St. Dominic's Catholic Primary School

St Dominics RC Primary School Inspection report

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Unique Reference Number 133669 Local Authority Hackney Inspection number 360559 Inspection dates 7–8 October 2010 Reporting inspector Chris Kessell

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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 408 Appropriate authority The governing body Chair Wayne Brennan Headteacher Deirdre Finan Date of previous school inspection 19 June 2008 School address Ballance Road London E9 5SR Telephone number 020 89850995 Fax number 020 89852915 Email address dfinan@stdominics.hackney.sch.uk

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Age group 3–11 Inspection dates 7–8 October 2010 Inspection number 360559 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 four additional inspectors. The inspectors observed 25 lessons and visited 15 teachers. Meetings were held with senior leaders, teaching staff, pupils and governors. The inspectors observed the school's work and looked at documentation including the school's self-evaluation, assessment and tracking information, development planning and pupils' work. They also examined the school's arrangements for safeguarding. Staff and pupils' questionnaires were analysed, along with 55 questionnaires completed by parents and carers. The inspection team reviewed many aspects of the school's work. It looked in detail at the following:  Are learning and progress consistently good in the key subjects of English and mathematics, across key stages and for all pupil groups?  What is the quality of oral and written feedback, and to what degree are pupils involved in this process?  How effective is target setting for individuals and groups of pupils?

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Information about the school

St Dominic's is larger than the average primary school. Almost all pupils are from minority ethnic backgrounds. Pupils from Black African and Black Caribbean backgrounds represent the largest ethnic groups. The percentage of pupils known to be eligible for free school meals is very high. The proportion of pupils with special educational needs and/or disabilities is above average. Most of these pupils have speech, language and communication needs or moderate learning, behavioural, emotional and social difficulties. Over the last year, a significant number of teachers have either joined or left the school. On-site childcare provision, managed by a private contractor, operates every day after school.

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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 Dominic's provides a satisfactory education for its pupils. Children get off to a good start in the Early Years Foundation Stage. Throughout the rest of the school, pupils' learning and progress are satisfactory. By the time pupils leave in Year 6, attainment in English and mathematics is broadly average. Pupils do not do as well in their writing as they do in reading and mathematics. The progress of individual pupils and groups is monitored carefully, especially by senior staff. The school has been successful in improving attainment in mathematics and for some pupils in writing, although it does not yet ensure that all pupils have enough opportunities to practise and develop their writing skills in different subjects. The progress of pupils with special educational needs and/or disabilities is satisfactory, in line with their peers. There is not enough good teaching at present to ensure that all pupils make good

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Main findings

progress. Pupils are keen to learn and prepared to work hard. Despite accurate assessment information being available, activities are not consistently pitched at the correct level for all pupils. Consequently, there are times when pupils find their work either too easy or too hard. Teachers do not always expect enough of their pupils and often talk for too long at the start of lessons. This slows the pace of learning because pupils have insufficient time to undertake their work. Year 1 pupils find this especially difficult because the activities they complete are not as interesting or varied as they could be.. Good oral feedback is often offered to pupils during lessons although written feedback in pupils' books is less effective. Pupils respond well to opportunities to show whether or not they have understood their work. They talk confidently about their group targets for English and mathematics, although these are not always sufficiently challenging for all individuals.

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Main findings

The school provides good pastoral support and guidance to pupils and their families. Pupils say they feel safe and enjoy coming to school. Pupils make a good contribution to their school for example as school councillors. They have good ideas on how to improve playtimes which are being considered by the school. Pupils are keen to participate in a wide range of popular sporting and physical activities which help them to lead healthy lifestyles. The senior leadership team is ambitious and provides effective direction for the school. School self-evaluation is accurate and this, together with improvements since the previous inspection in, for example, mathematics and the quality of teaching, means that the school has a satisfactory capacity to improve further. School priorities are appropriate and accurately identified in the school development plan as targets for improvement. However, as with the targets for pupils, they are not sufficiently challenging to drive up standards.

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

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

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What does the school need to do to improve further?

 Increase the proportion of good teaching to at least 40% by the end of the current academic year and 60% by December 2011 by: improving the use of assessment information so that all pupils are given work that is tailored closely to their level of understanding increasing the pace of lessons ensuring that lesson activities demand more from the pupils.  Raise standards in writing by: building on the work carried out to reduce differences in attainment in writing between different groups providing planned opportunities for pupils to consolidate their writing skills in different subject areas.  Improve the curriculum for Year 1 pupils so that they have more opportunities for independent learning and are provided with activities that are more varied and interesting.  Improve the effectiveness of school target setting by ensuring that: clear individual targets are set in English and mathematics whole-school targets are more specific and more challenging.

