Saint Albert the Great Catholic Primary School

Saint Albert the Great Catholic Primary School Inspection report

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Unique Reference Number 117471 Local Authority Hertfordshire Inspection number 367410 Inspection dates 5–6 May 2011 Reporting inspector George Logan

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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 222 Appropriate authority The governing body Chair Alan Holyoak Headteacher Louise Fleming Date of previous school inspection 29 January 2008 School address Acorn Road Hemel Hempstead HP3 8DW Telephone number 01442 264835 Fax number 01442 246418 Email address admin@albertthegreat.herts.sch.uk

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Age group 3–11 Inspection dates 5–6 May 2011 Inspection number 367410 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 three additional inspectors. They visited 14 lessons taught by eight different members of staff. Inspectors held meetings with the Chair of the Governing Body, and with staff and pupils. They looked at pupils' books, records of their progress, teachers' lesson planning, playtime activities and the school's documentation, which included records of teaching and the main improvement plan. Responses to inspection questionnaires completed by staff, pupils and by 119 parents and carers were also considered. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.  How rapidly and consistently do pupils make progress across the school, particularly in mathematics?  How well do staff use assessment information to plan work which challenges all pupils to make good progress, particularly those with special educational needs

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Introduction

and/or disabilities and those identified as gifted or talented?  How effective is the leadership of the school, looking in particular at the senior leadership team and at the impact of the governing body and subject leaders?

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Information about the school

St Albert the Great Catholic Primary School is an average-sized primary school. Pupils are predominantly White British. A small number of pupils come from families of Traveller heritage. Other pupils come from a range of minority ethnic groups, but very few are at an early stage of learning English. The proportion of pupils with special educational needs and/or disabilities is broadly average, although several of these have profound needs. Most have specific learning difficulties, behavioural, emotional and social difficulties or speech and language issues. The proportion of pupils known to be eligible for free school meals is slightly below average. The school offers a daily breakfast club and pre-school provision on four afternoons per week. Both of these are managed by the governing body and were included in this inspection. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadeq uate

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Information about the school

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

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Main findings

This is a satisfactory school. However, despite some instability in leadership in recent years, it is improving steadily. Pupils are making more rapid progress and standards are rising again at Year 6. A key strength is the good provision the school makes for pupils' personal development and for their pastoral support. Pupils have good attitudes to learning and behave well. They feel safe and have confidence in adults. They have a satisfactory understanding of healthy lifestyles and enjoy participating in sport. Pupils' contribution to the school in undertaking daily tasks is good, although links with the local community, other than through the church, are limited. Attendance is broadly average. In many respects children in the Early Years Foundation Stage, including the pre-school, make a good start and achieve well. However, the outdoor provision is underdeveloped, as are some aspects of assessment so that judgements on children's progress are

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Main findings

inconsistent. As no member of staff is sufficiently accountable for the overall outcomes of Early Years Foundation Stage provision, its overall effectiveness is satisfactory rather than good. Pupils' progress and achievement in Years 3 to 6, following underperformance in mathematics last year, is improving. Attainment at the end of Year 6 is now at least average. However, there is further work to do to ensure that teachers have higher expectations of what pupils can achieve, particularly in mathematics and, in all subjects, for the more able and gifted. Although good practice is not consistently embedded, teachers make increasingly effective use of assessment. However, individual targets for pupils are not used effectively to promote better progress, nor does teachers' marking give sufficient guidance as to how pupils could improve their work. The proportion of good teaching is increasing. However, learning objectives in planning

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Main findings

are sometimes imprecise and the pace of lessons does not always support the accelerated progress necessary to raise attainment further. There has been considerable focus on developing the improved curriculum and good opportunities for cross-curricular use of literacy and numeracy skills are promoting better progress. Leadership and management are satisfactory. The headteacher sets a very positive tone, strongly supporting the school's caring and compassionate ethos. Self-evaluation is incisive and current leaders know the school well. Leadership roles are just becoming established and there is no deputy headteacher. Nonetheless, the impact of the inclusion co-ordinator in supporting pupils with special educational needs and/or disabilities and of the specialist staff in supporting Traveller pupils has been significant. The good governing body has steered the school through uncertain times and governors are committed to enhancing the

