St Thomas More Roman Catholic Voluntary Aided Primary

St Thomas More Roman Catholic Voluntary Aided Primary Inspection report

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Unique Reference Number 114275 Local Authority Durham Inspection number 357511 Inspection dates 5–6 October 2010 Reporting inspector Georgiana Sale

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

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Type of school Primary School category Voluntary aided Age range of pupils 4–11 Gender of pupils Mixed Number of pupils on the school roll 114 Appropriate authority The governing body Chair Mrs Helen Haywood Headteacher Mrs Lesley Wright Date of previous school inspection 27 September 2007 School address Thorndale Road Belmont Durham DH1 2AQ Telephone number 0191 3864761 Fax number 0191 3847025 Email address stthomasmore@durhamlearning.net

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Age group 4–11 Inspection dates 5–6 October 2010 Inspection number 357511 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 two additional inspectors. The inspectors visited nine lessons and observed five staff teach. They held meetings with governing body, staff and groups of pupils. They observed the school's work, and looked at documentation including records of pupils' progress, the school improvement plan, assessment information, policies and samples of pupils' work. Information about safeguarding was evaluated. Inspectors also took into account the views of staff and pupils expressed in questionnaires. They received and analysed 67 questionnaires from parents and carers. The inspection team reviewed many aspects of the school's work. It looked in detail at the following.  How well pupils are attaining and the rates of their progress throughout the school.  How effectively the school monitors the academic performance of all pupils.  How information from assessments is used to ensure that pupils make good

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Information about the school

St Thomas More is smaller than most primary schools. The proportion of pupils known to be eligible for free school meals is lower than average. There is a lower than average proportion of pupils with special educational needs and/or disabilities. Nearly all the pupils are from White British backgrounds. There has been a significant turnover of staff since the last inspection. The school has Healthy School status and an International Schools award.

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

Please turn to the glossary for a description of the grades and inspection terms

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Main findings

St. Thomas More is a good school. Most parents and carers are very positive about the school and make approving comments such as, 'The staff are excellent, knowledgeable and dedicated.' Some aspects of its work are outstanding, such as the extent to which pupils feel safe and adopt healthy lifestyles, and the care, guidance and support the school provides. These contribute significantly to pupils receiving a good education. Children join reception with skills and knowledge broadly similar to those found nationally and they are given a good start to their education. Pupils make good progress to attain above average standards in English and mathematics by the end of Year 6. Pupils get on very well with their friends and adults, and are very confident that they are safe. They understand very well what they need to do to stay healthy and how to keep themselves safe, and they use information and communication technology (ICT) safely.

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Main findings

Good teaching ensures that pupils achieve well from their starting points. Teachers make lessons interesting by using a variety of methods. ICT is used particularly well to engage pupils. The analysis of data about pupils' attainment and progress has improved since the last inspection, so that staff know about the progress being made and whether pupils are on track to meet their targets. Marking has also been improved, in English and mathematics in particular, but pupils do not yet receive enough verbal advice during lessons about how to improve further. The good curriculum includes all pupils and is relevant to their needs. A good range of activities designed to enrich pupils' education, that includes visits, visitors and clubs, makes a significant contribution to the curriculum and the pupils' personal development. The headteacher and governing body share a determination to correct any weaknesses,

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Main findings

and recognise that other leaders in the school should play a greater role in coordinating and monitoring actions taken to ensure that pupils' needs are met fully. Nevertheless, honest and accurate self-evaluation, above average attainment, good progress and strong leadership from the headteacher, supported by an effective governing body, give the school good capacity for sustained improvement.

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What does the school need to do to improve further?

 Increase accountability and share leadership more widely across the whole staff, by involving middle managers more in monitoring processes and coordinating actions.  Ensure that more feedback on how to improve is given to pupils, by: increasing the frequency of verbal feedback in class increasing the quality of written feedback across all subjects.

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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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Outcomes for individuals and groups of pupils 2

Pupils say they enjoy school, and this is reflected in their above average attendance and good progress. They work together well in teams and undertake independent research, as when Year 2 pupils used laptop computers to find out about the discovery of Tutankhamen's tomb. Their behaviour is good, with most pupils showing very positive attitudes to learning. Pupils enter Year 1 ready to learn because they have developed good classroom habits in the Early Years Foundation Stage. Progress over the following six years is good, promoted particularly by the good curriculum and pupils' receptiveness to learning. Pupils with special educational needs and/or disabilities make good progress because they are well- supported by an effective team of teaching assistants who help to modify the work for individual pupils and give extra help to develop the pupils' reading skills when necessary. Differences between the progress of different groups of pupils are minimal.

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Outcomes for individuals and groups of pupils 2

Pupils enthusiastically put into practice their excellent understanding of how to keep healthy, with all pupils eating a healthy lunch and nearly all joining in an out-of-school physical activity club. Many pupils contribute to the school as buddies to the younger children and prefects. The school council has designed play areas and all pupils help in raising funds for charity. Pupils have some links with the wider community through the church, and with international links in Japan and India. They leave the school with well- developed basic skills and the confidence and personal qualities they need to succeed at secondary school. The highly positive ethos of the school is a good testament to the pupils' good social, moral, social and cultural understanding, which is well planned for through numerous opportunities both in and out of school. The school is beginning to provide opportunities to introduce pupils to other cultures within the United Kingdom.

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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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2

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?