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Outcomes for individuals and groups of pupils 3

Children enter the school with skills and abilities that are below those levels expected for their age. Their language, communication and social skills are often at low levels. As a result of effective provision, the children make good progress and do especially well in developing their language skills. In Key Stages 1 and 2, pupils were generally seen to be making satisfactory progress in lessons regardless of their background or ability, although progress was better in classes where the quality of teaching was consistently good. In a Year 6 class, pupils learnt well and made good progress as they devised and asked questions to their teacher who was playing the role of Macbeth. The pace of learning was good, pupils worked well together and were excited by their learning. Similarly, Year 2 pupils learnt effectively as they identified different two-dimensional shapes because work was pitched accurately to their individual needs and understanding. Where teaching was

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Outcomes for individuals and groups of pupils 3

more typically satisfactory too much time was often spent on introducing lessons. While there are no significant variations in the progress made by different groups of pupils, teachers are not complacent and has been successful in helping the most able boys and pupils from Caribbean backgrounds do better in their writing. Pupils enjoy all aspects of school. They look after each other well. For example, older pupils look after the younger ones at playtime. A few pupils demonstrate challenging behaviour but they are well managed by staff so that they do not affect the quality of learning. Although behaviour is often good in classrooms and as pupils move around the school, playtimes can occasionally be over-boisterous. This is because there is very limited space for the pupils and the morning break is longer than usual. Pupils' satisfactory literacy and numeracy skills, regular attendance and good social skills prepare them

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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

satisfactorily for the next stage of their education. Pupils develop a good understanding of service to the community. They enjoy responsibilities such as being playground buddies and assembly monitors. Pupils have been involved in local community projects to improve the environment, and they regularly raise funds for charities and projects in the developing world.

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

These are the grades for pupils' outcomes

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

Taking into account: Pupils' attainment¹

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

The quality of pupils' learning and their progress 3

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

The quality of learning for pupils with special educational needs and/or disabilities and their progress

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3

Taking into account: Pupils' attendance¹

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The extent of pupils' spiritual, moral, social and cultural development 2

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

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How effective is the provision?

Throughout the school, relationships between staff and pupils are good. Consequently, pupils are keen to learn and enthusiastic about their work. Learning intentions are explained carefully so that pupils have a good understanding of what they are going to do. The introductions to lessons are sometimes too long and this limits the amount of time available for learning and pupils finding things out for themselves. Teachers are knowledgeable about the capabilities of their pupils but do not always take sufficient notice of assessment information when planning work. Teaching assistants support pupils effectively, especially those with behavioural and emotional difficulties. This enables them to take a full part in lessons. Teachers mark pupils' work regularly but do not always provide sufficient information on how to improve or targets for improvement. Oral feedback through discussions with groups or individuals is informative and supportive.

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How effective is the provision?

The curriculum is suitably broad and adequately matched to pupils' needs, interests and aspirations. There is an extensive range of enrichment activities, and partnerships with

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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

other organisations contribute effectively to pupils' personal development. Although there is a strong focus on English and mathematics, opportunities to improve literacy and numeracy skills through other subjects are not yet planned sufficiently well to ensure such opportunities are maximised. Year 1 pupils in particular are not provided with enough opportunities to work independently or think for themselves. All pupils are looked after and cared for well. They are confident that there is someone they can speak to if they have a problem. For example, pupils state that bullying is dealt with effectively when it occurs. The safety of pupils is given a high priority. Pupils who have emotional or learning difficulties are supported sensitively and effectively, enabling them to take an active part in school life. Strong links with outside agencies, such as social services, successfully enhance the successful work of the school with vulnerable pupils and

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

These are the grades for the quality of provision

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The quality of teaching 3

Taking into account: The use of assessment to support learning

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How effective are leadership and management?

