St Margaret Clitherow Catholic Primary School

St Margaret Clitherow Catholic Primary School Inspection report

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Unique Reference Number 100180 Local Authority Greenwich Inspection number 354811 Inspection dates 6–7 October 2010 Reporting inspector Joanna Toulson

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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 3–11 Gender of pupils Mixed Number of pupils on the school roll 235 Appropriate authority The governing body Chair John Husband Headteacher Malgorzata Wosiek Date of previous school inspection 20 May 2008 School address Cole Close London SE28 8GB Telephone number 020 83101699 Fax number 020 83122177 Email address headteacher@stmargaretclitherow.greenwich.sch.uk

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Age group 3–11 Inspection dates 6–7 October 2010 Inspection number 354811 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.

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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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 1234 234, or email enquiries@ofsted.gov.uk .

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You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the documentation in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to 'Subscribe'. Royal Exchange Buildings St Ann's Square Manchester M2 7LA T: 0300 1234 234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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Introduction

This inspection was carried out by three additional inspectors. Inspectors observed 15 lessons, saw 15 teachers and several teaching assistants. They observed collective worship, held meetings with senior leaders, members of the governing body and pupils and spoke to parents and carers. They observed the school's work and examined pupils' books and documents, including the school development plan and minutes of meetings held by the governing body. They looked at documentation regarding pupils' progress and safeguarding. They analysed 99 questionnaires returned by parents and carers as well as staff and pupil questionnaires. The inspection team reviewed many aspects of the school's work. It looked in detail at the following.  Whether the focus on developing mental and oral skills is having sufficient impact on raising attainment in mathematics.  How effective the provision is for the very high proportion of pupils with special

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Introduction

educational needs and/or disabilities.  Whether teaching is appropriately challenging for all pupils, especially the more able.

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Information about the school

This primary school is of average size and has a morning and an afternoon nursery. The proportion of pupils known to be eligible for free school meals is above average. Nearly all pupils are from a Black or Black British heritage, mostly of Nigerian descent. There are 25 pupils who are at the early stages of learning English, most of whom are in the Early Years Foundation Stage. The number of pupils with special educational needs and/or disabilities is much higher than average. These difficulties mainly relate to moderate learning needs and speech, language and communication issues. The school has received the Inclusion Quality Mark, the Healthy Schools Status, the Activemark and the Financial Management in Schools Standard.

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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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Main findings

St Margaret Clitherow Catholic Primary School provides a good education for all its pupils, together with a good level of care, guidance and support. Pupils feel safe and well cared for. The very high attendance and punctuality rate is a clear indication that pupils enjoy school and are keen to learn. They behave very well because all staff have high expectations of how pupils should behave and are good role models. Staff know the pupils as individuals and strong pastoral systems and effective partnerships with specialists support pupils' good personal development and well-being. The Catholic ethos underpins strong relationships and gives a clear, shared framework of collective responsibility that ensures that pupils make the best use of what the school has to offer. The curriculum, taught by committed teachers and effective support staff, is being made increasingly exciting and includes a good range of after-school clubs which pupils value. Parents and

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Main findings

carers are overwhelmingly supportive of the school and appreciate how well staff care for their children. They receive good, frequent information about school life and how they can help their child to learn. As a parent said, 'The parent training organised by the school which I attended has a really positive influence on my child and we had a wonderful time working together.' Pupils' achievement is good. Senior leaders monitor pupils' progress extremely carefully. Well-targeted and good additional support, especially for children with speech and language difficulties, supports the good progress made by pupils with special educational needs and/or disabilities as well as those new to learning English. Most teaching is good but the school recognises the need to improve the use of assessment. Activities are matched closely to pupils' learning needs, with teachers clear about what different groups of pupils should do in the lesson; but expectations about what

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Main findings

different groups should learn are less well thought through. The school recognises this and training for the use of assessment to support learning, especially in mathematics, is planned for the coming year. The school has an accurate picture of its strengths and a clear vision of how it will continue to improve. It recognises, for example, that the outdoor provision for its youngest children is not as good as the indoor provision. Good safeguarding procedures, including excellent risk assessment systems and a comprehensive awareness of safeguarding by all staff, ensure pupils are very safe in school. The school actively promotes community cohesion within school, but plans to make links with a contrasting school have so far not been finalised. A rise in attainment in 2010, the improving attainment as indicated by the current Year 6, the improving attainment of more-able pupils, the accuracy of school self-evaluation and its focus on pupils' achievement all

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Main findings

provide evidence that the school has a good capacity for further improvement.

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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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What does the school need to do to improve further?

