records of pupils’ attainment and progress, and pupils’ work. Inspectors took account of the responses to the on-line questionnaire (Parent View) in planning the inspection. The responses in 85 questionnaires from parents and carers, 192 pupils and 15 staff were also analysed.

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Information about the school

St Patrick’s is a smaller than average-size primary school. The vast majority of pupils is White British. The proportion of disabled pupils and those who have special educational needs is well-below average, as is the proportion of pupils who are known to be eligible for free school meals. The proportion of pupils from minority ethnic backgrounds is much lower than the national average, as is that of those who speak English as an additional language.

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Information about the school

Since the previous inspection, there has been an increase in the number of pupils joining the school during Key Stages 1 and 2. A new headteacher was appointed in September 2011. There have been significant changes to membership of the governing body since the previous inspection. The school has Healthy Schools status and is part of a School Sports partnership. The school meets the government’s current floor standard, which sets the minimum expectations for attainment and progress. 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

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Key Findings

 This is a good school. Good leadership and management have brought about improvements in provision which have led to good achievement. Children make good progress in the Early Years Foundation Stage and attain above average standards by the end of Year 6. This is not yet an outstanding school because the quality of teaching is no better than good overall, so leading to too few Year 2 pupils attaining levels in line with national expectations in English. Pupils, parents and carers are very positive about the school.

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Key Findings

 The quality of teaching is good. Lessons are well-planned, have good pace and teachers and teaching assistants use a range of activities to meet individual pupils’ needs, both in the classroom and outdoors. This ensures that pupils are highly engaged in their learning. Sometimes, pupils are not always clear about the next steps to improve their work. Occasionally, opportunities are missed for pupils to engage in tasks without direct supervision and the pace of learning in lessons does not always stretch and challenge the more-able in Key Stage 1.

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Key Findings

 Pupils behave extremely well. They show a high level of respect for each other and for adults. Those who join the school other than at the usual times are made to feel part of a strong school community. Pupils’ academic and personal development receive equal importance and gives them confidence for the next stage in their education. While attendance is average it is improving, although slowly.

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Key Findings

 The senior leadership team and staff have an accurate view of the school’s strengths and areas for development. Performance management is used well to lead and improve the quality of teaching and there are opportunities to share best practice. The governing body has developed its role and both supports and challenges the school.

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What does the school need to do to improve further?

 Improve the quality of teaching and learning further to increase attainment in English to be at least in line with national expectations by the end of Year 2 by: - extending the opportunities for independent learning in Key Stage 1 and ensuring the pace of learning in lessons meets the needs of all pupils consistently, particularly the more-able - improving the understanding by pupils of how they can improve their work by detailed next steps in lessons and in workbooks.

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What does the school need to do to improve further?

 Improve attendance to above the national average by refining the school’s strategies and developing further parent and carer involvement so that pupils benefit from uninterrupted learning and reach their full potential.

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Achievement of pupils

Evidence from lesson observations demonstrates that all pupils are fully engaged in learning and are making good progress. At whatever stage pupils join the school, they are assessed individually to ensure that the teaching and interventions match their particular needs. The school’s good support for disabled pupils and those who have special educational needs leads to their good progress. Pupils show excitement and interest in their work. For example, in a Year 3 creative learning lesson, pupils were very keen to extend their understanding of the characteristics of types of food native to different countries. In small groups, they analysed the appearance, taste and texture of a range of breads, while developing their descriptive vocabulary and speaking, listening, and writing skills. Their positive attitudes and good behaviour made a significant contribution to accelerating their progress.

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Achievement of pupils

Children start school with skills and knowledge that are generally well below the levels expected for their age. Through the Early Years Foundation Stage and Key Stage 1, children achieve well, reaching the national average by the end of Year 2 in mathematics. Currently, too few pupils achieve levels in line with the national expectation in English by the end of Year 2, although those who started St Patrick’s at the Early Years Foundation Stage are on track to meet - and in some cases - exceed national expectations. There is evidence of good improvement for those who join the school at times other than the usual during Key Stage 2. Attainment by the end of Year 6 is above average overall. The school’s recent actions to meet the needs of all pupils are having a positive impact in raising the achievement of all groups of pupils. Most parents and carers believe that their children are making good progress and this was evident during the inspection.

