St John's Roman Catholic Primary School, Rochdale

St John's Roman Catholic Primary School, Rochdale Inspection report

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Unique Reference Number 105826 Local Authority Rochdale Inspection number 355849 Inspection dates 30 November 2010–1 December 2010 Reporting inspector Bernard Jones

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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 266 Appropriate authority The governing body Chair Mrs Elizabeth Skilling Headteacher Mr Jeremy Morgan Date of previous school inspection 9 July 2008 School address Ann Street Rochdale Lancashire OL11 1EZ Telephone number 01706 647195 Fax number 01706 711426 Email address head@stjohnsrc.rochdale.sch.uk

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Inspection dates

30 November 2010–1 December 2010 Inspection number 355849 Inspection report: St John's Roman Catholic Primary School, Rochdale, 30 November 2010–1 December 2010 2 of 14

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Inspection dates

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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Inspection dates

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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Inspection dates

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 Inspection report: St John's Roman Catholic Primary School, Rochdale, 30 November 2010–1 December 2010 3 of 14

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Introduction

This inspection was carried out by three additional inspectors. Inspectors observed teaching and learning in 16 lessons, where nine different teachers were seen. The inspectors held meetings with members of the governing body, the School Improvement Partner, staff, groups of parents and carers and pupils. They observed the school's work and looked at pupils' work, data on pupils' performance, development plans, safeguarding documents and records of the school's own monitoring of its performance. The responses to 82 parents' and carers' questionnaires were considered, alongside responses from staff and pupils. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.  The impact of actions taken to improve standards in writing throughout the school.  How well teachers use information about pupils' abilities to plan their lessons to best meet the needs of all.

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Introduction

 How well subject leaders' roles have been developed to monitor the quality of teaching and learning in their subjects.  Pupils' knowledge and understanding about how well they are progressing and what they need to do to improve further.

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Information about the school

This is a broadly average-sized primary school. Nearly three quarters of pupils are from minority ethnic backgrounds with a minority at an early stage in learning English. The proportion of pupils with special educational needs and/or disabilities is average. The number of pupils known to be eligible for free school meals is well above average. A larger than average number of pupils join or leave the school at times other than the usual ones. The school has Healthy Schools status, the Active mark, the Investors in People Award and the Rights Respecting Schools Award. Inspection report: St John's Roman Catholic Primary School, Rochdale, 30 November 2010–1 December 2010 4 of 14

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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 is a good school that gives good value for money. It has the overwhelming support of its parents and carers because they feel informed and included. The governing body makes an effective contribution by supporting and challenging the school. Along with the senior team, it ensures a clear vision that all staff subscribe to and morale is high. Pupils make good progress so that attainment is broadly average by the time they leave Year 6. Children in the Early Years Foundation Stage also achieve well. Pupils are taught well how to take responsibility and they relish the opportunities to do so. In this very inclusive school, pupils make a willing contribution to their own and the wider communities. The outstandingly successful provision for spiritual, moral, social and cultural development is reflected in pupils' good behaviour and harmonious relationships between pupils and with their teachers. Pupils whose circumstances have made them vulnerable are catered for

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Main findings

particularly well in this caring school and all groups of pupils participate fully in school life. The good care, guidance and support pupils receive ensure that they feel safe and have a good understanding of how to live safely. Pupils take a very positive approach to living healthily and have an excellent understanding of the importance of exercise. Pupils benefit from teaching that is mainly good and some that is excellent. There are examples of excellent practice in teachers' lesson planning so that different groups of pupils are challenged appropriately. However, not all teachers use the information they have about pupils' attainment to plan precisely enough for different groups of pupils. Teachers' marking is undertaken conscientiously and encourages pupils, but some does not relate closely enough to pupils' targets or the next steps they need to take to improve further. The school knows well its strengths and weaknesses. The headteacher and senior team

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Main findings

are effective and give a strong lead in all matters concerning further improvement. They monitor closely the impact of actions taken to improve attainment and progress and rightly identify that there are still weaknesses in pupils' writing throughout the school, and speaking and listening skills are not as well developed as they should be. Self-evaluation procedures are well established. The school has good capacity to raise standards further and to sustain improvements. For example, past weaknesses in teaching have been successfully tackled. Pupils' attendance has improved significantly and is now broadly average and there is an upward trend in standards.

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What does the school need to do to improve further?

 Raise standards in writing throughout the school by: extending opportunities for pupils to develop their writing in subjects across the curriculum Inspection report: St John's Roman Catholic Primary School, Rochdale, 30 November 2010–1 December 2010 5 of 14

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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

ensuring that teachers plan more formally to improve speaking and listening skills and use these skills as a foundation to promote writing.  Ensure that all teaching is at least good by: adopting a more consistent approach to planning lessons that builds on the examples of excellent practice in the school making more effective use of the information teachers have about pupils' attainment levels to stretch and challenge all pupils to achieve the best of which they are capable marking work more precisely to inform pupils about their progress towards their targets and the next steps they need to take.