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Main findings

school's effectiveness. Its strength as a community, the good support of parents and carers and the effectiveness of its work to reduce underperformance, together with its vision for improvement, all indicate that the school has securely satisfactory capacity for improvement. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadeq uate Please turn to the glossary for a description of the grades and inspection terms

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Main findings

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?

 Increase the pace and consistency of pupils' learning, particularly those identified as more able and gifted, so that standards are raised further, especially in mathematics, by: ensuring that lessons have clear objectives and a brisk pace making more effective use of pupils' individual learning targets more rigorous marking of pupils' work so that they are clear as to what they must do to move their learning on.  Build upon existing good practice in the Early Years Foundation Stage by: strengthening the sharing of good practice to ensure a cohesive approach across the pre-school, Nursery and Reception classes improving the resourcing of outdoor learning areas reviewing assessment systems and practice to ensure that all staff have a common understanding of the evaluation criteria clarifying and improving overall lines of accountability for day-to-day practice and children's outcomes.

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Outcomes for individuals and groups of pupils 3

Children's skills on joining the school are broadly average. Good progress in the Early Years Foundation Stage ensures that children enter Year 1 with increasingly secure basic skills, particularly in key areas of reading, writing and calculation. While outcomes in relation to pupils' personal development have been mostly good, the school's impact on pupils' academic progress has been less consistent. School leaders have focused recently on ensuring that pupils are more actively engaged by, and involved in, their learning. This was evident in a number of successful lessons, including a Year 6 mathematics session where pupils were involved in a series of well-organised practical activities to embed their understanding of the links between fractions, decimals and percentages. Year 1 pupils honed their skills of observation during a practical science session where they tracked changes in the adjacent mature woodland. Year 5 pupils

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Outcomes for individuals and groups of pupils 3

developed systematic approaches to scientific enquiry as they dissected tulip flowers to examine and account for the structure of the flower heads. All of these lessons encouraged the development of speaking skills and clarity of explanations by pupils, giving them confidence in their ability to share information. In general, the increasing use of open-ended tasks provides pupils with opportunities to develop their understanding. Teaching assistants are mostly effectively deployed, so that pupils with special educational needs and/or disabilities and other vulnerable groups make at least satisfactory progress. However, there has not, over time, been sufficient focus on the learning needs of more able and gifted pupils. The school is now beginning to tackle this issue. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadeq uate Please turn to the glossary for a description of the grades and inspection terms

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Outcomes for individuals and groups of pupils 3

Pupils' personal development is good. They work well together when given the opportunity. The school council offers pupils some experience of the democratic process. Spiritual, social and moral development is good, although cultural aspects are less systematically developed. Pupils show great respect for each other and for staff and have good interpersonal skills. Average, but improving, basic skills mean that pupils are satisfactorily prepared for future study and later life.

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Outcomes for individuals and groups of pupils 3

These are the grades for pupils' outcomes

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Outcomes for individuals and groups of pupils 3

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

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Outcomes for individuals and groups of pupils 3

Taking into account: Pupils' attainment¹

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Outcomes for individuals and groups of pupils 3

The quality of pupils' learning and their progress 3

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Outcomes for individuals and groups of pupils 3

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

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Outcomes for individuals and groups of pupils 3

The extent to which pupils adopt healthy lifestyles 3

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Outcomes for individuals and groups of pupils 3

The extent to which pupils contribute to the school and wider community 3

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Outcomes for individuals and groups of pupils 3

The extent to which pupils develop workplace and other skills that will contribute to their future economic well-being

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Outcomes for individuals and groups of pupils 3

Taking into account: Pupils' attendance¹

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Outcomes for individuals and groups of pupils 3

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

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Outcomes for individuals and groups of pupils 3

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?