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Achievement of pupils

Key Stage 1 pupils who read to the inspectors were able to use their reading skills to break down and sound out difficult or unfamiliar words. They were then able to demonstrate an understanding of what they had read. The school has recently invested in many new books which are correctly matched to the needs of the pupils. The library is being relocated and refurbished with new stock. Attainment in reading is below average by the end of Key Stage 1, although improving as a result of the impact of the school’s focus on reading and opportunities across the curriculum to develop literacy skills. In Key Stage 2, pupils make good progress in reading due to the impact of a whole-school approach to phonics (the sounds that letters make) taught by phase rather than age. They have a good understanding of the importance of reading both for their schoolwork and for their futures. Attainment in reading is above average by the time pupils leave school in Year 6.

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Quality of teaching

The quality of teaching is good, a judgement endorsed by the extremely positive views of parents and carers. The headteacher and senior leadership team is focused on improving the quality of teaching. Staff have worked together to develop an effective, creative curriculum, which pupils find exciting. They told inspectors that lessons are now more fun and this helps them to learn more quickly. The teachers’ planning and teaching contributes considerably to the pupils’ good spiritual, moral, social, and cultural development, demonstrated by the displays of pupils’ work throughout the school.

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Quality of teaching

Some lessons observed were outstanding: exceptionally well-planned, with rapid pace and using a variety of activities drawn from the planned curriculum, which fully engaged and enthused pupils. For example, in a Year 5 English lesson, pupils were highly motivated and working exceptionally well independently as they prepared for a debate. The teacher, cleverly, linked their performance the previous evening on stage at The Theatre by the Lake, in Keswick, and also during collective worship in school that morning with a decision by the organisers to end the national dance festival. After being visibly shocked and upset by such a decision, pupils engaged passionately in lively dialogue and developed their speaking, listening and writing skills to present arguments for and against such a decision. There was effective use of sharing and valuing pupils’ work and the pupils made excellent progress. All ability

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Quality of teaching

ranges were given well-matched challenges to maximise their learning.

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Quality of teaching

Phonics is taught well, as was demonstrated in an outstanding lesson with a combination of pupils from Reception and Years 1 and 2. The pace of learning was rapid as the pupils moved from one activity to another, both in the classroom and outdoors.

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Quality of teaching

When learning in Key Stage 1 was satisfactory rather than good, it was because activities did not meet the needs of different pupils precisely, especially the more- able, and the pace of learning was too slow. Too much time was spent sitting listening on the carpet, rather than moving on quickly to independent work.

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Quality of teaching

The marking policy ensures that pupils’ work is marked frequently and regularly, but pupils are not always clear about the next steps to improve their work because some comments in lessons and workbooks lack the necessary detail. All pupils are assessed when they start at the school and a new tracking system allows teachers constantly to set realistic and challenging targets which most pupils know and understand. There is effective use of peer- and self-assessment by the older pupils, which gives them the opportunity to reflect on their own work, which was demonstrated in lessons and in their workbooks.

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Behaviour and safety of pupils

Pupils say, overwhelmingly, they feel safe in school and are confident that they can turn to any adults if they have any concerns. They have a good understanding of the risks to which they may be exposed and they act safely. This was evident during the inspection from observations in the Early Year Foundation Stage and throughout Key Stages 1 and 2, discussions with pupils about how the rare occasions of unacceptable behaviour are dealt with and also from the way that pupils talked about regulating their own behaviour. Comments from parents and carers and staff reinforced how effectively behaviour is managed in school. Although attendance is average overall, there are some pupils whose achievement could be improved by attending school more regularly.