A key strength in the effective teaching and learning is the good relationships established between staff and pupils. Classrooms are calm and purposeful places where pupils work together sensibly. Teachers carefully assess pupils' work, set challenging targets and give clear written feedback on how to improve, especially in English and mathematics. However, this is not as consistent in other subjects and verbal feedback in class is not always detailed enough to ensure that pupils know what to do to move to the next level. The curriculum is good and is enhanced by many visits in order to make learning come alive, for example, to places such as Shipley art gallery, Rainton Meadows and the 'Centre 4 Life'. The majority of pupils take part in after-school clubs, choosing from a wide range that includes dancing and gardening. Pupils appreciate the benefits of a small school where everyone knows one another and

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How effective is the provision?

realise they are very well cared for. The school has strong, effective partnerships with other professionals to give timely, targeted support when necessary. Transition arrangements for pupils leaving or joining the school are very effective and ensure that pupils have a smooth passage through school and beyond.

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

Please turn to the glossary for a description of the grades and inspection terms

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

These are the grades for the quality of provision

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The quality of teaching 2

Taking into account: The use of assessment to support learning

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How effective are leadership and management?

The headteacher and the governing body have provided a strong sense of direction through a time of significant staff turnover and have ensured that above average attainment has been maintained. Accurate school self-evaluation has meant that development priorities have been, and remain, correctly identified. New subject coordinators are being supported to develop a greater understanding of their roles and responsibilities and their leadership capacity is improving. However, the full impact of the subject coordinators on raising standards further has not yet been fully realised. The school promotes community cohesion well. Interaction with the local community is strong and the church plays a fundamental role in the life of the school. Effective links with schools across the globe developed through its involvement in the Comenius project, a French film week, and African drumming and dance workshops are promoting pupils'

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How effective are leadership and management?

understanding of world faiths, cultures and global citizenship. Safeguarding procedures meet all statutory requirements well. They are regularly updated and integrated into the curriculum so that pupils have a strong understanding of how to keep themselves safe. The governing body is increasingly offering more challenge to the school and a more effective system has been introduced to monitor the performance of the school and increase accountability at all levels. The school's effective promotion of equality is seen in the high quality of its care and the seamless way in which pupils with special educational needs and/ or difficulties are supported in school and how well they achieve.

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

Please turn to the glossary for a description of the grades and inspection terms

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

These are the grades for leadership and management

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2

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

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Early Years Foundation Stage

In the Early Years Foundation Stage children have a good start to their education and progress well. By the end of the Reception Year, the majority of children have reached the nationally expected level and many have gone beyond it. They enjoy their learning. Both the indoor and outdoor areas provide a stimulating and fun learning environment and, as a result, children explore and investigate a wide range of experiences, which contributes to their good progress. Teaching is good and activities are well planned and purposeful. For example, children on board their 'pirate ship' worked with enthusiasm and sustained concentration learning lots of new 'pirate words' to help their literacy skills. Leadership and management are good. The new Early Years Foundation Stage leader has a clear vision of how to develop provision further. She has ensured that all the welfare requirements are met and that children's progress is monitored closely. Good relationships with parents and

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Early Years Foundation Stage

carers and outside agencies are developed and these contribute to the good quality care that children receive.

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Early Years Foundation Stage

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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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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Views of parents and carers

The vast majority of parents and carers support the school. A very small minority were concerned about the size of the mixed-age classes. Inspectors found that teachers' planning and the tasks given to the pupils took account of the range of ability and most pupils were making good progress. A very small minority were also concerned about the rigour of the procedures in school, but all the pupils spoken to said they were happy, felt very safe and trusted all the adults in the school.

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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 Thomas More Roman Catholic Voluntary Aided Primary 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 67 completed questionnaires by the end of the on-site inspection. In total, there are 114 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 33 49 31 46 2 3 0 0 The school keeps my child safe 40 60 26 39 1 1 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 16 24 37 55 10 15 3 4

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Total % Total % Total % Total %

My child is making enough progress at this school 24 36 35 52 6 9 0 0

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Total % Total % Total % Total %

The teaching is good at this school 24 36 35 52 3 4 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 22 33 37 55 7 10 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 33 49 32 48 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) 26 39 33 49 4 6 1 1

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Total % Total % Total % Total %

The school meets my child's particular needs 26 39 34 51 1 1 2 3

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 25 37 28 42 7 10 3 4

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 14 21 34 51 10 15 4 6

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Total % Total % Total % Total %

The school is led and managed effectively 17 25 35 52 6 9 6 9

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 31 46 29 43 4 6 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 include those that have sixth forms, and sixth form figures include only the data specifically for sixth form inspection judgements.

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving. Inspectors base this judgement on what the school has accomplished so far and on the quality of its systems to maintain improvement.

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Common terminology used by inspectors

Leadership and management: the contribution of all the staff with responsibilities, not just the headteacher, to identifying priorities, directing and motivating staff and running the school.

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Common terminology used by inspectors

Learning: how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.

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Common terminology used by inspectors

Overall effectiveness: inspectors form a judgement on a school's overall effectiveness based on the findings from their inspection of the school. The following judgements, in particular, influence what the overall effectiveness judgement will be.

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Common terminology used by inspectors

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

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Common terminology used by inspectors

Progress: the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils' attainment at the end of a key stage with their attainment when they started.

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

main findings from the inspection of their school.

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Durham, DH1 2AQ

We really enjoyed visiting your school and we am writing to thank you for two very interesting days. Your thoughts and views helped us to make our judgments about the school. This is what we found out.  You make good progress and you work hard in lessons.  Children in the Reception class thoroughly enjoy school and learn quickly.  You are taught well and we agree with you, that your lessons are fun and interesting.  You are very well cared for and supported by all the adults in the school. You were very sure of this when we spoke to you. We have asked your school to look at how it can make things even better. These are the most important things.  Your teachers need to make sure that they tell you exactly how to improve your work. You need to make sure that you listen to them and then put their advice into practice.  The teachers in charge of a subject should make sure that they know how well all

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Durham, DH1 2AQ

pupils in the school are progressing and make sure that all lessons in their subject are good. We wish you every success in your time at school.

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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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