The senior team is effective in monitoring the progress and well-being of all pupils. Consequently, it has a clear picture of the achievements of individuals and groups and is able to act decisively when any differences in progress between boys and girls or pupils from different ethnic backgrounds are identified. There is a good focus on improvement planning, although targets for improvement are often too general to be challenging. For example, there is very little reference to timeframes or the impact that improvement will have on pupils' outcomes and provision. A number of middle leaders are very new to their posts. Although they have settled in well, they are still developing their roles. At the time of the inspection, all required safeguarding procedures were fully in place and followed recognised good practice. The effectiveness of the governing body is satisfactory. Governors have clear roles and responsibilities and a clear understanding of the school's

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How effective are leadership and management?

strengths and weaknesses. They are involved in school self-evaluation and understand the importance of holding the school to account and offering challenge, but rely too much on the headteacher to provide them with relevant information. They listen to the views of parents and carers, and take actions to tackle any concerns. Relationships between the school and parents and carers are good, and staff work hard to encourage them to take a full and active part in their children's learning. The school is in the process of implementing good plans to enable pupils to gain first-hand experience of meeting and engaging with others from different communities, both nationally and internationally. The school is well regarded in the local community and pupils from different backgrounds get on well with each other.

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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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3

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

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Early Years Foundation Stage

Activities for the children in the Early Years Foundation Stage are varied and interesting. Consequently, they are enthusiastic and willing learners. The quality of teaching is good, particularly in the Reception classes. Teachers engage the children effectively, especially through purposeful discussion to extend and develop their speaking and listening skills. Progress in their language development is rapid. Activities are well planned with a good balance between activities children can choose and those led by the teacher. The outside areas in both Nursery and Reception are used well for children's learning because activities are planned and organised imaginatively to stimulate their interests. This is a significant improvement since the last inspection. Staff place a strong emphasis on developing children's personal, social and emotional skills. Children are happy and confident. They behave well and successfully learn to share

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Early Years Foundation Stage

and cooperate as they play and work together. Welfare arrangements are good. There are, for example, well-designed care plans for children who have specific medical needs. Children's overall progress is tracked carefully through observations and individual needs are catered for well. Occasionally adult support is not used to best effect and the monitoring and recording of the range of activities that children complete during the day are not always systematic enough.

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

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

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

These are the grades for the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation Stage 2

Taking into account: Outcomes for children in the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation Stage 2

The quality of provision in the Early Years Foundation Stage 2

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Overall effectiveness of the Early Years Foundation Stage 2

The effectiveness of leadership and management of the Early Years Foundation Stage

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Views of parents and carers

The proportion of parents and carers who returned questionnaires was relatively small. Those who did commented mainly positively about the school. A small minority expressed concerns regarding pupils' behaviour and how the school deals with it. Inspectors found that pupils' behaviour was satisfactory and that the school has effective strategies in place to deal with any challenging behaviour that may arise. A few parents and carers commented less positively about involvement in their child's learning and the school taking account of parents' views and suggestions. Inspectors judged that the school's engagement with parents and carers is good, and it provides a range of opportunities for parents and carers to become involved in their child's learning.

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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 Dominic's Catholic Primary School to complete a questionnaire about their views of the school. In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school. The inspection team received 55 completed questionnaires by the end of the on-site inspection. In total, there are 408 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 35 64 20 36 0 0 0 0 The school keeps my child safe 25 45 25 45 4 7 1 2

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Total % Total % Total % Total %

My school informs me about my child's progress 29 53 23 42 3 5 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 29 53 22 40 4 7 0 0

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Total % Total % Total % Total %

The teaching is good at this school 28 51 24 44 2 4 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 22 40 27 49 6 11 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 30 55 22 40 2 4 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) 18 33 30 55 4 7 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 19 35 31 56 5 9 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 27 49 17 31 6 11 5 9

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 19 35 30 55 2 4 4 7

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Total % Total % Total % Total %

The school is led and managed effectively 28 51 23 42 2 4 2 4

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 33 60 17 31 5 9 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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Inspection of St Dominic's Catholic Primary School, London, E9 5SR

Thank you very much for the warm and friendly welcome when we visited your school. We thoroughly enjoyed talking with you to hear about your views, and watching you learn in your classrooms. The school provides you with a satisfactory education. Your reach average standards by the time you leave at the end of Year 6, and you make satisfactory progress during your time in school. You have a good understanding of how to stay healthy and safe. Children in the Early Years Foundation Stage are provided with a good start to school. The school provides a good range of extra activities such as sports clubs. Teaching is satisfactory and all of the staff look after you well. In order to improve the school, we have asked the headteacher, staff and governing body to increase the proportion of good teaching, improve your writing skills, make the Year 1 curriculum more exciting and provide you all with challenging targets in English and

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Inspection of St Dominic's Catholic Primary School, London, E9 5SR

mathematics. Staff are ambitious for the school to improve. You can help by working hard, coming to school regularly and behaving well at all times.

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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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