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Behaviour and safety of pupils

Pupils behave exceptionally well in and around school and incident logs indicate that there is very little evidence of bullying. The planned curriculum raises pupils' awareness successfully of different types of bullying. The code of conduct is understood by all members of the school community and good behaviour is celebrated and rewarded. Groups of pupils in Key Stage 2 enjoy the responsibility of supporting the younger children. Pupils come together for collective worship, where they clearly demonstrate their ability to organise themselves in an orderly manner. The effective behaviour policy has ensured that pupils are securely aware of boundaries and consequences.

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Leadership and management

Leaders and managers have worked successfully to raise attainment at the end of Year 6 to above average. The headteacher has worked very effectively with all staff and the governing body to focus on identifying the school’s strengths and areas for development. Consequently, there have been improvements in pupils' progress, particularly in reading, in a relatively short space of time. With a new tracking system introduced in September 2011, progress is now very secure and the impact of new initiatives is monitored closely to raise achievement. All staff and pupils have been engaged in developing a new and exciting creative curriculum, which is having a good impact on progress. There is an improving picture in the quality of teaching and learning in lessons and the impact of this is seen in the tracking of pupils’ progress and the quality of their work. The senior staff work very effectively to support the

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Leadership and management

professional development of the teachers in order to maximise the opportunities for every pupil to reach their full potential, no matter when they start at the school. These improvements, combined with the pupils’ very good behaviour, demonstrate good capacity to improve.

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Leadership and management

The stimulating environment is enhanced by a range of opportunities, such as developing pupils’ information and communication technology (ICT) skills across the curriculum. This, together with topic work, is developing the pupils’ team work and contributing to raising their expectations.

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Leadership and management

The school promotes equality of opportunity and tackles discrimination effectively. Appropriate interventions accelerate the progress of many pupils who join the school other than at the usual times and of those identified as potentially falling behind. There is a strong emphasis of respecting each other and knowing right from wrong. Pupils talk very thoughtfully about their responsibility to support those less fortunate than themselves. They are engaged with their local community. These activities also impact well on the pupils’ spiritual, moral, social, and cultural development.

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Leadership and management

There are opportunities for the school to extend sharing of good practice across the school and work with external partners to raise further the quality of teaching and learning. Staff organise a range of opportunities in lessons and through trips and visitors to extend the experiences of pupils.

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Leadership and management

The governing body, many of its members relatively new, supports and challenges the school to drive whole-school improvement. Safeguarding procedures are rigorous and meet all current requirements.

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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.

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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

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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.

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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 ).

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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.

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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.

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Type of school Outstanding Good Satisfactory Inadequate

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

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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

findings from the inspection of their school.

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Inspection of St Patrick's Catholic Primary School, Workington, CA14 2DW

 Thank you for the warm welcome to the inspection team when we came to inspect your school recently. A particular ‘thank you’ goes to those of you who gave your time to talk to inspectors about how much you enjoy your work and the activities you take part in outside of lessons. Some of you who read to inspectors demonstrated how you work out unfamiliar words and told us why reading skills are so important.

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Inspection of St Patrick's Catholic Primary School, Workington, CA14 2DW

You attend a good school, where the staff do all they can to encourage and support you. The teaching you receive is good and improving. Your behaviour is exceptionally good in lessons and around the school and the school ensures that you have a very safe environment. You are good at looking after each other and this helps the younger children in the Early Years Foundation Stage to settle quickly into school. School leaders are successful in helping all these things to happen.

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Inspection of St Patrick's Catholic Primary School, Workington, CA14 2DW

I have asked that the school to improve the quality of teaching and learning in order to raise attainment in English by the end of Year 2 by:  extending the opportunities for independent learning in Key Stage 1  ensuring that the pace of learning in lessons meets the needs of all pupils consistently, particularly those of you who are more-able  ensuring that you understand how you can improve your work during lessons and through marking in your books.

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Inspection of St Patrick's Catholic Primary School, Workington, CA14 2DW

You can help by attending school regularly and continuing to work hard in all your lessons.

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Inspection of St Patrick's Catholic Primary School, Workington, CA14 2DW

Naomi Taylor 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 .

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