St Peter and St Paul Catholic Primary School

St Peter and St Paul Catholic Primary School Inspection report

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Unique Reference Number 104810 Local Authority St. Helens Inspection number 355635 Inspection dates 6–7 October 2010 Reporting inspector Jane Millward HMI

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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 187 Appropriate authority The governing body Chair Fr Kevin O'Brien Headteacher Mr Kevin Reid Date of previous school inspection 19 November 2007 School address Derwent Road Haresfinch, St Helens Merseyside WA11 9AT Telephone number 01744 678640 Fax number 01744 678642 Email address kevin.reid@sthelens.org.uk

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Age group 4–11 Inspection dates 6–7 October 2010 Inspection number 355635 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 of Her Majesty's Inspectors and one additional inspector. Inspectors observed seven teachers in 13 lessons or parts of lessons. Meetings were held with members of the governing body, a representative from the local authority, pupils and members of staff. Inspectors examined the school's improvement planning, policy documents, pupils' work, pupils' tracking data, plans for the curriculum, notes of visits by the School Improvement Partner, minutes of meetings held by the governing body and attendance data. Inspectors also scrutinised questionnaires from pupils, staff and from 80 parents and carers. The inspection team reviewed many aspects of the school's work. It looked in detail at the following:  How the school has improved outcomes in English, mathematics and science and how the school ensures that no pupils fall behind.  The impact of leaders and managers in maintaining and improving provision.

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Introduction

 How leaders and managers evaluate the impact of their actions on the outcomes achieved by all pupils.  The effectiveness of the support to promote pupils' personal development.

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Information about the school

St Peter and St Paul's is smaller than the average sized primary school. Almost all pupils are from White British backgrounds and none are learning English as an additional language. The proportion of pupils known to be eligible for free school meals is average. The percentage of pupils with special educational needs and/or disabilities is lower than the national average. The school has Healthy School status. There is a breakfast club run by the governing body.

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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 Peter and St Paul's is a good school. Pupils are happy, enjoy school, have positive attitudes and make good progress. They are well behaved and take responsibility for their own actions from an early age. Parents and carers are very satisfied with the quality of education the school provides. Attendance is above average and pupils arrive at school punctually. Children enter the Reception class with skills below those expected for their age, especially so in personal and communication aspects. During the Early Years Foundation Stage, they make good progress and the majority of pupils enter Year 1 in line with national expectations. Good progress continues throughout Key Stages 1 and 2, so by the time they leave the school in Year 6, attainment in English, mathematics and science is in line with national expectations. This represents good achievement. Improved rates of progress, as evidenced through the school's tracking data and the scrutiny of pupils'

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Main findings

books, demonstrate rising attainment. Improvements in pupils' attainment in English are due to a sustained focus on developing writing skills. Pupils make good progress because the majority of teaching is good. Staff meet the needs of learners as they know pupils well and plan interesting and relevant activities. Teachers effectively use detailed and accurate assessment procedures to check pupils' progress. Effective deployment of adults contributes to the good quality of provision. A recent review of the teaching staff has led to the majority of teachers being new to the age groups they are now teaching. Marking of pupils' books acknowledges the efforts pupils make and the best effectively guides pupils in how to improve their work; this is especially so in the marking of writing. However, this practice is inconsistent across the school and across subjects. Improvements made to the curriculum have resulted in an appropriate and relevant range

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Main findings

of activities, which provide memorable experiences for the pupils. The linking of subjects together has led to planned activities which are meaningful and enjoyable, for example, the school's involvement in 'Black Culture Week'. However, the school recognises that pupils' understanding of different countries and other cultures could be deeper. Senior leaders and managers have focused on raising attainment by implementing rigorous tracking systems in school. This has provided teachers with detailed information on the attainment of all pupils in English and mathematics. Monitoring of teaching and learning involves leaders at all levels, but there is scope for subject leaders to further develop this role. Members of the governing body are involved in all aspects of school life and have an accurate view of the school's strengths and areas to develop. However, there are not enough opportunities for governors to receive more information directly from

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Main findings

subject leaders to further hold the school to account for its decisions. The school takes into account the views of parents and carers and acts decisively upon them. Parents and carers feel well supported by the school and very positive relationships

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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

exist. Effective links with external agencies ensure vulnerable learners' needs are met very well. Through perceptive self-evaluation the school has an accurate picture of its strengths and weaknesses. As a result, it has prioritised raising pupils' attainment. Leaders and managers have focused keenly on improving systems and procedures to check pupils' academic progress and personal development. This has led to rising attainment, especially in English, accelerated rates of progress and better attendance. The school is well placed to sustain and develop its success and has a good capacity for sustained improvement.

