Holy Family Catholic Primary School

Age group 3–11 Inspection date(s) 17–18 November 2011 Inspection number 376364 Holy Family Catholic Primary School Inspection report

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Unique Reference Number 100178 Local Authority Greenwich Inspection number 376364 Inspection dates 17–18 November 2011 Reporting inspector David Gosling

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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 201 Appropriate authority The governing body Chair David Daly Headteacher Elizabeth Harris Date of previous school inspection 25 June 2009 School address Tudway Road Kidbrooke London SE3 9YX Telephone number 020 88562708 Fax number 020 8856 1299 Email address headteacher@holyfamily.greenwich.sch.uk 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

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after children, safeguarding and child protection. 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 123 4234, or email enquiries@ofsted.gov.uk . 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 information 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’.

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T: 0300 123 4234 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. They visited 14 lessons and observed 10 teachers, including a music tutor from an outside group. Meetings were held with governors, staff and pupils. Inspectors looked at a range of documentation, including samples of pupils’ work, pupils’ records and assessments, school policies and plans, and information relating to safeguarding. Questionnaires from 82 pupils in Years 3 to 6, and 81 parents and carers were also reviewed.

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Introduction

The inspection team reviewed many aspects of the school’s work. It looked in detail at a number of key areas.

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Introduction

 The attainment in different year groups, to see if the improvements to results in 2011 were reflected throughout the school now.  The quality of teaching, especially the use of assessments to plan lessons, marking and the challenge for the more-able pupils.  The impact of changes to the leadership team since 2010.  The role of the English, mathematics and science subject leaders, especially the quality of evaluation and planning and the support provided for teachers.

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Information about the school

Holy Family is a smaller than average-sized primary school situated in the south of Greenwich in an area with high levels of mobility. The school has a higher-than- average proportion of pupils known to be eligible for free school meals. About three quarters of pupils are of African origin and a high number of pupils are from homes where English is an additional language. The proportion of pupils with special educational needs and/or disabilities is similar to the national average, those with speech, language and communication difficulties forming the largest group. There is a larger proportion of pupils with statements than is found nationally. Breakfast and after-school clubs managed by the governing body, for which parents and carers pay, are provided each day. The school has received a number of awards including Quality in Extended Services and Introducing Internationalism awards. A new headteacher was appointed in September 2010, following a year of instability, and

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Information about the school

the two current deputy headteachers are in temporary posts. 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 good and improving school is highly regarded by parents and carers. It provides good value for money. In 2009, test results declined dramatically, following a year of instability. Since the appointment of the new headteacher in September 2010, attainment has risen and pupils’ progress throughout the school has improved. The school’s good capacity for sustained improvement is indicated by improvements to a number of key areas since the previous inspection. Succinct and honest self- evaluation identifies the important areas for development and these are addressed rigorously in plans. Secure foundations for the future are being laid by newly introduced, rigorous systems for monitoring teaching and for holding teachers to account for the progress their classes are making. Governance has become more effective since the appointment of the new headteacher, although the governing body is not yet sufficiently skilled and confident in its scrutiny of the attainment and

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Main findings

After a good start in the Early Years Foundation Stage, pupils continue to progress well. There are three key reasons for the good progress. Firstly, the contribution made by pupils: they enjoy school, behave well and work very hard. Secondly, teaching is good and is focused sharply on improving basic literacy and numeracy skills. Finally, school leaders have high expectations of staff and are relentlessly pushing improvements in the curriculum and the quality of learning in lessons.

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Main findings

Attainment in writing and mathematics is not quite as high as in reading throughout the school, but 2011 National Curriculum assessments and pupils’ current work show that the gap is closing. Although the quality of teaching is good overall, there are inconsistencies, which limit pupils’ progress, especially in writing and mathematics. On occasion, the rate of progress slows because in some lessons work is not always matched to the pupils’ individual abilities tightly enough.

