St Anne's RC Primary School

St Anne's RC Primary School Inspection report

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Unique Reference Number 105725 Local Authority Oldham Inspection number 355827 Inspection dates 29–30 September 2010 Reporting inspector Kathleen McArthur

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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 Mrs M Turner Headteacher Mrs Anne Ostmeier Date of previous school inspection 30 January 2008 School address Greenacres Road Oldham Lancashire OL4 1HP Telephone number 0161 770 5401 Fax number 0161 624 3757 Email address head@stannesrc.oldham.sch.uk

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Age group 3–11 Inspection dates 29–30 September 2010 Inspection number 355827 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. They observed 15 lessons taught by 10 teachers and held meetings with groups of pupils, governors, staff and a representative from the local authority. They observed the school's work, and looked at school documentation including policies, safeguarding arrangements, data about pupils' attainment and progress, pupils' work and plans for further development. Questionnaires from staff, pupils and the 56 returned by parents and carers were scrutinised. The inspection team reviewed many aspects of the school's work. It looked in detail at the following.  What is being done to sustain the rise in attainment at Key Stage 1?  Whether pupils are fully involved in assessing and improving their own learning.  Whether the quality of provision in the Early Years Foundation Stage ensures good progress, particularly in language and communication skills.

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Introduction

 The effectiveness of the school's work to raise attendance levels.

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Information about the school

The school is an average-sized primary school. A large majority of pupils are of White British heritage and a small minority are of minority ethnic backgrounds. The proportion of pupils known to be eligible for free school meals is high. The proportion identified with special educational needs and/or disabilities is a little above average. The school holds a number of national awards, including the Sports Activemark.

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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 good school is a harmonious community where pupils work and play happily together. Outstanding care, guidance and support, excellent safeguarding arrangements and the outstanding curriculum promote pupils' well-being and personal and academic progress very effectively. Parents and carers expressed very positive views, and all who returned questionnaires were happy with their child's experience at the school. Pupils' achievement is good and their attainment is broadly average. Children get a good start and progress well in the Early Years Foundation Stage and continue to make good progress through the school. Standards have risen steadily at Key Stage 2. At Key Stage 1, staff training and the use of resources that engage boys have successfully raised attainment to broadly average levels. However, many pupils at Key Stage 1 still struggle with mathematical problems. Pupils' limited language skills hinder the development of their

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Main findings

writing skills, especially in the Early Years Foundation Stage and at Key Stage 1. Pupils with special educational needs and/or disabilities receive skilled support and make good progress in relation to their capabilities and starting points. Good teaching makes full use of assessment information to ensure that tasks are well matched to individual needs and involves pupils in assessing their own learning. The very high quality curriculum provides memorable experiences and a wealth of activities that really engage pupils in lessons and make a strong contribution to pupils' outstanding spiritual, moral, social and cultural development, especially the latter aspects. Pupils wear their uniforms and Rainbow badges with pride, are very considerate and caring towards others and are keen to help in their community, reflecting the excellent care, support and guidance they receive. They feel extremely safe, have high levels of

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Main findings

trust in the staff to sort out any problems and bullying is not seen as an issue. Behaviour is good and is often excellent, such as during assemblies. Attendance has improved, and is now average, due to good procedures and relationships between home and school. Inspiring leadership, supported by a dedicated governing body, has created a committed team, and staff morale is very high. Challenging targets and the shared vision for ongoing improvement have resulted in a sustained and significant rise in attainment. Self- evaluation is accurate: the school knows its strengths well and where improvements are needed. Consequently, there is good capacity for further improvement.

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What does the school need to do to improve further?

 Sustain the rise in attainment at Key Stage 1, by: giving pupils more opportunities to increase their confidence and develop their skills to solve mathematical problems.

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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

 Improve pupils' speaking and listening' skills, especially in the Early Years Foundation Stage and Key Stage 1, in order to raise the quality of their writing by: extending the good practice seen in some classes so that all staff take every opportunity to develop pupils' oral skills and widen their vocabulary providing specific, focused activities where every pupil has to make oral contributions.

