St. Mary's Blackbrook Catholic Primary School

Blackbrook St Mary's Catholic Primary School Inspection report

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Unique Reference Number 104802 Local Authority St. Helens Inspection number 355634 Inspection dates 30 November 2010–1 December 2010 Reporting inspector Brian Holmes

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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 5–11 Gender of pupils Mixed Number of pupils on the school roll 399 Appropriate authority The governing body Chair Mr Peter Alcock Headteacher Mrs Julia Ashton Date of previous school inspection 4 March 2008 School address Chain Lane St Helens Merseyside WA11 9QY Telephone number 01744 678161 Fax number 01744 678164 Email address blackbrook@sthelens.org.uk

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Inspection dates

30 November 2010–1 December 2010 Inspection number 355634 Inspection report: Blackbrook St Mary's Catholic Primary School, 30 November 2010–1 December 2010 2 of 14

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Inspection dates

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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Inspection dates

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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Inspection dates

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 Inspection report: Blackbrook St Mary's Catholic Primary School, 30 November 2010–1 December 2010 3 of 14

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Introduction

This inspection was carried out by three additional inspectors. The inspectors visited 15 lessons and observed 14 teachers. They held meetings with parents, groups of pupils, members of the governing body and staff. The inspection team observed the school's work and looked at its assessment data, evidence of activities and events, information about the curriculum and monitoring and evaluation documents. Inspectors analysed 146 questionnaires completed by parents and carers, 201 pupils' questionnaires and 29 questionnaires returned by staff. The inspection team reviewed many aspects of the school's work. It looked in detail at the following.  Whether progress in mathematics in Key Stage 2 is as strong as progress in English.  Whether provision for pupils with special educational needs and/or disabilities is effective in enabling these pupils to make good progress.  Whether teaching is consistently good across the school and enables all pupils to

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Introduction

learn independently.  The effectiveness of teaching and of the curriculum in meeting the needs of all pupils, particularly those who are more-able.  Whether leaders are effective in improving the attainment and progress of specific groups of pupils, such as those who are known to be eligible to take a free school meal and those with special educational needs and/or disabilities.

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Information about the school

Blackbrook St. Mary's is a larger than average primary school. Since the previous inspection there have been significant changes in the leadership of the school. The large majority of pupils are from White British heritages. A small number of pupils are at an early stage of learning English. The proportion of pupils known to be eligible for free schools meals is broadly average. The proportion of pupils with special educational needs and/or disabilities, is lower than average. The school has received an award for its extended school's provision and has achieved the Activemark and the Basic Skills Quality Mark. Inspection report: Blackbrook St Mary's Catholic Primary School, 30 November 2010–1 December 2010 4 of 14

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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

This is a satisfactory and improving school. It has strengths in its provision for pupils' care, guidance and support, which have a positive effect on pupils' personal development, as in their excellent understanding of how to stay safe. Parents and carers are very supportive of the school's ethos, typically describing the school as 'a big community¿. like an extension of the home'. Senior leaders have a clear vision for raising attainment and are robustly identifying areas for improvement, with increasing evidence of success in addressing issues. Children make good progress in the Early Years Foundation Stage from starting points below those expected, and well-below in their language development. By the end of reception, attainment is line with expectations in most areas except writing because children need more opportunities to practice their skills. In Key Stage 1, pupils make satisfactory progress and attain in line with the average expected, except in writing where

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Main findings

the opportunities they have to write longer pieces of work are limited and not stimulating enough. In Key Stage 2, progress is satisfactory and improving and is strongest in writing. Pupils with special educational needs and/or disabilities make good progress. In reading and mathematics, progress varies between year groups. Initiatives in Key Stage 2 to improve reading skills, through guided reading, and mathematical skills, through a calculation policy, are at an early stage of their implementation. Teaching is satisfactory and improving, with examples of good and outstanding practice. However, in some lessons assessment information is not used sufficiently to ensure that there is enough challenge for middle ability or for more-able pupils. The curriculum is becoming more creative but pupils have do not have enough opportunities to apply their reading, writing, mathematical and information and communication technology (ICT) skills in all subjects.