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Main findings

Pupils’ personal development, a strength in the last inspection, has improved further. Pupils have an excellent awareness of how to stay healthy and discussions with them show that they feel very safe. The contribution the pupils make to the school and community remains outstanding. Despite this, the promotion of community cohesion is only satisfactory because the analysis of religious, ethnic and social groups and plans to build bridges with them are not systematic enough. A key contributory factor to strengths in personal development, including high attendance and good behaviour, are the excellent care, guidance and support provided. The pupils’ spiritual, moral, social and cultural development is good. Pupils are given 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

opportunities to reflect on their lives and they are developing a strong understanding of their heritage.

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What does the school need to do to improve further?

 Establish more consistently good progress, especially in writing and mathematics in all year groups, through the monitoring of teaching and learning to ensure that assessment is consistently used effectively to plan appropriately challenging work for all pupils.  Ensure that the governing body is more effective in its scrutiny of pupils’ attainment and progress, by the provision of focused in-service training.  Develop a more systematic approach to promoting community cohesion through:  analysing the religious, ethnic and socio-economic composition of the community  planning in more detail to build bridges with the key groups.

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Outcomes for individuals and groups of pupils 2

Attainment has improved since the decline in 2009 and is now average. In English, pupils’ attainment in reading is higher than in writing. Pupils use phonics (the sounds words make) skills well and can read some challenging texts. They are able to write accurately and organise their writing well in a range of styles, including stories, descriptions, diaries, letters and persuasive writing by the end of Year 6. The presentation of work is very good. Although mathematics attainment is not quite as strong as in English, a strong focus on calculations in Year 6 has led to pupils being competent in number skills such as multiplication and the use of decimals and fractions. Attainment in science was identified as a particular weakness in the last inspection, but assessments and pupils’ books show average attainment now, with pupils developing good skills in investigation.

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Outcomes for individuals and groups of pupils 2

Pupils enter the school with below average levels for their age, make good progress in the Early Years Foundation Stage and thereafter, although the rate of progress is faster at Key Stage 2 than it is at Key Stage 1. Pupils progress well partly because they enjoy their lessons, work hard, and stay on task, even when the work is difficult. In one Year 4 lesson, for example, the class were read an intricate story based on a Shakespeare play and they were all able to discuss the main characters and produce diaries based on the story afterwards. Progress in reading is especially good in Years 1 to 3, as a result of a new focus on reading books in groups levelled by difficulty. There are a few inconsistencies in progress in different classes, but weaknesses are being addressed well. The slowest progress last year was in Year 5, as a result of staffing difficulties, but this group has made considerable strides in

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Outcomes for individuals and groups of pupils 2

Year 6. Progress in writing throughout the school has improved since the last inspection, but is still a little slower at Key Stage 1 and it is slower overall than in 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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Outcomes for individuals and groups of pupils 2

mathematics and reading. In the current Year 5, the progress in writing is particularly good. One pupil’s control of advertising language is captured very well in this line from a piece on the attractions of London: ‘It’s beautiful, it’s huge and it’s waiting for you!’

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Outcomes for individuals and groups of pupils 2

Different groups make equally good progress. Pupils with special educational needs and/or disabilities make good progress, as a result of skilful teaching, carefully structured work and effective use of targets. The pupils whose first language is not English progress well, mainly as a result of a strong focus on speaking and listening in lessons and strong visual support.

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Outcomes for individuals and groups of pupils 2

The large majority of pupils thought behaviour was good in questionnaires and those interviewed felt very safe. Pupils are polite and cooperative in lessons. They move into tasks quickly and listen to the teacher and each other with respect. Movement around the school is calm and orderly. There is no evidence of racism and very little of any bullying. Pupils are very aware of how to be healthy, as a result of the high profile the school gives to healthy lifestyles. The contribution pupils make to the school and local community is outstanding. They take on responsibility for a range of areas willingly, for example acting as peer mentors, and are particularly active in fund-raising. Some aspects of the pupils’ preparation for the next stage in their education and the future are outstanding, especially their high and improving attendance. Progress in basic skills is good overall, although relatively weaker in

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Outcomes for individuals and groups of pupils 2

information and communication technology, which is not yet embedded throughout the school, although improving as a result of recent investment.

