St Thomas C of E Primary School, Halliwell

St Thomas CofE Primary School, Halliwell Inspection report

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Unique Reference Number 105218 Local Authority Bolton Inspection number 355728 Inspection dates 21–22 September 2010 Reporting inspector Michael McIlroy HMI

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

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Type of school Primary School category Voluntary aided Age range of pupils 3–11 Gender of pupils Mixed Number of pupils on the school roll 315 Appropriate authority The governing body Chair Mr David Pott Headteacher Mrs Susan Pilling Date of previous school inspection 24 September 2007 School address Eskrick Street Bolton Lancashire BL1 3JB Telephone number 01204 333193 Fax number 01204 333194 Email address office@st-thomas-halliwell.bolton.sch.uk

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Age group 3–11 Inspection dates 21–22 September 2010 Inspection number 355728 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 one of Her Majesty's Inspectors and two additional inspectors. Twenty-three lessons and 12 teachers were observed as well as two assemblies. Meetings were held with nominated staff, two groups of pupils and with representatives of the governing body. Inspectors also talked informally with a number of parents and carers. Inspectors observed the school's work and looked at improvement planning, pupils' books and the school's assessment and tracking systems. Forty-three questionnaires from parents and carers were studied as were questionnaires from pupils and from staff.  It considered the rate of progress made by pupils in each key stage and in particular the progress of pupils in Key -Stage 2 and that made by those with special educational needs and/or disabilities.  It investigated the quality of teaching provided by the school.  It judged whether the quality of the care, guidance and support is outstanding.

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Introduction

 It considered how effective leaders and managers have been in raising attainment in English.  It looked at how well the school provides equality of opportunity and tackles discrimination.

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Information about the school

The school is larger than most primary schools. The proportion of pupils known to be eligible for free school meals is above average. The proportion of pupils who are from minority ethnic groups is more than twice the national average. Most minority ethnic pupils are of Indian heritage and there are a few pupils from Eastern Europe. Over half of the pupils speak English as an additional language. The percentage of pupils with special educational needs and/or disabilities is average and that of pupils who have a statement of special educational needs is below average. The school holds a number of awards including the Healthy Schools Award and the Sportsmark.

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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

At the heart of this good school are the excellent care, guidance and support it provides for its pupils. These contribute strongly to the school's welcoming and inclusive ethos and to the good progress pupils make in their learning in each of its three key stages. They are also reflected in pupils' good behaviour, their positive attitude to learning and the courtesy they show to each other and to visitors. Pupils achieve well. Entering the school with levels of skills and abilities below that expected for children of their age, they make good progress in their learning, so that by the time pupils leave school, their attainment is average. Pupils do better in mathematics than in English, due to weaknesses in writing. Most groups of pupils, including those with special educational needs and/or disabilities and those of Indian heritage, make similarly good progress. Contributing to this good achievement is a good curriculum which provides

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Main findings

exciting learning opportunities and which is firmly focused on the core subjects of English, mathematics and science. Teaching is good, although no outstanding teaching was observed during the inspection. Pupils thoroughly enjoy school. They know how to keep themselves safe and appreciate well how to lead a healthy lifestyle. Attendance is average, having improved after concerted action by the school. Pupils contribute well to the school's development and that of the local and wider community. Their social, moral and spiritual development is good. Pupils' cultural development is also good, partly because of the school's good work to promote community cohesion, which enhances their understanding of the diversity of cultures in Britain. Further factors that influence pupils' good progress are the positive partnerships that exist with parents, carers, other schools and external agencies. The school is well led by the headteacher and her supportive team of managers and staff.

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Main findings

Issues that will improve pupils' learning, such as the need to reduce pupils' absences, have been rigorously and successfully tackled and a range of initiatives have been introduced to raise attainment. Governance is good and governors provide both support and challenge to the school. Rising levels of attainment in Key Stages 1 and 2, improvements in attendance, its good leadership and an accurate self-evaluation of its effectiveness show that the school has a good capacity to improve further.

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What does the school need to do to improve further?

 Raise standards in writing by: ensuring that skills developed in literacy lessons are routinely applied in other subjects and cross-curricular activities

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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

giving pupils more experience of different genres and of writing for different purposes and audiences making greater use of annotated displays of exemplary writing to show and remind pupils what constitutes good writing.  Raise the quality of teaching from good to outstanding by: providing extended training by March 2011 on the features of outstanding teaching and monitoring the impact of this in the classroom providing teachers with opportunities to observe outstanding teaching in other settings.