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Main findings

Pupils' good behaviour and above average attendance contribute positively to their learning. They have a good understanding of how to live healthily and enjoy activities that promote good health such as 'Wake Up, Shape Up'. Pupils make a positive contribution to the school and the community through the school council and by taking on responsibilities, such as being play leaders. The school has improved the quality of pupils' education and is sustaining those improvements. Senior leaders have embedded the school's self-evaluation processes, which are rigorous and accurate. There is a clear understanding of the school's strengths and weaknesses. Improvements in the rate of progress in writing in Key Stage 2 and for pupils with special educational needs and/or disabilities, as well as the maintenance of above average attendance and strengths in pupils' personal development, indicate that the school has a good capacity to sustain its improvement.

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Main findings

Inspection report: Blackbrook St Mary's Catholic Primary School, 30 November 2010–1 December 2010 5 of 14

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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?

 Improve attainment in writing in the Early Years Foundation Stage and in Key Stage One by: providing children in reception with more opportunities to practise their writing skills providing pupils in Key Stage 1 with more stimulating opportunities to write longer pieces of work.  Improve the consistency of pupils' progress particularly in reading and mathematics in Key Stage 2 by: ensuring that assessment information is used to plan work that consistently challenges middle ability and more-able pupils providing pupils with increased opportunities to apply their reading, writing , numeracy and information and communication technology skills in all subjects improving pupils' reading skills through the implementation of guided reading and their mathematical skills through the implementation of the calculation policy.  About 40% of schools whose overall effectiveness is judged to be satisfactory may

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What does the school need to do to improve further?

receive a monitoring visit from an Ofsted inspector before the next Section 5 inspector.

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Outcomes for individuals and groups of pupils 3

In the best lessons, pupils are fully engaged and make good, and sometimes, outstanding progress. In a Year 4 lesson, pupils worked with high levels of enthusiasm and independence to rapidly improve their understanding of equivalent fractions. In most lessons, pupils work well together in pairs and small groups and are engaged and interested in their learning. In some lessons, where expectations of learning are not made clear, the pace of pupils' learning and rate of progress slows down. Evidence from lessons, pupils' work and assessment data shows that most pupils make satisfactory progress but an increasing number of pupils are making better progress. In writing, whilst attainment in Key Stage 1 is below average, progress improves in Key Stage 2 and is stronger than in reading and mathematics. Progress in mathematics is improving but is not consistent across every year group, which is also the case in reading. By the end of Year 6,

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Outcomes for individuals and groups of pupils 3

attainment is broadly average in English and mathematics. The school is successfully improving rates of progress for specific groups, such as pupils known to be eligible to take a free school meal. Pupils with special educational needs and/or disabilities make good progress because of the focused support they receive. In a Year 5 lesson, a group of pupils engaged well with the teacher in a discussion about the use of clauses and connectives to write compound sentences. Pupils feel safe at all times because they are confident that any issues are dealt with quickly. One spoke for many with the comment 'we're like a big family'. Their behaviour is welcoming and positive and they respond quickly to staff when the need arises. They understand well the wisdom of taking exercise and eating fruit and vegetables. Pupils have 'adopted a chef' to work with them and their parents and carers on healthy recipes. They

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Outcomes for individuals and groups of pupils 3

make a good contribution to the life of the school and the community. Their 'voice' is Inspection report: Blackbrook St Mary's Catholic Primary School, 30 November 2010–1 December 2010 6 of 14

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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

listened to through the pupils' conferences and through the school council they link closely with a local residents committee. Older pupils act as 'buddies' for younger pupils. They are appropriately prepared for the next stage of their education through their satisfactory achievement and good attendance. Pupils demonstrate good spiritual, moral, social and cultural awareness and have a good appreciation and respect for others' needs.