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Outcomes for individuals and groups of pupils 2

These are the grades for pupils’ outcomes Pupils’ achievement and the extent to which they enjoy their learning Taking into account: Pupils’ attainment 1 The quality of pupils’ learning and their progress The quality of learning for pupils with special educational needs and/or disabilities and their progress The extent to which pupils feel safe 1 Pupils’ behaviour 2 The extent to which pupils adopt healthy lifestyles 1 The extent to which pupils contribute to the school and wider community 1 The extent to which pupils develop workplace and other skills that will contribute to their future economic well-being Taking into account: Pupils’ attendance 1 The extent of pupils’ spiritual, moral, social and cultural development 2

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Outcomes for individuals and groups of pupils 2

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4 is low 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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How effective is the provision?

Teaching has a number of strengths and contributes to the high attendance and high levels of engagement in lessons. A range of active learning strategies is deployed, with particularly good use made of games, investigations, and paired and group work. Teachers are able to allow the pupils to work independently because they have well-established routines in classes and high expectations of behaviour. Teachers display good subject knowledge and, consequently, lessons are carefully and thoroughly prepared and structured. The questioning of pupils is a notable strength; pupils are challenged well through brisk questions, including some which demand problem solving and extended responses. All pupils have targets, based on assessments, and teachers use them well as a reference point in lessons. Resources are organised very well and include a range of pictures and videos. In one Year 6 science lesson, pupils were fascinated by the mouldy bananas on display and keen to

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How effective is the provision?

understand how bacteria had caused the decay. Marking is regular and next steps in learning are made clear. Although weaknesses in teaching English and mathematics are being addressed, it is still not consistently good in all classes because, on occasion, assessment is not used rigorously enough to ensure that activities are matched fully to individual learning needs.

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How effective is the provision?

The curriculum meets statutory requirements and has a strong and developing focus on improving literacy and numeracy. The provision for pupils with special educational needs and/or disabilities is particularly good and those with speech, language and communication difficulties receive additional support from trained staff, from the Nursery onwards. The curriculum has been restructured since the last inspection, when the planning of themes was a weakness. The development of skills in subjects is now well planned.

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How effective is the provision?

Parents’ questionnaires are strongly supportive of the excellent care the school provides. The provision for potentially vulnerable pupils is a major strength. There are close and effective links with outside agencies, for example with an outreach team working with the school on behavioural issues, and through the well-attended and carefully planned breakfast and after-school clubs. That is reflected by the Quality in Extended Services award.

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How effective is the provision?

These are the grades for the quality of provision The quality of teaching Taking into account: The use of assessment to support learning The extent to which the curriculum meets pupils’ needs, including, where relevant, through partnerships The effectiveness of care, guidance and support 1 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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How effective are leadership and management?

The headteacher and other leaders have been very effective in raising attainment since the significant decline in 2009 and a year without a substantive headteacher in post in 2009/10. High expectations, robust tackling of weaknesses in teaching and the curriculum and excellent, carefully targeted training for teachers have led to rapid improvements. That is reflected in the considerable improvement in National Curriculum test results since 2009.

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How effective are leadership and management?

The school has a very clear view of its strengths and weaknesses and has rigorous plans in place to address the latter. Plans at whole-school and subject level are focused sharply on raising standards and improving teaching and ambitious targets have been set, for example, that all teaching should be good or better. Teaching is monitored regularly and carefully by school leaders and judgements are accurate. In pupils’ progress meetings, held three times yearly, the progress of pupils is scrutinised and teachers are held to account for any underachievement. The two acting deputy headteachers are providing strong support for the headteacher in supporting change and improving teaching. The role of the core subject leaders is developing well. The core subject leaders have a clear grasp of what needs to be done and they support teaching well. They have an excellent grasp of the progress of individual pupils, but their overview of data across the school is not yet clear

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How effective are leadership and management?