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Outcomes for individuals and groups of pupils 2

Learning is good in classrooms because teachers prepare interesting work that pupils find stimulating. As well as enjoying their work, pupils achieve well and, apart from their weakness in writing, they are equipped and ready for the next stage of their education, particularly in terms of their positive attitudes to school and learning. Pupils listen attentively and behaviour in the classroom is always good and sometimes excellent. Pupils have good relationships with each other and their teachers. They work well together, participating joyfully in the many opportunities given to share their learning in pairs and groups, whether solving problems or comparing their answers. Many children enter Nursery with skills and knowledge that are well below those typically expected for their age. They make good progress through the Early Years Foundation Stage and build on this to achieve well through the rest of the school. Pupils leave Year 6

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Outcomes for individuals and groups of pupils 2

with attainment that is broadly average in English and mathematics. However, attainment is weakest in writing. The higher than normal proportion of pupils who join the school at different times than usual are quick to make up ground and achieve well. Pupils with special educational needs and/or disabilities, other vulnerable pupils and those learning English as an additional language enjoy their work, make good progress and achieve well because of the good quality support they receive in lessons from teachers and teaching assistants. Pupils have an excellent understanding of right and wrong. They are open and welcoming to visitors and they greatly enjoy and appreciate the cultural diversity of the school and the community in which they live. The school council takes an active role in shaping the daily routines of the school. A very large proportion of pupils take part in the sporting activities offered by the school.

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Outcomes for individuals and groups of pupils 2

Inspection report: St John's Roman Catholic Primary School, Rochdale, 30 November 2010–1 December 2010 6 of 14

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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 quality of teaching is mostly good. Some is outstanding, but a little remains no better than satisfactory. Class management is consistently good, ensuring good behaviour and a positive learning atmosphere in all lessons. Where teaching is most effective, teachers plan clearly what they expect different ability groups of pupils to learn, and what progress they should make. Here, assessment data are used carefully to match the content of the lesson to pupils' abilities. This is not consistently the case and work is occasionally too hard or too easy for particular groups. Some pupils do not fully understand their progress in relation to their targets or the next steps they need to take to improve further. This is because teachers' marking does not address these areas consistently enough. Information and communication technology (ICT) is used well to engage pupils and to help them understand new ideas. The needs of pupils who have extra educational, language or social

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How effective is the provision?

needs are met well by teachers' and teaching assistants' very caring relationships with pupils and the carefully targeted support given. The curriculum is broad and interesting and meets pupils' personal needs as well as raising their academic achievement. However, there are not enough planned opportunities for pupils to consolidate and extend their writing skills in subjects across the curriculum and insufficient focus on developing their speaking and listening skills. The effective partnerships developed with other schools and agencies enhance the curriculum well. They help to provide a good range of additional activities in the arts and excellent Inspection report: St John's Roman Catholic Primary School, Rochdale, 30 November 2010–1 December 2010 7 of 14

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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

provision in sport. They also make a positive contribution to pupils' personal development as do the many visitors and educational visits and the annual residential experience for older pupils. The school's good quality care, guidance and support and the effective links between the school and outside agencies ensure pupils' well-being and general good development. The school takes a rigorous approach to encouraging good attendance, which has improved significantly. Pupils learning English as an additional language, those with special educational needs and/or disabilities and other vulnerable pupils feel secure and are supported well, enabling them to make good progress.

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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 gives an excellent lead in setting a clear vision for the continued improvement of the school. The senior team and the governing body are also effective in setting the pace and direction for the school's development. The governing body is active in ensuring that good practice is observed regarding the safeguarding of its pupils. All aspects of the school's work underpin the commitment to pupils' safety and well-being. For example, the child protection provision connects clearly to the school's curriculum policy. The governing body sees to it that financial control, planning and accountability are good and resources are used well. It also meets well its responsibility to ensure equal opportunities for pupils in all aspects of their school life, so all groups achieve equally well. The school tackles any form of discrimination assiduously. Staff throughout the school share in the ambition to succeed. They contribute well to ensure overall good quality

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How effective are leadership and management?

teaching and learning and a drive to improve further. However, middle managers are mainly new to post and are not yet playing a full part in monitoring and evaluation systems. The provision for community cohesion is good, based squarely on the school's aim of ensuring an inclusive community. It has a clear impact seen in the way pupils from different backgrounds get on well together and understand their place in the wider society. The school knows well its strengths and where it needs to improve further. Good quality planning at all levels supports further improvement. Productive partnerships with other schools ensure a flow of additional expertise into the school and a sharing of the school's acknowledged expertise with other local schools. Targets are challenging and encourage pupils to aspire to higher achievement. They are mainly met. Self-evaluation is based appropriately on measuring the impact that actions taken have on pupils'

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How effective are leadership and management?