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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 3

Taking into account: Pupils' attainment¹

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Pupils' achievement and the extent to which they enjoy their learning 3

The quality of pupils' learning and their progress 3

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Pupils' achievement and the extent to which they enjoy their learning 3

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?

In the best lessons, pupils make good and better progress because they are fully engaged in their learning. In a guided reading session, probing questioning led to pupils demonstrating higher order thinking skills in their analysis of a poem. In most lessons, the needs of all pupils are well met but, on some occasions, the use of assessment to plan work that challenges both middle ability and more-able pupils is not evident. Where this occurs, pupils' progress slows down. Secure subject knowledge and effective use of technology keep pupils engaged in their learning, which moves forward at a brisk pace when teaching is good or better. In most lessons, pupils are given opportunities to learn independently. Teaching assistants are deployed effectively and provide good levels of support, particularly to pupils with special educational needs and/or disabilities. Assessment is used effectively in lessons to check pupils' understanding and its use to

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How effective is the provision?

support learning through marking and feedback is improving. Pupils' work is marked thoroughly with clear identification of what they have done well and what they need to do Inspection report: Blackbrook St Mary's Catholic Primary School, 30 November 2010–1 December 2010 7 of 14

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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

next to improve their work. Pupils understand their targets and are increasingly involved in checking how well both they and other pupils are doing. The curriculum contributes satisfactorily to the achievement of all groups of pupils, including the most able. The 'Big Writing' initiative in which pupils regularly write longer pieces of work has had a positive effect in improving their progress in writing. Regular guided reading sessions and a focus on phonics are beginning to improve pupils' reading skills, as the introduction of the calculation policy is beginning to improve their mathematical skills. However, these initiatives are recent and need more time to fully impact on progress. The curriculum has been reviewed to encourage links between subjects and more creative approaches but pupils do not have enough opportunities to apply their reading, writing, mathematical and ICT skills in all subjects. There is good

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

enrichment of learning through additional activities, with good take up by pupils. Visitors into school improve pupils' understanding of other cultures, such as Islam and pupils are clear that they enjoy the activities on offer and visits to places, such as Sankey Valley and Chester Zoo. Pupils are well cared for and the school makes outstanding provision for its' vulnerable pupils. The learning mentor contributes well to meeting the needs of these pupils. Very good relationships between staff and pupils and the strong ethos of care impact positively on the well-being of all pupils. There are good systems for maintaining pupils' good attendance and for dealing with any unacceptable behaviour.

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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 3

Taking into account: The use of assessment to support learning

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How effective are leadership and management?

The headteacher and senior leaders have a clear focus for improving pupils' attainment and have established robust systems for tracking pupils' progress towards challenging targets. They, along with subject leaders, accurately identify gaps in pupils' learning and take effective action to secure improvement. As a result, all aspects of pupils' outcomes are either good or are improving strongly. Leadership of teaching and learning has successfully increased the proportion of good teaching. Senior leaders are now focused on improving the consistency of teaching in classes where progress is satisfactory rather than good or better. The governing body is fully involved in shaping the direction of the school and governors are increasingly involved in school self-evaluation through their committees and links with curriculum teams. The school promotes equal opportunities satisfactorily to meet the needs of all pupils. However, pupils with special educational needs and/or disabilities

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How effective are leadership and management?

currently make faster progress than other groups. Arrangements for safeguarding are Inspection report: Blackbrook St Mary's Catholic Primary School, 30 November 2010–1 December 2010 8 of 14

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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

good and are supported by clear policies and strategies. There is good engagement with parents and carers and sound links with partners, such as local schools, to support pupils' learning and well-being. The school promotes community cohesion satisfactorily. It is a harmonious community with good links in the local community. Plans to promote pupils' understanding beyond the immediate locality are at an early stage of development.

