St Thomas More Catholic Primary School

St Thomas More Catholic Primary School Inspection report

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Unique Reference Number 124376 Local Authority Staffordshire Inspection number 359648 Inspection dates 18–19 January 2011 Reporting inspector Susan Walsh

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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 136 Appropriate authority The governing body Chair Edward Bullivant Headteacher Diane Jones Date of previous school inspection 12 June 2008 School address Huthill Lane Great Wyrley, Walsall WS6 6PG Telephone number 01922 857075 Fax number 01922 857078 Email address office@stthomasmore-primary.staffs.sch.uk

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Age group 3–11 Inspection dates 18–19 January 2011 Inspection number 359648 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 123 4234, 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 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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Introduction

This inspection was carried out by two additional inspectors. Inspectors visited 10 lessons or parts of lessons and saw five teachers teach. Meetings were held with staff, members of the governing body and pupils. Inspectors observed the school's work and looked at the school's development plan, the school's records of pupils' progress and samples of pupils' work in writing. They scrutinised 39 questionnaires returned by parents and carers as well as questionnaires from pupils and staff. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.  The progress pupils in Key Stage 2 make in writing.  How assessment is used to support learning, particularly how it is used to match work to pupils' needs and the way teachers tell pupils how to improve their work.  The impact that support for potentially vulnerable pupils is having, including those who join the school late.

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Introduction

 How effective the school's self evaluation is, including the use and understanding of data by all layers of management.

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Information about the school

The school is much smaller than most primary schools. Few pupils are known to be eligible for free school meals. The very large majority are from White British backgrounds although there are a few pupils from other heritages. The proportion of pupils with special educational needs and/or disabilities is below average. An above-average proportion of pupils join the school other than at the usual times of entry, especially during Key Stage 2. The school has been through a period of uncertainly regarding the permanent status of the headteacher. During the school year 2009-2010, the school was supported part-time by an experienced headteacher while the former headteacher was working elsewhere. The deputy headteacher was appointed as acting headteacher in September 2010. The school plans to appoint a permanent headteacher in September 2011.

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

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

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Main findings

St Thomas More Catholic Primary School provides a satisfactory education for its pupils. It has strengths in the way that it promotes pupils' personal development and strives to meet the needs of the local community. The school has been through an unsettling time recently but sensitive leadership from both the acting headteachers has ensured that staff moral has remained high and that the school has continued to improve some areas of its work. Pupils are happy in this small friendly school and say that they feel very safe and secure. Children get off to a good start in the Nursery and Reception class but the school is aware that this good start is not always built on effectively in Key Stage 1. Improvements to the quality of teaching have ensured that pupils are currently making satisfactory progress in Key Stage 1 but occasionally pupils do not make sufficient progress when they are working independently. This is because the learning intentions for these activities are not

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Main findings

always crystal clear and teachers do not always rigorously check pupils' understanding when they are working without direct guidance from adults. Pupils continue to make satisfactory progress in Key Stage 2 to reach average levels of attainment. However, they make more rapid progress in developing their skills in reading and mathematics than in writing. Although the school's recent focus on writing has resulted in some improvement to attainment, especially in Years 3 and 4, pupils still do not have sufficient opportunities to write at length. The quality of teachers' marking and use of pupils' individual academic targets is inconsistent; consequently, pupils do not always know exactly how to improve their work. Overall achievement is satisfactory as a result of satisfactory teaching. There have been times when the unbalanced distribution of management responsibilities has slowed the pace of improvement. For example, there has been an adverse effect on

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Main findings

the provision for pupils with special educational needs and/or disabilities. The school is sometimes too slow to identify pupils with additional learning needs, particularly those who have joined the school late. Intermittently, the needs of pupils who find learning difficult are not met in lessons and their learning slows. Not enough is done to check their progress and to measure the success of various support programmes. Nevertheless, most pupils with special educational needs make satisfactory progress. The school lacks a robust system for tracking the progress of pupils over time and the regular lesson observations do not always make sufficient links between teaching strategies and the progress of different groups of pupils. Despite these shortcomings, both acting headteachers have rapidly and accurately pinpointed where improvements need to be made and have already had an impact on important areas such as improving pupils'