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Outcomes for individuals and groups of pupils 2

Pupils enter the school with skills and abilities that are below and in some cases well below average. They make good progress in their learning in Key Stage 1. While overall results for this key stage are below average, since the last inspection there has been steady improvement. Pupils perform most strongly in reading and least well in writing. There is a similar pattern of improvement in overall results at Key Stage 2. Provisional results from the most recent statutory assessments for pupils in Year 6 show that attainment has continued to improve and is average. However, results over time in English are not as high as those in mathematics due to weaknesses in pupils' writing. This is partly because writing skills are not consistently applied in writing activities, including those used in cross-curricular activities. Evidence from lesson observations, pupils' books and assessment data show that pupils continue to make good progress in Key Stage 2.

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Outcomes for individuals and groups of pupils 2

Progress is stronger in mathematics, due to well-structured lessons that draw strongly on prior learning. In an effective mathematics lesson in Year 5, pupils listened carefully to clear instructions about a new method of subtraction and more-able pupils were able to check their answers by using other methods previously learned. Most groups of pupils, including those of Indian heritage, those known to be eligible for free school meals and those with special educational needs and/or disabilities, make similar progress in their learning to their peers on account of the very good care and support they receive. Pupils play well together and move sensibly around the school. They feel safe in school, know who to turn to if they have any concerns and know that these will be dealt with promptly. Pupils understand well how to keep themselves safe. For example, younger pupils could explain who they would tell if they came across any hazards in the

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Outcomes for individuals and groups of pupils 2

playground. They understand well how to lead a healthy lifestyle and there is a good take- up of extra-curricular sporting activities. Pupils have a good sense of right and wrong and a good understanding of other cultures and religions. Their spiritual development is good. Pupils make a good contribution to their school. Older pupils have positions of responsibility such as 'office pals,' church helpers and as reading buddies to younger pupils. Elected school councillors related how their suggestions for improving provision in school were enacted by the school. Pupils make a good contribution to the wider community. For example, they tailor their harvest gifts to the needs of a local homeless charity. Pupils' average attainment and attendance means that they are satisfactorily prepared for the next stage of their education.

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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 2

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

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How effective is the provision?

Teaching is good. Teachers possess good subject knowledge and good relationships exist between staff and pupils. A wide range of teaching strategies are used. A good example is the frequent use of short action songs in mathematics lessons which help pupils remember mathematical operations. Explanations are clear and additional adults are mostly well used in classes to support less-able pupils. In a mathematics lesson in Key Stage 1, one group of less-able pupils made good progress in understanding the place value of numbers because of the good teaching they received from an additional adult. Most planning is detailed and is informed by assessment information. There is also good use of information and communication technology (ICT) to illustrate learning objectives and stimulate learning. Although teaching is good, no outstanding teaching was observed. Pupils listen well to teachers and work well both cooperatively and independently when asked to do so.

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How effective is the provision?

Their ICT skills are developing well and in several lessons pupils were observed using these confidently and independently. Pupils have opportunities to write at length in literacy lessons and in other subjects but the quality of their writing is variable. This is because the different writing skills pupils have learned are not consistently well applied to their writing in literacy lessons and in other subjects. Although pupils have studied some writing genres, such as fairy tales, they are not given enough opportunity to write in a range of different genres. Some pupils have opportunities to write for different purposes and audiences, for example pupils who are

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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

entering a new year group, but these opportunities are not widespread. The school does not make enough use of annotated displays of exemplary writing to remind pupils what constitutes good writing. The good curriculum focuses on the core subjects and this contributes to the good progress pupils make in these areas of learning. It also provides many creative opportunities which make learning more interesting and there is some good use of cross- curricular themes. An example of this was in a good ICT lesson, where pupils adroitly used their literacy, word-processing and graphic skills to create a computer presentation about ancient Greek gods. A wide range of extra-curricular activities such as ICT, netball and Bollywood dance clubs provide pupils with good opportunities to develop learning skills and to maintain a healthy lifestyle. The curriculum is enhanced by an extensive range of visitors, visits and themed activities such as French and Victorian days.