 Raise the quality of teaching and learning still further by ensuring that: teachers use ongoing assessment information to plan and teach lessons which enable pupils to build on their existing knowledge and understanding teachers and pupils are clear about the precise learning that is expected in every lesson.  Improve the quality of the outdoor provision for the Early Years Foundation Stage to be as good as the indoor provision.

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Outcomes for individuals and groups of pupils 2

Children start school with levels of skills and knowledge that are below those expected for their age, especially in language, literacy and mathematical skills. They make good progress through the school and by the time they leave Year 6, their attainment is broadly average. In 2010, attainment in English was good. The focus on writing has been successful and this is clear from pupils' work in their books and on display. Staff recognise, however, the need for a continuing focus on writing. While attainment in English is improving strongly, attainment in mathematics is improving less quickly. Appropriate strategies are in place to raise the quality of teaching and learning in mathematics and the impact of this was seen during the inspection, especially in Years 2 and 6 where pupils were given good opportunities to develop their mental and oral skills. The attainment of more-able pupils is improving and observations during the inspection showed that in the

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Outcomes for individuals and groups of pupils 2

best lessons, teachers challenge these pupils through their questioning and the activities provided. Pupils develop good attitudes to learning and are keen to do well. Pupils are proud of their school. As a pupil said, summing up the views of many, 'This is a good school and the teachers are kind.' Pupils understand how to keep themselves safe and healthy. The wide range of opportunities to promote pupils' personal development, including, for example, 'International Evening' and assemblies that give time for personal reflection, are key to pupils' good spiritual, moral, social and cultural development. Pupils contribute well to the school community and enjoy taking responsibilities, such as being a member of the school council, raising money for charity and supporting younger pupils.

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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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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for pupils' outcomes

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Pupils' achievement and the extent to which they enjoy their learning 2

Taking into account: Pupils' attainment¹

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Pupils' achievement and the extent to which they enjoy their learning 2

The quality of pupils' learning and their progress 2

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Pupils' achievement and the extent to which they enjoy their learning 2

The quality of learning for pupils with special educational needs and/or disabilities and their progress

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3

Taking into account: Pupils' attendance¹

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The extent of pupils' spiritual, moral, social and cultural development 2

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

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How effective is the provision?

Although teaching spaces are cramped, they are well ordered and bright with learning prompts displayed on the walls. Most teaching is good. Teachers use a range of strategies, including good use of the interactive whiteboard and exciting texts, to engage the interest of pupils. An emphasis on 'partner talk' ensures that all pupils engage and have opportunities to share their ideas. Targets for the next steps in learning are understood by most pupils and work is usually well marked. Regular assessment by tests show how well pupils are doing but ongoing assessment by teachers is not embedded, especially in mathematics. Teachers are increasingly effective in challenging the more-able pupils and as a result, the attainment of these pupils is improving in English and mathematics. Pupils with special educational needs and/or disabilities receive good support which results in the development of good self-esteem as well as good academic progress. The curriculum is

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How effective is the provision?

being developed to make learning increasingly fun while promoting good achievement. The local area is used well to bring learning to life. During the inspection, for example, Year 6 visited a local Environmental Centre and Year 5 went to the Maritime Museum. Other special events, such as 'Enterprise Week' where pupils make and buy goods, enrich pupils' experiences, as do the good range of after-school clubs which have a high take-up.

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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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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for the quality of provision

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The quality of teaching 2

Taking into account: The use of assessment to support learning

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How effective are leadership and management?

The headteacher has been instrumental in the drive to raise attainment. She has been successful in sharing her high expectations with staff and there is a whole-school commitment to improvement. For example, the school identified that writing was a weaker area and has put in place strategies to improve the quality of texts used in lessons. Strategies, such as the introduction of an agreed, shared policy for the teaching of calculation skills is beginning to impact on attainment in mathematics. Systems to track how well pupils are doing are very strong and used well to set challenging targets to support improving attainment. The very effective identification of pupils at risk of falling behind and the interventions to support them are examples of the school's commitment to ensuring that all pupils have equal opportunity to do their best and that no pupil is subject to any form of discrimination. Effective links with parents and carers contribute well to the

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How effective are leadership and management?

good outcomes for pupils. The governing body is very supportive of the school and governors visit the school frequently to monitor the impact of policy on school practice but do not always challenge the school in the way they should. Safeguarding procedures are of good quality. The school recognises that while it promotes community cohesion in school, the lack of a link with a contrasting school limits its impact beyond the school.