While some teaching remains satisfactory, relationships between staff and pupils are consistently positive. However, although improved assessment practice is contributing to more effective learning, teaching does not always take learning forward quickly enough. On occasion, learning objectives are not defined precisely and the pace of learning remains rather slow. Support staff have a positive impact on learning, particularly those who work effectively with individuals and groups of pupils who have specific physical or academic needs. Tracking systems are now robust. However, pupils' individual targets for learning are inconsistently implemented between year groups and this constrains their effectiveness. Marking of pupils' work provides pupils with some guidance as to their next steps in learning. Again, however, this practice is unevenly embedded and this affects pupils' learning. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadeq uate

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How effective is the provision?

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

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How effective is the provision?

The school has worked hard to develop the curriculum in response to pupils' and parents' and carers' expressed needs. It offers imaginative opportunities which, with more effective teaching, are underpinning improving progress, particularly in literacy and numeracy. This includes 'setting' pupils by ability for mathematics in Years 5 and 6. Cross-curricular provision is mainly good and pupils, overall, have a well-balanced range of opportunities. These offer particularly good experiences in religious education, history, geography and science, with the effective use of the rich outdoor environment. There are good opportunities for sport and physical development. Information and communication technology is used increasingly to enhance learning in other subjects. Personal, social, health and citizenship education is carefully planned. External partnerships contribute well to extending pupils' learning. The curriculum is increasingly effective at meeting the needs

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How effective is the provision?

of all pupils, although enrichment activities to support gifted and talented pupils remain underdeveloped. Extra-curricular provision is good, with some activities initiated and run by pupils. Staff are very responsive to pupils' needs. Transition arrangements are good in, for example, the pre-school provision and in supporting older pupils identified as potentially vulnerable. The school works effectively with support agencies. Good practice, well managed by the inclusion coordinator, supports the health, social and behavioural needs of pupils in challenging circumstances. The well-managed breakfast club provides a valuable service for pupils and parents and carers, including some pupils who are vulnerable or might otherwise have attendance issues.

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How effective is the provision?

These are the grades for the quality of provision

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How effective is the provision?

Taking into account: The use of assessment to support learning

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How effective is the provision?

The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships

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How effective is the provision?

The effectiveness of care, guidance and support 2

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How effective are leadership and management?

Staff changes and unavoidable absences within the leadership team, including the lack of a deputy headteacher, have limited the capacity of the senior leadership team and constrained the pace of improvement in the last three years. Initiatives, particularly around teaching, assessment and pupils' progress have, as a result, been slow to take hold. However, the current leadership team is committed strongly to seeking further improvement. Rigorous self-evaluation has ensured that senior leaders and the governing body have a focused three-year plan which accurately identifies the way forward. The school continues to build capacity in its senior leadership and this is already supported well by emerging good practice in the leadership and management of provision for pupils with special educational needs and/or disabilities and the good provision for Traveller pupils. Subject leadership remains less consistent, although monitoring is mostly accurate and

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How effective are leadership and management?

increasingly effective in challenging staff to raise their game. Effective systems are now used to track pupils' progress and assessment. The monitoring of teaching and learning is Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadeq uate Please turn to the glossary for a description of the grades and inspection terms

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How effective are leadership and management?

satisfactory. However, classroom practice is improving and an increasing proportion of teaching is at least good. This is now beginning to have an impact on pupils' learning in Years 1 to 6. The governing body is well-organised, experienced, effective and supportive. Its members take decisive action when circumstances require it and provide both support and challenge for school leaders when major issues arise. They provide an effective bridge between the school and its community and are increasingly involved in the life of the school. They work effectively with school leaders to ensure that links with parents and carers are effective. Governors have taken a lead in developing the current three-year plan for improvement. Safeguarding arrangements are satisfactory. Staff are appropriately trained in child protection procedures. Discrimination is tackled effectively and the promotion of equality of opportunity is satisfactory. The progress of the most-able pupils is starting to improve.