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Outcomes for individuals and groups of pupils 2

Good behaviour and high quality relationships contribute strongly to pupils' good progress and positive attitudes to learning. Pupils cooperate well with their teachers and with each other. They enjoy being challenged and talk with great enthusiasm about their work, for example, when using the internet to research information on the Pharaohs of Egypt. All groups of pupils progress well from starting points that are often well below expectations. Focused action in Key Stage 2 has successfully closed the gap in mathematics between boys and girls, but in Key Stage 1 many pupils lack the confidence and skills to solve mathematical problems. Older pupils articulate their opinions confidently and fluently, and most are confident writers by the time they leave Year 6. Work is presented neatly and with care, although spelling is not always accurate. The school acknowledges there is more to be done to improve speaking and language skills,

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Outcomes for individuals and groups of pupils 2

especially for younger pupils, to widen their vocabulary and help them plan and organise their writing more effectively. High quality input during lessons ensures the learning of pupils with special educational needs and/or disabilities progresses at a good rate. Pupils are polite and welcoming, eager to meet and help visitors. They become increasingly mature and able to reflect on life issues such as fairness. Pupils' well considered responses in discussions to resolve any issues show very well developed principles and set of moral values, enabling them to see issues from different points of view. They say a good diet, 'makes you fit and strong,' and know the importance of exercise. They enjoy the dedicated 'Fitness days'. They have no concerns about their safety in school, because, as one said, 'Teachers make us feel safe: they are like our mums and dads.' Pupils willingly accept responsibility, and the school and eco councillors

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Outcomes for individuals and groups of pupils 2

contribute ideas, such as about recycling and new fences, and the appointment of sports leaders to help at playtimes. Experiences provided by the curriculum, by the different faiths represented in school and through local partnerships result in a very good understanding and respect for different cultures and lifestyles, which help to prepare pupils well for life in a multicultural society. Satisfactory academic skills and average attendance together with a range of positive personal skills give pupils a sound basis for their future economic well-being. The school welcomes a varied range of speakers from the world of work to help raise pupils' aspirations.

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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 1

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?

The vast majority of teaching is good, with some that is outstanding, and just a small proportion that is satisfactory. Strengths include carefully planned tasks, ensuring that pupils know what they will learn, and great enthusiasm that 'rubs off' on pupils. This was seen when Year 6 pupils wrote imaginative shipwreck poems as a result of the stimulus provide by the teacher. Well targeted deployment of talented teaching assistants ensures that all pupils are well supported, especially those with additional needs. In these lessons pupils are motivated to learn and progress well. Less effective lessons lack pace or purposeful activities, so pupils progress more slowly. Good assessment systems provide accurate information about pupils' progress which is carefully monitored and action is taken quickly if anyone is falling behind. Pupils know their targets and use simple 'thumbs up or down' to show their understanding. Pupils' books indicate good use of the marking

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How effective is the provision?

system which clearly shows them how to improve their work. The outstanding, enquiry based curriculum has contributed strongly to the upward trend in attainment. Curriculum planning starts with analysis of pupils' needs, ensures thorough coverage of all basic skills and makes very good use of staff strengths. Imaginative themes link subjects and capture pupils' curiosity so that they pose questions and follow up their ideas. For example, the Superheroes theme successfully engaged boys' imagination and boosted their progress. Building shelters and erecting tents outdoors in the 'Forest School' sited in the school grounds really captured pupils' imagination whilst

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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

providing valuable experience of working together to solve challenging problems. Pupils, parents and carers appreciate the wide range and quality of extra-curriculum activities, and take up of after-school clubs is high. The school is a welcoming, secure and attractive learning environment. Pastoral care is a strength, with excellent provision for pupils with special educational needs and/or disabilities and for those who are most vulnerable or facing challenging circumstances. In addition, the school extends its care to offer a before- and after-school 'Rainbow Club', which pupils said they enjoy attending. Pupils feel totally secure and have great confidence in the staff. Support is very well targeted where most needed, and staff and the learning mentor liaise very effectively between families and external agencies. This has successfully raised attendance and reduced the level of persistent absence. Good

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

transition arrangements ensure pupils move on confidently to the next stage of their education.

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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?

Senior leaders have ensured that the school has successfully met challenging targets and have embedded their ambitious vision for further improvement, as seen in well focused development plans and the steady rise in attainment. The effective use of the systematic monitoring procedures have raised the quality of teaching by promoting the sharing of good practice and setting targets for further improvement linked to school development plans. However, plans to raise the quality of pupils' writing by developing younger pupils' language skills have not yet been fully effective. Governors are actively involved. Their good knowledge of all aspects of school life and what needs to be improved enables them to question and hold the school to account. Value for money is good. Highly positive relationships with parents and carers benefit all pupils. The school seeks their views and reaches out to help them support learning at home with curriculum

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How effective are leadership and management?

workshops and by providing a crèche to enable all parents and carers to attend meetings. Good partnerships with other organisations and individuals provide activities pupils might not experience otherwise, such as learning a musical instrument, and contribute strongly to good academic and personal achievement. Positive outcomes from collaboration with local schools include activities in the 'Forest School' that have promoted boys' self-esteem and interests. Arrangements to promote equality are good and rigorous analysis of outcomes for different groups ensures there is no discrimination, and all pupils can participate in everything the school offers.