attainment and progress. The result is a successful school where pupils achieve well. Inspection report: St John's Roman Catholic Primary School, Rochdale, 30 November 2010–1 December 2010 8 of 14

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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

Children settle very quickly into the nursery because parents and carers are encouraged to be full partners in their children's education. There are good induction procedures and routines in place that engender a calm, purposeful learning atmosphere. This is reinforced by the good quality care and welfare provided. Many of the children start Nursery with skill levels that are low in relation to those expected at this age and are often in the early stages of learning to speak English. Effective teaching makes a marked impact on children's language development, although the opportunity is missed to reinforce this further through the use of signs and symbols in display areas. Children make good progress in all areas of learning and staff are particularly successful in developing children's personal and social development. Children enjoy baking their own 'snowman' biscuits, then sharing them. One child took responsibility for giving out milk and all

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Early Years Foundation Stage

benefited from learning to be independent, practising new vocabulary and acquiring social skills. By the time they enter Year 1, most children are still below, but much closer to, the skill levels expected, reflecting good achievement. The coordinator provides good leadership and management, ensuring a well-structured curriculum that builds children's learning systematically. Effective assessment procedures are in place. Teachers' planning ensures exciting learning experiences, because the teachers know well how young children learn. Thus, activities are purposeful with specific outcomes planned. Children respond well to the good opportunities they are given to choose their own activities, both in the classrooms and outside. Both environments are planned well to provide exciting stimuli for children across all areas of learning. Inspection report: St John's Roman Catholic Primary School, Rochdale, 30 November 2010–1 December 2010 9 of 14

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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

Around a third of parents and carers returned the questionnaire which represents an average sized response. The overwhelming majority are supportive of the school, as are those who met the inspectors. Parents and carers approve the approaches taken to ensure good communications. They also appreciate the bilingual support available to the many pupils who speak English as an additional language. They praise the school for the ways in which children enjoy school and learn how to behave and respect other people. The comment, 'My child looks forward to coming to school. All the staff are very kind and very helpful; she enjoys school', typifies the sentiments of the positive comments made. The inspection team found that the school works hard and successfully to include parents and carers in all its activities. Inspection report: St John's Roman Catholic Primary School, Rochdale, 30 November 2010–1 December 2010 10 of 14

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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 John's Roman Catholic Primary School, Rochdale 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 82 completed questionnaires by the end of the on-site inspection. In total, there are 266 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 53 65 25 30 0 0 2 2 The school keeps my child safe 53 65 26 32 1 1 1 1

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Total % Total % Total % Total %

My school informs me about my child's progress 52 63 29 35 0 0 1 1

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Total % Total % Total % Total %

My child is making enough progress at this school 45 55 32 39 2 2 1 1

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Total % Total % Total % Total %

The teaching is good at this school 46 56 33 40 1 1 1 1

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Total % Total % Total % Total %

The school helps me to support my child's learning 38 46 37 45 2 2 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 41 50 32 39 1 1 2 2

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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) 39 48 31 38 2 2 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 37 45 38 46 0 0 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 45 55 30 37 1 1 0 0

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 39 48 31 38 0 0 1 1

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Total % Total % Total % Total %

The school is led and managed effectively 44 54 26 32 0 0 1 1

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 48 59 29 35 2 2 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%. Inspection report: St John's Roman Catholic Primary School, Rochdale, 30 November 2010–1 December 2010 11 of 14

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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. Inspection report: St John's Roman Catholic Primary School, Rochdale, 30 November 2010–1 December 2010 12 of 14

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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. Inspection report: St John's Roman Catholic Primary School, Rochdale, 30 November 2010–1 December 2010 13 of 14

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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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OL11 1EZ

Thank you for being so welcoming and friendly when my colleagues and I inspected your school recently. Please thank your parents and carers for all their letters and for taking the time to talk to us. We enjoyed watching and listening to you in your lessons, reading your work and talking to you. We found that yours is a good school. We like the way you take responsibility, and how helpful older pupils are towards younger children. We particularly enjoyed the way you participate so enthusiastically in your sporting activities and your enthusiastic singing in assembly. You obviously enjoy coming to school and this shows in your good behaviour in classrooms and around the school. We appreciate how your school helps you in learning to live healthily and safely and to develop into mature young people. The teaching you receive is good. This means you achieve well and the standards you reach by the end of Year 6 are broadly average. You say that you like your teachers and

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OL11 1EZ

the way they take good care of you. You were very positive in your questionnaire responses, although some of you indicate that you are not sure about how well you are doing. To make things even better, we have asked your teachers to help you by being clearer about the progress you are making and how you can improve. We have also asked your teachers to change some of the ways they plan lessons so that all of you achieve the best you can and, in particular, so that you improve your writing skills. You can help by continuing to work hard. We hope you continue to enjoy school and we wish you well for the future.

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OL11 1EZ

Bernard Jones Lead inspector Inspection report: St John's Roman Catholic Primary School, Rochdale, 30 November 2010–1 December 2010 14 of 14

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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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