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How effective are leadership and management?

The governing body ensures that community cohesion is promoted satisfactorily. The school is a harmonious community and pupils get on well together. Staff have, for example, a good understanding of the culture and aspirations of the Traveller community pupils and this has had a significant impact on the attendance and achievement of these potentially vulnerable pupils. The school is beginning to develop further its wider national and international links, building upon the current links with St Joseph's Catholic School in Bethlehem.

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How effective are leadership and management?

These are the grades for leadership and management

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How effective are leadership and management?

The effectiveness of leadership and management in embedding ambition and driving improvement

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How effective are leadership and management?

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

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How effective are leadership and management?

The effectiveness of the governing body in challenging and supporting the school so that weaknesses are tackled decisively and statutory responsibilities met

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How effective are leadership and management?

The effectiveness of the school's engagement with parents and carers 2

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How effective are leadership and management?

The effectiveness of partnerships in promoting learning and well-being 2

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How effective are leadership and management?

The effectiveness with which the school promotes equality of opportunity and tackles discrimination

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How effective are leadership and management?

The effectiveness of safeguarding procedures 3

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How effective are leadership and management?

The effectiveness with which the school promotes community cohesion 3

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How effective are leadership and management?

The effectiveness with which the school deploys resources to achieve value for money 3

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Early Years Foundation Stage

Most children who enter Reception have attended the Nursery class. Typically, children's skills and knowledge on entry to Nursery are in line with those expected, with some working at slightly higher levels. Staff feel that those who have attended the pre-school are particularly well-placed to benefit from Nursery provision and consequently make rapid Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadeq uate Please turn to the glossary for a description of the grades and inspection terms

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Early Years Foundation Stage

progress. From the beginning, children's welfare has a high priority. Good induction arrangements establish an effective bond with parents and carers and ensure that children feel safe. Children build good relationships with adults and with other children and behave well. School data indicates that children make good progress, leading to attainment at the end of Reception which is above the expected level in all areas of learning, with a significant proportion of children attaining at the highest level. Progress is particularly rapid in Nursery, although less so in reading, writing and calculation than in the other areas. However, skills in reading and writing are well supported by an effective programme for teaching sounds and letters and this moves children's attainment on further in Reception. Focused teaching and support, such as the effective session on letter sounds and formation observed in Reception, ensure that children successfully extend their skills. Staff

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Early Years Foundation Stage

mostly make good use of opportunities to ask questions and engage children in conversations which help take learning forward. However, while many activities meet children's individual needs across the ability range, opportunities are sometimes missed to extend further the learning of the more-able children. Although teaching mostly ensures a good balance of activities chosen by children and those led by adults, and children have good opportunities to make choices both indoors and out, the pace of learning is variable. While all areas of learning are planned for, planning does not always make clear what children are to learn, especially in the outdoor provision. Although the indoor learning environments are well-resourced, the school rightly recognises that the separate outdoor areas, while well used, are in need of modernisation. Frequent assessments provide detailed information on children's progress. However, staff recognise that systems could

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Early Years Foundation Stage

be streamlined, with increased external validation to ensure the accuracy of judgements across both year groups. With the Nursery and Reception classes currently operating in separate areas, and the phase leader, though knowledgeable, not directly teaching in either class, it is difficult to ensure a cohesive approach to day-to-day practice. Early Years Foundation Stage staff do not currently have a sufficient overview of the long-term impact of provision and lines of accountability for daily practice and outcomes are blurred.