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What does the school need to do to improve further?

 Raise attainment in English, mathematics and science in both key stages, by:  - ensuring that pupils always know what they must do to improve  - sharing good quality teaching and assessment practice throughout the school.  Improve leadership, management and governance, by:  - ensuring that monitoring by subject leaders is rigorous and sharply focuses on pupils' learning and that findings are translated into actions to bring about further improvements  - ensuring that the governing body holds subject leaders to account for the progress of all pupils.  Improve pupils' global awareness so that they develop their interest and understanding of the diversity of the way communities and societies function.

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Outcomes for individuals and groups of pupils 2

Pupils are very positive about school. They achieve well, have good attitudes and enjoy their learning. Pupils listen carefully to teachers' instructions, behave well and are keen to work as hard as they can. Pupils talk about the work they do in school but are less confident when asked about what targets they have in order to improve their work. All groups of pupils make good progress, including those with special educational needs and/ or disabilities. This is because pupils who fall behind in their learning are quickly identified through the system for tracking pupils' progress and appropriate support is given. Pupils say they feel safe and enjoy school. They know who to turn to if they have a problem and know issues will be resolved by a caring and responsive team of school staff. Behaviour around school and in lessons is good. Pupils are exceptionally polite and courteous which supports the warm and inviting atmosphere which permeates throughout the school. They

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Outcomes for individuals and groups of pupils 2

have a good understanding of what constitutes a healthy lifestyle and they participate actively in a range of sporting activities, including the 'wake and shake' event before school. Pupils understand the benefits of exercise and show an awareness of the factors which affect their health. Pupils' good spiritual, moral and cultural development is underpinned by the school's mission statement. Pupils have a shared and united view of important values and know the difference between right and wrong. They respond enthusiastically to the school's culture weeks and talk eagerly about the activities that inform them about other cultures and beliefs. While pupils enjoy these activities, the school recognises that there is an

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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

opportunity for these experiences to be extended throughout the year and embedded more deeply into the curriculum. Pupils are keen to take on roles and responsibilities in the school community, for example, as school councillors and house captains. Pupils talk enthusiastically about raising money for worthwhile causes and enjoy supporting both the local and wider community, for example, the Willowbrook Hospice. Their improved progress, leading to rising attainment, above average attendance and their maturing attitudes, mean that pupils are well placed for the next stage of their education and talk confidently about their aspirations for the future.

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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?

Teaching and learning are good overall across the school. Teachers consistently use the information on pupils' progress to plan activities which meet the needs of all learners. Good use of behaviour management techniques generates a positive environment for learning. In the most effective lessons, teachers use questioning techniques to inspire pupils to think about their learning. Pupils are given opportunities to reflect on advice given by their teachers. Effective use is made of adults in lessons to support individuals and groups of pupils. For example, an outstanding feature in a Year 3 mathematics lesson was the team approach to a practical task which ensured that all pupils had equal access to the activity. Where lessons are less successful, too little is expected of pupils in thinking for themselves about how to move their learning forward, and they depend too much on

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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

the staff. Marking of pupils' work affirms the efforts of pupils. In the best examples, this marking is rigorous and highly supportive in guiding pupils in how to improve their work. This is especially so in writing. However, this is inconsistent and pupils are not always clear about how they can improve their work. Staff have reviewed the planning and teaching of most subjects leading to a comprehensive, well organised curriculum, which takes account of the school's context. The successful improvements in the reorganisation of the English curriculum have ensured improved progress by pupils, especially in writing. This good approach was used recently to review the mathematics curriculum. Activities, such as using a webcam to talk to Irish pupils during Irish culture week, extend the curriculum and are highly regarded by pupils. They talk excitedly of the residential trip that supports well their personal development.

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

Care, guidance and support are outstanding and remain a high priority for the school. For example, pupils' well-being and personal development are checked against the Every Child Matters agenda and the findings are acted upon and incorporated into the curriculum. The support given to pupils is extremely well targeted and members of staff know the pupils and their families very well. Support for vulnerable pupils is highly effective and links with outside agencies ensure a combined approach to contribute to pupils' personal development and achievement. The breakfast club provides a safe and enjoyable start to the day for the few pupils who attend.

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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, ably supported by the deputy headteacher, provides a strong sense of purpose for the school. The vision to raise the achievement of all groups of pupils, while embracing families and the community, is shared by staff. As a team they work together to fulfil these goals and focus on agreed ambitious aims. The headteacher has implemented effective systems to provide detailed information on the progress of individuals and groups of pupils. As a result, there is a quicker identification of pupils who may fall behind in their work and successful programmes are used to accelerate progress. Teaching and learning are monitored through lesson observations carried out by senior and subject leaders. While this strategy is established across the school, there are missed opportunities for leaders to identify the characteristics of more effective lessons and to share these more systematically in order to further improve practice.