The governing body is supportive of the school and attends regular training sessions. It knows the school’s main strengths and weaknesses and has helped shape the vision for the school. The school’s results are scrutinised and challenged by the governing body and the implementation of the school improvement plan is monitored. The governing body does not have a strong enough grasp of progress in different year groups to be able to challenge the school with enough rigour in this aspect of its work.

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How effective are leadership and management?

Almost all parents and carers, in questionnaires, thought their children were kept safe. The vetting of staff is extremely rigorous, access to the school is well controlled and potentially vulnerable pupils are monitored and supported carefully. The recording of site issues relating to safety is less well developed, but still secure.

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How effective are leadership and management?

The school works well with parents and carers and communicates through the website, regular newsletters and meetings and workshops. Parents and carers are involved well in their children’s learning, especially through the discussions and reviews of their targets. The school also works well with other partners, such as the local cluster of primary schools, a nearby football club and the local church.

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How effective are leadership and management?

The promotion of community cohesion is satisfactory. Although there is some excellent work with groups in the community, it is not planned and evaluated enough. Equality of opportunity is promoted well and consequently all groups now make good progress. There is a thorough analysis of progress data from a race and 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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How effective are leadership and management?

gender perspective and the school is racially very harmonious. The school’s award for Introducing Internationalism is a reflection of the wide range of multicultural activities and resources provided for pupils.

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How effective are leadership and management?

These are the grades for leadership and management The effectiveness of leadership and management in embedding ambition and driving improvement Taking into account: The leadership and management of teaching and learning The effectiveness of the governing body in challenging and supporting the school so that weaknesses are tackled decisively and statutory responsibilities met The effectiveness of the school’s engagement with parents and carers 2 The effectiveness of partnerships in promoting learning and well-being 2 The effectiveness with which the school promotes equality of opportunity and tackles discrimination The effectiveness of safeguarding procedures 2 The effectiveness with which the school promotes community cohesion 3 The effectiveness with which the school deploys resources to achieve value for money

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Early Years Foundation Stage

Children enter the Nursery below expected levels of skills and knowledge, make good progress and reach broadly average levels by the end of the Reception Year. The progress made in the Nursery is stronger than progress in the Reception class. There has been an upward trend in attainment by the end of the Early Years Foundation Stage in recent years. Progress is very good in social and literacy development and satisfactory, although improving each year, in numeracy. The children develop well the ability to work independently and they have a good grasp of how to keep themselves healthy and safe.

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Early Years Foundation Stage

Teaching is particularly strong in the Nursery. In the Reception class, it is good overall, but teaching of numeracy is not as effective as the teaching of literacy. The learning environment in the Early Years Foundation Stage is excellent. It includes a boy-friendly den in the Nursery, to encourage attempts at writing, a tunnel under a pine tree to encourage a sense of adventure, and a vegetable garden. Planning is good, with a wide range of opportunities provided to develop literacy and numeracy skills, as well as other areas such as physical development. The curriculum is imaginative and enriched by visits and visitors. A good example of this was a trip up the River Thames to support literacy work on the book, The Naughty Bus. Observations of children’s work are used well to target activities on individuals. There is especially good provision for children with speech and language difficulties, through trained support staff and the help of a therapist.

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Early Years Foundation Stage

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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Early Years Foundation Stage

Early Years Foundation Stage staff have been effective in raising attainment and addressing weaknesses in attainment on entry. Strengths and weaknesses have been identified clearly and planning is rigorous. There is good provision to develop the skills of staff and the teaching assistants are effective. Partnerships with parents and carers are good, with good liaison between parents and carers and staff at the beginning and end of the school day and home-school visits before children join the school.