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Early Years Foundation Stage

These are the grades for the Early Years Foundation Stage

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Early Years Foundation Stage

Overall effectiveness of the Early Years Foundation Stage 3

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Early Years Foundation Stage

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

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Early Years Foundation Stage

The quality of provision in the Early Years Foundation Stage 2

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Early Years Foundation Stage

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

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Views of parents and carers

Of those parents and carers who responded to the survey, almost all are happy with the school and the care it provides for their children. The vast majority feel that the school engages well with parents and carers and that their children enjoy school. One said: 'This is a warm, friendly school with approachable staff and well led by a very competent head.' Inspection findings support parents' and carers' positive views of the school. A small Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadeq uate Please turn to the glossary for a description of the grades and inspection terms

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Views of parents and carers

number of parents and carers raised concerns about pupils' behaviour. The inspection team examined these during the visit. Taking into account school records and the evidence gained in lessons and around the school, inspectors consider behaviour to be at least good.

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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 Albert the Great 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 119 completed questionnaires by the end of the on-site inspection. In total, there are 222 pupils registered at the school.

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Responses from parents and carers to Ofsted's questionnaire

Statements Strongly agree Agree Disagree Strongly disagree Total % Total % Total % Total % My child enjoys school 68 57 48 40 2 2 0 0 The school keeps my child safe 72 61 45 38 2 2 0 0

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Responses from parents and carers to Ofsted's questionnaire

My school informs me about my child's progress 47 39 69 58 3 3 0 0

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Responses from parents and carers to Ofsted's questionnaire

My child is making enough progress at this school 50 42 64 54 5 4 0 0

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Responses from parents and carers to Ofsted's questionnaire

The teaching is good at this school 52 44 63 53 3 3 0 0

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Responses from parents and carers to Ofsted's questionnaire

The school helps me to support my child's learning 42 35 75 63 2 2 0 0

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Responses from parents and carers to Ofsted's questionnaire

The school helps my child to have a healthy lifestyle 49 41 66 55 2 2 0 0

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Responses from parents and carers to Ofsted's questionnaire

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) 49 41 56 47 6 5 0 0

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Responses from parents and carers to Ofsted's questionnaire

The school meets my child's particular needs 48 40 65 55 3 3 1 1

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Responses from parents and carers to Ofsted's questionnaire

The school deals effectively with unacceptable behaviour 47 39 58 49 9 8 4 3

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Responses from parents and carers to Ofsted's questionnaire

The school takes account of my suggestions and concerns 44 37 67 56 5 4 0 0

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Responses from parents and carers to Ofsted's questionnaire

The school is led and managed effectively 62 52 48 40 6 5 0 0

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Responses from parents and carers to Ofsted's questionnaire

Overall, I am happy with my child's experience at this school 66 55 48 40 4 3 0 0

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Responses from parents and carers to Ofsted's questionnaire

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 2010 to 31 December 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 2010/11 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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HP3 8DW

Thank you for making us so welcome when we visited your school. We enjoyed meeting you, hearing your views about the school and spending time in lessons. We found that although yours is a satisfactory school, it is improving steadily. These are the things we liked best. You have good attitudes to learning and are making better progress. You feel very safe in school and you behave well. Children in Nursery and Reception are making good progress. You undertake various jobs and make a good contribution to the school, although links with the local community are not so strong. Staff care for you and support you well. You understand the importance of eating healthily and staying fit. You experience some interesting topics and enrichment activities. Those of you who find learning difficult get good support. The leadership of the school is improving and some aspects of it are good. To help you do better, we have asked the school to do the following things.

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HP3 8DW

Ensure that you all - particularly those of you who learn quite quickly - make more rapid progress and reach higher standards, especially in mathematics, through more effective use of individual learning targets and more rigorous marking which provides you with clear guidance for improving your work. Build on the good progress children make in the Early Years Foundation Stage through improving the outdoor learning areas, sharpening the systems for judging how well children are doing and ensuring that the leadership has a really good overview of the progress children are making. All of you can help by continuing to work hard and doing your best. We hope that you will have every success in the future.

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HP3 8DW

George Logan Lead inspector out in the guidance 'Complaining about inspections', which is available from Ofsted's website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk .

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