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Main findings

skills in writing and the effectiveness of the governing body. The good provision in the Early Years Foundation Stage has been sustained and the curriculum now provides a greater range of enrichment opportunities for pupils. Additionally, a decline in attendance

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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

rates has been stemmed. This, along with the teachers' reflective practice and high levels of motivation, demonstrates the school's satisfactory capacity for further improvement. Up to 40% of the schools whose overall effectiveness is judged satisfactory may receive a monitoring visit by an Ofsted inspector before their next section 5 inspection.

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What does the school need to do to improve further?

 Improve pupils' progress in Key Stage 1 by: improving transition between the Early Years Foundation Stage and Key Stage 1 ensuring that teachers are crystal clear about what they expect pupils to learn when they are working independently regularly checking pupils' understanding when they are working without direct adult supervision.  Increase pupils' progress in writing in Key Stage 2 by: offering more opportunities for pupils to write at length in a variety of subjects making certain that teachers' marking and the use of academic targets consistently provide pupils with clear guidance about how to improve their work.  Improve the provision for pupils with special educational needs and/or disabilities and other potentially vulnerable pupils by: ensuring that the additional needs of these pupils, including those who join the school after the Early Years Foundation Stage, are promptly identified making certain that that the needs of those who find learning difficult are fully

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What does the school need to do to improve further?

met, particularly when they are taught as part of the whole class carefully monitoring the progress of pupils with special educational needs and/or disabilities and the impact of all support programmes.  Improve the impact of leadership by: developing easily accessible tracking procedures that provide the school with a clear picture of pupils' progress over time ensuring that a clear link is made between teaching strategies and the progress of different groups of pupils during the monitoring of lessons making certain that management roles are more equitably distributed.

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Outcomes for individuals and groups of pupils 3

In the classroom, pupils of all ethnic backgrounds acquire knowledge and understanding at a satisfactory rate. Pupils are enthusiastic about learning and apply themselves well. In Key Stage 1, improved provision is boosting pupils' progress and, currently, attainment is average at the end of Year 2. Pupils in Key Stage 1 make better progress when they are directly supported by staff than when they are working independently. This is because pupils are not always sure about what they are expected to learn when they are working alone, however, they always try hard and do their best. These situations sometimes continue for too long because teachers do not always make sufficient checks on the

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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

understanding of these quiet and well-behaved pupils. Attainment in writing in Key Stage 2 has declined in recent years. Few pupils reached the higher Level 5 in writing in 2010. The quality of pupils' writing does not always match pupils' good oral skills and older pupils continue to use simple sentence structures and colloquialisms in their writing. Some extra support, such as one-to-one tuition, has helped some pupils with special educational needs and/or disabilities and other pupils who were in danger of falling behind to make good progress in their reading, writing and mathematics. However, there are other pupils with special educational needs and/or disabilities whose attainment is particularly low and whose progress is sometimes too slow, especially when they are taught as part of the whole class. Pupils' behaviour is consistently good both in and out of lessons. They report that bullying is extremely rare and that pupils treat each other with respect. There is a strong

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

awareness of what is right and wrong and pupils are able to empathise with the feelings of others. Although a recent visit to a Sikh temple elicited a very high level of interest and pupils are tolerant and keen to learn about other faiths and cultures, their knowledge of other ways of life is relatively weak. Pupils are proud of their school and make a good contribution to the school community by belonging to the school council, helping with environmental work and assisting younger pupils. They are aware that their opinions are being listened to and respected. Pupils have been able to contribute well to the local community through helping to develop the Parish Plan and promoting local road safety. There is a good awareness of the importance of a healthy diet and regular exercise. Although pupils are confident and articulate and attend school regularly, their progress in basic skills is satisfactory. Therefore, they are satisfactorily equipped for the next stage of

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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 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?