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

Exceptional care, guidance and support for pupils are underpinned by good links with external agencies. Pupils receive excellent guidance on how to behave and how to stay safe, for example through an anti-cyber-bullying week. Good induction procedures for new pupils help them settle quickly into learning routines. The needs of new pupils who speak English as an additional language are assessed quickly. Support in lessons for pupils with special educational needs and/or disabilities is good. Pupils who are at an early stage of learning English as an additional language receive good tuition in small, discrete groups. Additional classes and individual tuition are targeted at those pupils who have fallen behind in their learning.

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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, supported by an effective senior management team and governing body, has successfully developed the school's inclusive ethos and improved attainment. Sustained action has been taken to improve outcomes for pupils in reading and to raise their attendance. Teaching is regularly monitored. Some training has been held on the features of outstanding teaching and some have had the opportunity to observe outstanding practice in other settings. However, this has not yet improved existing good teaching so that more of it is outstanding. There are good systems to check the progress of pupils and to hold staff to account. Procedures for the safeguarding of pupils are robust. The school works well with parents and carers, keeps them well informed and hosts educational workshops for them so that they can help their children learn. There are good partnerships with the church and local mosques. There are also good links with other

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How effective are leadership and management?

schools, the facilities of which are used to extend learning and to provide extra-curricular

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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

opportunities which the school itself cannot provide. A good contribution is made to community cohesion. The school itself is a cohesive community and there is an effective partnership with another school in a different area which has pupils from a contrasting background. Any form of discrimination is quickly tackled by the school. Its success in ensuring that most groups of pupils make similar progress in their learning means that the school promotes equality of opportunity well. The school provides good value for money.

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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 enter the Early Years Foundation Stage with abilities and skills that are below, and in some cases well below, those expected for their age. There are particular weaknesses in language, communication and number skills. Good induction procedures and good links with parents and carers mean that children, including those who speak English as an additional language, settle quickly into the Nursery and Reception classes. Good teaching and experience of a wide range of activities ensure that children make good progress in all areas of learning. There is a strong emphasis on developing children's personal, language and communication skills. Children share and play well together. There is a good balance between child-initiated activities and those directed by adults, although on occasion adults intervene too soon and do too much for children. Good planning and assessment systems are in place. The latter system is used well to ensure that the next

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Early Years Foundation Stage

steps in learning are matched to the needs of individuals. Resources are well used and the school has appropriate plans to develop the outside play area. The key stage is well led and staff work well as a team. Links with parents and carers are developed well through regular coffee mornings and information workshops and packs which enable parents and carers to support their children's learning at home.

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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

Almost all parents are very supportive of the school's work. A few would like the school to provide more support for children to improve their confidence. Inspectors found that the school supports pupils very well.

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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 CofE Primary School, Halliwell 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 43 completed questionnaires by the end of the on-site inspection. In total, there are 315 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 25 58 17 40 1 2 0 0 The school keeps my child safe 24 56 19 44 0 0 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 19 44 23 53 1 2 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 25 58 17 40 1 2 0 0

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Total % Total % Total % Total %

The teaching is good at this school 25 58 17 40 1 2 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 21 49 20 47 1 2 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 20 47 22 51 1 2 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) 21 49 20 47 1 2 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 22 51 20 47 1 2 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 21 49 20 47 1 2 0 0

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 17 40 22 51 2 5 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 22 51 21 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 29 67 14 33 0 0 0 0

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Total % Total % Total % Total %

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

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Grade Judgement Description

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

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Grade Judgement Description

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

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Grade Judgement Description

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

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Grade Judgement Description

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

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Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously. The data in the table above are for the period 1 September 2009 to 31 March 2010 and are the most recently published data available (see www.ofsted.gov.uk ). Please note that the sample of schools inspected during the autumn and spring terms 2009/10 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Percentages are rounded and do not always add exactly to 100. Secondary school figures in clude those that have sixth forms, and sixth form figures include only the data specifically for sixth form inspection judgements.

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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

main findings from the inspection of their school.

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

Dear Pupils Thank you for being so polite and helpful when we inspected your school recently. These are some of the best things we found.  The school provides outstanding care, guidance and support for you.  Your behaviour is good.  You know how to keep safe and how to lead a healthy lifestyle.  You make good progress in your learning.  You are well taught by your teachers.  Your school is well led. I have asked the headteacher, staff and governors to make a few improvements. I have asked that they help you improve your writing and also asked that they make the good teaching we saw even better. You can help your school by making sure that you come to school every single day. Once again, many thanks for being so courteous and helpful when we visited your school.

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www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please

telephone 0300 1234 234, or email enquiries@ofsted.gov.uk .

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