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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

The quality of provision for children in the Early Years' Foundation Stage is good. There are good links with parents and carers who are happy with the setting and appreciate the 'Stay and Play' sessions. Good leadership, with focused team work, and a good knowledge and understanding of the needs of children, ensure that there is a high priority on children's safety and that their needs are well met. Children trust adults and interact with them enthusiastically, resulting in good behaviour and children who are happy and settled. There are a good range of adult-led and child-initiated activities to meet children's needs and interests in all areas of learning, both indoors and outdoors. Boys, for example, respond positively to the outdoor wormery. Children have good opportunities to develop their speaking skills. Increased opportunities for them to practise their writing skills are being introduced but have not had time to fully impact on progress. Children play and

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Early Years Foundation Stage

learn well with each other and develop a sense of responsibility through tidying up. They share resources and enjoy good relationships with each other. Progress is good across all areas of learning with outcomes in line with expectations overall and above in personal, social and emotional development. Outcomes in communication, language and literacy are below expectations, particularly in writing. Inspection report: Blackbrook St Mary's Catholic Primary School, 30 November 2010–1 December 2010 9 of 14

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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

Inspectors' findings endorse the views of the very large majority of parents and carers who responded to the questionnaire who are happy with their children's experiences at school, feeling that their children enjoy school and that the school keeps their children safe. Inspectors followed up the concerns of the few parents and carers who feel that the school does not deal effectively with unacceptable behaviour. They concluded after observations of lessons, discussions with pupils and observations of pupils' behaviour that behaviour is good and that any issues that do occur are quickly and effectively addressed. Inspection report: Blackbrook St Mary's Catholic Primary School, 30 November 2010–1 December 2010 10 of 14

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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 Blackbrook St Mary's 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 0 completed questionnaires by the end of the on-site inspection. In total, there are 399 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 79 54 66 45 1 1 0 0 The school keeps my child safe 89 61 56 38 1 1 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 60 41 86 59 0 0 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 62 42 77 53 2 1 0 0

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Total % Total % Total % Total %

The teaching is good at this school 70 48 71 49 2 1 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 63 43 73 50 6 4 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 62 42 82 56 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) 59 40 78 53 2 1 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 63 43 80 55 2 1 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 51 35 83 57 10 7 0 0

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 53 36 79 54 7 5 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 64 44 80 55 0 0 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 80 55 63 43 0 0 0 0

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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%. Inspection report: Blackbrook St Mary's Catholic Primary School, 30 November 2010–1 December 2010 11 of 14

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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. Inspection report: Blackbrook St Mary's Catholic Primary School, 30 November 2010–1 December 2010 12 of 14

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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. Inspection report: Blackbrook St Mary's Catholic Primary School, 30 November 2010–1 December 2010 13 of 14

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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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9QY

Thank you for being so polite, welcoming and friendly when we inspected your school recently. We enjoyed our time at Blackbrook St. Mary's, particularly talking with you. We know that you like your school and enjoy being there. Blackbrook St. Mary's is a satisfactory and improving school with a number of strengths. We were impressed by your behaviour and attendance, your excellent understanding of how to stay safe and how well you get on with each other. You told us that you like your teachers who, you say, make learning fun. You enjoy the activities that the school offers and like the jobs that you do such as buddies and play leaders. The standards you reach are similar to those in most other schools and getting better. Most of you make satisfactory progress in your learning and pupils with special educational needs make good progress in their learning. We are asking the school to improve standards in writing for children in the Early Years

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9QY

Foundation Stage by giving them more opportunities to practise their writing, and in Years 1 and 2 by giving pupils more interesting subjects to write about. We are asking the school to improve progress in reading and mathematics in Years 3 to 6 by making sure that teachers make sure your work is always hard enough. We have asked the school to give you more opportunities to use your reading, writing, numeracy and information and communication technology skills in all of your subjects and make sure that guided reading and the calculation policy help to you to improve your learning. All of you can help by continuing to work hard, behaving well and doing your best to help the school improve further. We send our very best wishes for the future.

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9QY

Brian Holmes Lead Inspector Inspection report: Blackbrook St Mary's Catholic Primary School, 30 November 2010–1 December 2010 14 of 14

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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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