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Early Years Foundation Stage

These are the grades for the Early Years Foundation Stage Overall effectiveness of the Early Years Foundation Stage Taking into account: Outcomes for children in the Early Years Foundation Stage The quality of provision in the Early Years Foundation Stage The effectiveness of leadership and management of the Early Years Foundation Stage

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Views of parents and carers

The very large majority of parents and carers are happy with the school, having a high regard for teaching, the way the school keeps their childeren safe and how well they are involved in their children’s learning. The lowest level of satisfaction is with the progress children are making and whether the school meets children’s needs. Inspectors found that, overall, pupils make good progress and that, mostly, the school meets pupils’ needs well.

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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 Holy Family 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. The inspection team received 81 completed questionnaires by the end of the on-site inspection. In total, there are 201 pupils registered at the school.

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Responses from parents and carers to Ofsted’s questionnaire

Statements Strongly agree Agree Disagree Strongly disagree Total % Total % Total % Total % My child enjoys school 47 58 30 37 4 5 0 0 The school keeps my child safe 44 54 36 44 1 1 0 0 The school informs me about my child’s progress 40 49 39 48 2 2 0 0 My child is making enough progress at this school 32 40 40 49 9 11 0 0 The teaching is good at this school 28 35 46 57 3 4 0 0 The school helps me to support my child’s learning 29 36 48 59 4 5 0 0 The school helps my child to have a healthy lifestyle 27 33 48 59 3 4 0 0 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) 24 30 45 56 5 6 0 0

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Responses from parents and carers to Ofsted’s questionnaire

The school meets my child’s particular needs 25 31 44 54 9 11 0 0 The school deals effectively with unacceptable behaviour 26 32 48 59 7 9 0 0 The school takes account of my suggestions and concerns 20 25 45 56 7 9 0 0

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Responses from parents and carers to Ofsted’s questionnaire

The school is led and managed effectively 27 33 45 56 7 9 0 0 Overall, I am happy with my child’s experience at this school 32 40 40 49 8 10 0 0

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Responses from parents and carers to Ofsted’s questionnaire

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. 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 43 47 10 0 Primary schools 6 46 42 6 Secondary schools 14 36 41 9

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Type of school Outstanding Good Satisfactory Inadequate

Sixth forms 15 42 41 3 Special schools 30 48 19 3 Pupil referral units 14 50 31 5

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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 2010 to 08 April 2011 and are consistent with the latest published official statistics about maintained school inspection outcomes (see www.ofsted.gov.uk). 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. Percentages are rounded and do not always add exactly to 100. Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary schools, special schools and pupil referral units.

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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.  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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Inspection of Holy Family Catholic Primary School, London SE3 9YX

Thank you very much for the welcome you gave us when we inspected your school. We are especially grateful to those of you who took time to talk to us about your work and tell us what you think about the school. We thought you were very polite to us. We can see why you said you liked the school in your surveys. You go to a good school. These are the good things that stood out.

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Inspection of Holy Family Catholic Primary School, London SE3 9YX

 The school is well led and, as a result, you are making good progress.  Teaching is good. Teachers make lessons interesting and they mark your work well.  Your attendance is high and you enjoy school, behave well in lessons and feel very safe.  You have a very good understanding of how to be healthy.  You make an excellent contribution to the running of the school and to charities and the local area.

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Inspection of Holy Family Catholic Primary School, London SE3 9YX

To improve, there are some things the school could do better.

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Inspection of Holy Family Catholic Primary School, London SE3 9YX

 Help you more with your progress in writing and mathematics, as it is not always as good as your progress in reading, by ensuring that the work you are given meets your individual learning needs.  Help the governing body to look more closely at how well different classes are doing.  Plan to build bridges with important groups in the community.

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Inspection of Holy Family Catholic Primary School, London SE3 9YX

You can help the school even further by continuing to work hard and by checking for mistakes after you have finished your writing.

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Inspection of Holy Family Catholic Primary School, London SE3 9YX

Yours sincerely David Gosling Lead inspector (on behalf of the inspection team) 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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