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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

Safeguarding procedures are exemplary. Procedures, training and practices are constantly reviewed, and staff and governors have very good knowledge of all requirements. Consequently, parents and carers all agree their children are kept extremely safe. The school has a thorough understanding of the context in which it works and ensures pupils are well aware of different lifestyles, religions and cultures in British society, where possible through first hand experiences. However, global awareness is not as strong.

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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

Most children enter the Early Years Foundation Stage with skills well below those expected for their age, particularly in language and social skills. High quality care and excellent regard for safety in the warm, welcoming environment ensures they soon feel secure and settle quickly. Parents and carers are welcomed as partners and good relationships add to children's sense of security and well-being. Although in school for just a few days, nursery children showed great enjoyment when listening to the 'Bear Hunt' story, and were already recognising and joining in with repeated phrases. Good teaching ensures children become increasingly confident and independent and make good progress in all areas of learning. They are eager to explore and investigate. The wide range of well planned, appealing activities captures their enthusiasm, so they behave well. They love being outside in the spacious, attractive outdoor areas although the Nursery

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Early Years Foundation Stage

outdoor area is not yet fully developed to provide the complete range of learning experiences. Reception children enjoyed following clues on a 'shape hunt' outside, and named pentagons and octagons as well as squares, triangles and circles. Staff do not always seize opportunities to encourage children to express their ideas orally and build language skills ready for writing. Most recognise their names and daily sessions learning sounds and letters help the youngest children prepare for reading. By the time they move

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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

to Year 1, most children are closer to the expected levels but are not yet fully meeting them. Good leadership ensures all requirements of the Early Years curriculum are met. The staff team have good knowledge of children's developmental needs and are strongly committed to improve the provision, as demonstrated in their clear action plan.

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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

Just over 20% of parents and carers returned questionnaires, this is lower than typically found. Their views were very positive, and all agreed that: children are kept safe in school; the teaching is good; children are well prepared for the next steps in their education; individual needs are met and the school is led well. A very small minority felt their views were not taken account of. Inspectors found that the school regularly seeks parents and carers views and responds to them, and that the school has good procedures, known as Rainbow rules, to deal with unacceptable behaviour.

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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 Anne's RC 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 56 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 37 66 18 32 1 2 0 0 The school keeps my child safe 41 73 15 27 0 0 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 19 34 35 63 2 4 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 27 48 28 50 1 2 0 0

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Total % Total % Total % Total %

The teaching is good at this school 26 46 30 54 0 0 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 26 46 29 52 1 2 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 34 61 22 39 0 0 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) 29 52 26 46 0 0 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 30 54 26 46 0 0 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 26 46 19 34 9 16 2 4

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 21 38 29 52 4 7 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 27 48 28 50 0 0 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 35 63 21 38 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%.

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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 in clude 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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Inspection of St Anne's RC Primary School, Oldham, OL4 1HP

The team would like to thank all of you for welcoming us when we inspected your school. We met friendly, polite and well behaved pupils who are proud of their school and keen to help others. You are a credit to your teachers and your parents. A special thank you goes to the groups of pupils who came to talk to us at lunchtime. This is what we found. St Anne's is a good school with effective leaders and teachers. They take excellent care of you and keep you very safe. You get a good start in The Early Years Foundation Stage and make good progress throughout the school. You said you enjoy school and feel really safe there, and your parents and carers told us they are very pleased with the school. The excellent curriculum gives you interesting lessons and so many different experiences: building shelters in the Forest School, lots of visits and some of you even had the chance to perform with the famous Halle Orchestra in Manchester.

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Inspection of St Anne's RC Primary School, Oldham, OL4 1HP

The leaders are always looking for ways of improving your school, so we have asked them to:  help pupils in Key Stage 1 make faster progress in solving problems in mathematics  increase your speaking and language skills to help with your writing, especially for younger pupils. We hope you will continue to wear your Rainbow badges with pride and enjoy all that you do at St Anne's School. We send our very best wishes,

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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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