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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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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for leadership and management

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2

Taking into account: The leadership and management of teaching and learning

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Early Years Foundation Stage

Opportunities for parents and carers to visit the school with their children and home visits by staff result in Nursery children settling in quickly. However, opportunities are lost in Reception because the few children new to Reception are not visited in their home. The school has identified the high number of children with speech and language difficulties, and those who are at the early stages of learning English and has put in place good additional specialist support. Adults model language very well and, as a result, these children play happily and make good progress. For example, during the inspection, children were guided to retell the story of 'Goldilocks' through the use of puppets, mask making and role play. There was very evident enjoyment in this learning. The way in which a child who spoke no English was engaged in the activity was indicative of the good care that children receive. Lots of practical activities which capture children's imagination

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Early Years Foundation Stage

and support their growing confidence and independence make playing and learning fun, for example writing an apology letter from Goldilocks and posting it in the post box. Appropriate modelling and reminders of good behaviour, for example while listening to 'Handa's Surprise', help children acquire good learning habits and the learning was extended by an adult who worked well with a small group preparing fruit for a healthy snack. Provision in the classrooms is good but the staff have rightly identified the need to ensure that the outside area is as good. It was raining during the inspection and children lost opportunities to play outside because of the limitations of the covered area and children not being provided with umbrellas or waterproof coats. Assessment procedures throughout Nursery and Reception are strong and inform the activities provided so that from their low starting points, children reach expected levels of attainment by the end of

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Early Years Foundation Stage

Reception. The Early Years Foundation Stage is well led and managed by the headteacher who plans to work with the newly appointed Nursery teacher in order that leadership of this phase can be handed over this year.

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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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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation Stage 2

Taking into account: Outcomes for children in the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation Stage 2

The quality of provision in the Early Years Foundation Stage 2

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Overall effectiveness of the Early Years Foundation Stage 2

The effectiveness of leadership and management of the Early Years Foundation Stage

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Views of parents and carers

The overwhelming majority of parents and carers say they are very happy with the school and that their child enjoys being there. Several commented that they found the workshops that the school provide to be very helpful in showing them how to help support their child's learning.

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Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at St Margaret Clitherow Catholic Primary School to complete a questionnaire about their views of the school. In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school.

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Responses from parents and carers to Ofsted's questionnaire

The inspection team received 99 completed questionnaires by the end of the on-site inspection. In total, there are 235 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 69 70 29 29 0 0 0 0 The school keeps my child safe 72 73 26 26 0 0 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 63 64 35 35 0 0 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 41 41 56 57 0 0 1 1

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Total % Total % Total % Total %

The teaching is good at this school 42 42 55 56 1 1 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 54 55 43 43 1 1 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 45 45 52 53 1 1 0 0

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Total % Total % Total % Total %

The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment) 41 41 52 53 0 0 1 1

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Total % Total % Total % Total %

The school meets my child's particular needs 43 43 53 54 3 3 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 43 43 53 54 1 1 0 0

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 31 32 61 62 4 4 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 49 49 48 48 1 1 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 58 59 39 39 0 0 1 1

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Total % Total % Total % Total %

The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%.

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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.

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Grade Judgement Description

Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well.

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Grade Judgement Description

Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils.

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Grade Judgement Description

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

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously. The data in the table above are for the period 1 September 2009 to 31 March 2010 and are the most recently published data available (see www.ofsted.gov.uk ). Please note that the sample of schools inspected during the autumn and spring terms 2009/10 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Percentages are rounded and do not always add exactly to 100. Secondary school figures include those that have sixth forms, and sixth form figures include only the data specifically for sixth form inspection judgements.

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Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning, development or training.

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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

Capacity to improve: the proven ability of the school to continue improving. Inspectors base this judgement on 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 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. The following judgements, in particular, influence what the overall effectiveness judgement will be.

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Common terminology used by inspectors

 The school's capacity for sustained improvement.  Outcomes for individuals and groups of pupils.  The quality of teaching.  The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships.  The effectiveness of care, guidance and support.

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

main findings from the inspection of their school.

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Thank you for your very friendly welcome when I visited your school recently. The other inspectors and I really enjoyed meeting you and seeing you working so well in your lessons. We thought you were very well behaved and it was lovely to see how kind you are to each other. We agree with your teachers that yours is a good school. All the staff care a great deal about how well you are doing and how happy you are. They make sure you get extra help with your work if you need it and are working hard to make your learning as interesting as possible. You know how to keep yourself safe and healthy. It is very clear that you are proud of your school. To improve your education even further, we have asked your school to:  make teaching even better by:  ensuring that all teachers use the information that they gather about how well you are doing to plan lessons which help you to make steps in your learning  making sure that your teachers and you know exactly what you should be learning in

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each lesson  improve the outdoor area for the Early Years Foundation Stage so that it is as good as the indoor classroom. You can help your school by continuing to work hard and by telling your teacher if you are not sure what you are supposed to be learning in your lesson. Thank you again for welcoming us into your school. Enjoy the rest of the school year.

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www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please

telephone 0300 1234 234, or email enquiries@ofsted.gov.uk .

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