Relationships between teachers and pupils are consistently warm and supportive and encourage pupils to gain confidence. Pupils respect their teachers and behaviour management is unobtrusive and consistently effective. Additionally, teachers plan activities that interest pupils and ensure that they are keen to learn. The match of work to pupils' needs is improving although, occasionally, average and more-able pupils complete similar work, resulting in a lack of challenge for more-able pupils. The needs of those who find learning particularly hard are not always met during whole class teaching. For example, teaching assistants do not always help these pupils to become involved during the introduction to lessons and questions are not always pitched at their level. There is some good quality marking but it is not consistent and pupils themselves say they do not always know how to improve their work. Many pupils are aware of their individual targets,

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How effective is the provision?

particularly for literacy, but these are not always referred to lessons and teacher's marking. There have been recent improvements to the curriculum that have improved pupils' enjoyment of school and levels of motivation. More opportunities are being offered in Key Stage 1 to give pupils the chance to learn through engaging in practical activities but the school is aware that it needs to do more to smooth the transition of pupils into Year 1. Improvements to the way writing is taught mean that more pupils now enjoy writing. For example, pupils in Years 2 and 3 were clearly highly enthused by Allen Alberg's poetry

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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

leading to them writing their own extremely amusing and imaginative poems. However, there are still too few opportunities for pupils to write at length about a range of subjects. The range of clubs has been extended and more use is being made of visits and visitors in order to bring learning to life. Partnerships are used well to extend opportunities for pupils, particularly in sport. The school provides a very cheerful and welcoming environment where pupils feel safe and secure. Very good relationships mean that pupils are confident that adults will listen to them and will help them to resolve any problems they have. There are striking individual examples of where effective support and work with external agencies have resulted in pupils with special educational needs and/or disabilities making good progress in both their personal development and school work. Conversely, there are potentially vulnerable pupils who have fallen behind their peers and whose difficulties have not been

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

thoroughly investigated. The school has worked well in partnership with the local authority to improve the way that it records, monitors and promotes regular attendance. Consequently, attendance rates have risen.

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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?

Senior leaders, class teachers and governors are ambitious for the school and are committed to securing a high quality education for the pupils. Governance is satisfactory. The governing body are very supportive of the school and interim leaders have ensured that governors are better informed about outcomes for pupils. The governing body's decision to appoint a very experienced acting headteacher, has been pivotal to keeping the school on track during uncertain times. The appointment has also resulted in helping the current acting headteacher to develop her leadership skills. The current acting headteacher is doing an effective job in providing the school with a clear direction and keeping staff and pupil confidence high, she is shouldering the vast majority of management responsibilities and this is slowing the rate of improvement because she does not have time to tackle every issue. Safeguarding procedures are satisfactory. Although pupils are looked after well on a day-

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How effective are leadership and management?

to-day basis, some of the staff's training is out of date. The school is committed to promoting equal opportunities and is quick to challenge stereotypical views and discrimination. However, the school is acutely aware that it does not have a system for tracking pupils' progress over time that is easily accessible to staff and provides sufficient information about the progress of different groups of pupils. Consequently, there is insufficient information about the progress of pupils with special educational needs and/or

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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

disabilities and those that join the school late or about the impact of extra support. Nevertheless, the school has introduced more regular checks on pupils' attainment and has introduced regular pupils' progress meetings in order to keep a closer check on pupils' achievement. The process of updating computer software and hardware has already started and plans are in place to implement better tracking systems. The school promotes community cohesion and understands its local context well and ensures that pupils are fully involved in neighbourhood life. Links with the wider community in the United Kingdom and beyond are used to develop opportunities for pupils to meet others from backgrounds different from their own and to develop the staff's expertise.