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How effective are leadership and management?

The governing body is committed and contributes well to improvements in outcomes for all groups of pupils. The Chair of the Governing Body and vice-chair have a very good understanding of the strengths and weaknesses of the school. Through governing body

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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

meetings, all members are kept informed of the work of the school. Individual governors bring a wide range of expertise to the school. The governing body supports and challenges the decisions of senior leaders. Currently, however, it does not rigorously hold subject leaders to account for their work. Arrangements to ensure the safeguarding and protection of pupils are robust and fulfil all statutory requirements. St Peter and St Paul's is a very inclusive school and there is a harmonious atmosphere which enables pupils to work and play very well together. The school promotes equal opportunities and tackles discrimination well. Leaders and managers at all levels promote community cohesion effectively. Links with external agencies effectively support pupils' well-being and learning and the school engages well with a wide range of community groups outside the school.

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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

Children join the Early Years Foundation Stage from a variety of pre-school settings. What children know and can do varies, but is typically below expectations for their age. Staff devote much time to establishing effective and positive relationships so that children feel safe and quickly settle into school life. Through this emphasis on developing essential personal and social skills, children get off to a good start and make good progress in most aspects of their learning. Children behave well and learn to share, take turns and take responsibility. For example, a group of five boys were happily working as a team to find worms in the soil. Staff use children's interests to develop exciting activities and regular assessments inform future planning. This leads to a good range of activities indoors and outside, providing a stimulating and welcoming environment, which inspires pupils to explore and learn. The outdoor environment has been improved since the last inspection

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Early Years Foundation Stage

and is having a positive impact on the development of learning for all children. Adult-led activities are followed up with opportunities for children to explore and further their learning. All welfare requirements are firmly in place. There are strong partnerships in

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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

place with parents and carers, leading to good communication. The effective Early Years Foundation Stage leader has developed a team approach. She is proactive in taking account of the views of parents and carers, and evaluates provision robustly.

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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

There was a larger than average proportion of parents and carers who responded to the questionnaire. The overwhelming majority of parents and carers are very happy with the school. Almost all consider that the school keeps their children safe and enable them to enjoy school. One written comment summarised the view of many parents and carers, 'Fantastic school. Brilliant communication from staff. Teachers happy to help and work together with parents and carers to help children.' Parents and carers who spoke to inspectors said they were kept well informed and were regularly updated on the progress of their children. They felt that that the headteacher was very approachable and that any issues were quickly resolved.

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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 Peter and St Paul Catholic Primary School to complete a questionnaire about their views of the school. In the questionnaire, parents and carers were asked to record how strongl y 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 80 completed questionnaires by the end of the on-site inspection. In total, there are 187 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 63 79 16 20 0 0 0 0 The school keeps my child safe 68 85 12 15 0 0 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 53 66 26 33 0 0 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 61 76 19 24 0 0 0 0

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Total % Total % Total % Total %

The teaching is good at this school 65 81 15 19 0 0 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 53 66 26 33 0 0 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 57 71 21 26 2 3 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) 52 65 24 30 1 1 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 57 71 22 28 0 0 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 57 71 21 26 1 1 0 0

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 50 63 28 35 0 0 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 69 86 11 14 0 0 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 71 89 9 11 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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9AT

On behalf of the inspection team I would like to thank you for the very friendly welcome you gave us when we inspected your school recently. As you know we came to see how well you were doing and what you said helped us with our findings. Yours is a good school. You achieve well, have good attitudes and enjoy your learning. You listen carefully to teachers' instructions and are keen to work as hard as you can. You have improved your work in English, especially your writing skills. I was very impressed with your good behaviour and how friendly you are to visitors. You are very proud of your school and enjoy the many activities that make your school a busy and interesting place to be. All the school staff take very good care of you. They know each and every one of you very well and they are able to support you with your work and any worries you have. You told me how your headteacher is always ready to help and sorts problems out quickly.

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9AT

Almost all of your parents and carers are happy that you attend St Peter and St Paul's School and we can see why! It is my job to find out how schools can do even better. I agree with your headteacher that you can reach even higher standards than you do already, so I have asked all the staff to help you to do this. I have asked your teachers to mark your work so that you always know what to do to improve it. I also think you could know more about other cultures and issues around the world, so I have asked your teachers to teach you more about these interesting issues in lessons. Thank you again for your very warm welcome and enjoy your learning.

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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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