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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

Good leadership and management result in good provision and good outcomes for children in the Early Years Foundation Stage. When children join the Early Years Foundation Stage, their skills are generally similar to those expected for their age; they make good progress and usually leave the Reception class with skills that are above expectations. However, in 2010 more children than usual joined Year 1 with skills that were comparable to other children of their age, although they had still made good progress from their individual starting points. Children make good progress because they have access to an exciting range of activities that are carefully matched to their needs and interests. There are plentiful opportunities for children to develop their writing skills. Children work and play well together because of a strong focus on developing their personal and social skills. Staff are skilled at questioning children and moving their learning on. They are very clear about

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Early Years Foundation Stage

what children are expected to learn from activities, including those where children are expected to work independently, and frequently check children's understanding. Leaders are aware that they cannot plan a wide range of exciting opportunities for learning outside

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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

because the outdoor area is very small and cramped and cannot be used in inclement weather.

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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

Parents are very pleased with what the school provides. They are particularly happy with the quality of provision in the Nursery and Reception class. Parents are delighted with the quality of provision in the Early Years Foundation Stage, saying it is good at meeting their children's individual requirements and improving their children's confidence. Inspection findings corroborate these views.

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Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at St Thomas More 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 39 completed questionnaires by the e nd of the on-site inspection. In total, there are 136 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 24 62 14 36 1 3 0 0 The school keeps my child safe 28 72 11 28 0 0 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 15 38 22 56 2 5 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 18 46 20 51 1 3 0 0

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Total % Total % Total % Total %

The teaching is good at this school 23 59 15 38 0 0 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 17 44 22 56 0 0 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 21 54 18 46 0 0 0 0

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Total % Total % Total % Total %

The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment) 20 51 18 46 0 0 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 17 44 20 51 1 3 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 21 54 18 46 0 0 0 0

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 18 46 19 49 1 3 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 20 51 19 49 0 0 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 24 62 15 38 0 0 0 0

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Total % Total % Total % Total %

The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%.

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Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils' needs.

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Grade Judgement Description

Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well.

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Grade Judgement Description

Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils.

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Grade Judgement Description

Grade 4 Inadequate These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.

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Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously. The data in the table above are for the period 1 September 2009 to 31 August 2010 and are consistent with the latest published official statistics about maintained school inspection outcomes (see www.ofsted.gov.uk ). The sample of schools inspected during 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. Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary schools, special schools and pupil referral units.

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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 Thomas More Catholic Primary School, Walsall, WS6 6PG

It was a delight and a privilege to visit your school. You go to a satisfactory school that is warm and friendly and where you all get on well together. I could see that you are well- informed about how to keep healthy and I was pleased to hear that you feel safe. Your behaviour is good and you make visitors very welcome indeed. I enjoyed meeting the older members of the school council and listened very carefully to what they had to say. It is good that you have been so pleased with the work of the two acting headteachers and that you can see that your school is getting better all the time. I was pleased to hear that you have more clubs in school and are enjoying lessons more. Provision for younger children is good. Pupils in Key Stage 1 and 2 are making satisfactory progress because teaching is satisfactory. By the end of Year 6, you are reaching standards that are similar to those reached by children in schools nationally. However,

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Inspection of St Thomas More Catholic Primary School, Walsall, WS6 6PG

your attainment in writing is below average. I have asked your teachers to give you more opportunities to write at length and to make sure they always tell you how to improve your work. I noticed that children in Key Stage 1 do not always make enough progress when they are working on their own so I have asked your teachers to make sure that pupils always know exactly what they are supposed to do when they are working without an adult. The people who run your school are working very hard indeed to make it an even better place but some people have too much to do. This is slowing the rate of improvement in your school. Lots of checks are made on teaching but sometimes the school does not do enough to check your progress in lessons and over time. The school does not always try to find out why some children find learning very hard and to make sure that they are fully involved in lessons. So I have asked your school to make improvements in these areas.

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