St Anne's Catholic Primary School

St Anne's Catholic Primary School Inspection report

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Unique Reference Number 100629 Local Authority Lambeth Inspection number 354859 Inspection dates 18–19 May 2011 Reporting inspector Natalia Power

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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 405 Appropriate authority The governing body Chair John Siraut Headteacher Morgan Williams Date of previous school inspection 29 April 2008 School address 6 Durham Street London SE11 5JA Telephone number 020 77354516 Fax number 020 78208757 Email address admin@st-annes.lambeth.sch.uk

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Age group 3–11 Inspection dates 18–19 May 2011 Inspection number 354859 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 four additional inspectors. The inspectors observed teaching and learning in 30 lessons, taught by 15 different teachers, and talked to parents and carers, members of the governing body, staff and pupils. They observed the school's work, and looked in particular at its self-evaluation documents and plans for improvement, the data collected on pupils' progress, safeguarding information and the minutes of governing body meetings. They considered the responses in 77 questionnaires that had been returned by parents and carers. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.  The quality of the teaching and the effectiveness of leaders and managers in ensuring consistency across the school.  How the school meets the needs of all pupils, particularly the more able.  The effectiveness of the steps taken by the school to improve pupils' attainment in

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Introduction

mathematics, especially at the higher levels.

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Information about the school

This school is larger than average. The proportion of pupils who are known to be eligible for free school meals is higher than usual. Most pupils come from a wide range of minority ethnic heritages, with pupils from Black African backgrounds and White backgrounds other than British forming the largest groups. Currently almost nine out of ten pupils speak English as an additional language, and most of these are at an early stage of learning the language. The proportion of pupils who have special educational needs and/or disabilities is much higher than average.

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

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

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Main findings

This is a good school, where the pupils are happy and exceptionally well cared for. Pupils told inspectors that the school is a friendly place, and a typical comment from one parent was, 'This school provides a really good foundation for the future of our child.' In this safe and secure environment, pupils develop good personal qualities. They are good ambassadors for their school, are friendly and polite to visitors, and ready to speak of their pride in the school. They have an excellent understanding of how to keep healthy, and relish the many opportunities to take responsibility for others. Children get off to a good start in the Nursery and Reception Years and make good progress in their learning. Pupils from Years 1 to 6 continue to make good progress, and this reflects the overall good teaching. Although the majority of the teaching meets the needs of the pupils well, there is some occasional inconsistency in its quality, particularly when teachers talk too much in lessons

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Main findings

and restrict opportunities for pupils to work independently and explore ideas for themselves. Leaders and managers already carry out an effective programme of classroom visits, and are ambitious to ensure that teaching and learning are always good or better. They recognise that, occasionally, classroom visits do not sufficiently focus on how well pupils are learning. The curriculum provides pupils with stimulating and challenging tasks. Enrichment activities are chosen carefully to raise pupils' aspirations. Leaders and managers track pupils' attainment and progress accurately, and use the information to ensure that tasks set for pupils are well matched to their needs. As a result, attainment in English and mathematics has risen steadily over the past three years throughout the school, and pupils leave school with results which are in line with those of their peers in the country as a whole. The school is proud of its long history in the local community, and pupils have a very good

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Main findings

understanding of their school in its local and national contexts. Their understanding of its global context is less well developed, and currently there are too few opportunities for pupils to understand other cultures and faiths in other countries. The headteacher and his team are ambitious for the school and continually seek ways of improving it. Leaders and managers have an accurate understanding of their school. They understand its strengths and are clear about the areas in which it needs to improve. Their planning for the future is good. Plans are clear, detailed and realistic in their scope. Leaders and managers have met the recommendations of the last inspection. For example, they have improved the tracking of pupils' progress and this has enabled teachers to match work accurately to pupils' needs, enabling those with a range 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

additional needs to make good progress. These factors indicate the school's good capacity to continue to improve.

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What does the school need to do to improve further?

 Ensure that all teaching is good or better by focusing more sharply in classroom visits on how well pupils are learning, especially ensuring that pupils have plenty of opportunities to contribute in lessons.  Extend pupils' wider global understanding of different cultures and customs, for example by establishing closer links with schools in other countries.

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Outcomes for individuals and groups of pupils 2

Pupils' achievement is good overall, and they show their enjoyment of learning through their high levels of attendance. They make good progress throughout the school from starting points which are generally below those typical for the country as a whole. Children enter the Early Years Foundation Stage with skills and abilities which vary, but which are generally below those expected for their age, especially in language skills. The school ensures that the curriculum is well matched to pupils' needs, and provides high-quality targeted support in class or withdrawal groups for pupils with a range of special educational needs and/or disabilities and those who speak English as an additional language. National data show that pupils leave Year 6 with attainment that is in line with national averages and this is confirmed by inspectors' own scrutiny of pupils' work and lessons throughout the school. In lessons, the level of challenge overall is good, and the

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Outcomes for individuals and groups of pupils 2

pupils rise to it. For example, in one fast-paced mathematics lesson for Year 3 pupils, the task was to find ways of measuring the capacity of a bottle of water without pouring the water out. Pupils rose to the challenge of working out methods for themselves. One group of pupils, for example, realised that measuring the bottle with a ruler would not produce accurate enough results, and thought of using a piece of string to measure the dimensions of the bottle. The lesson provided exciting opportunities for pupils to share their ideas with others through discussion, and to develop a love of investigating facts for themselves, but this does not happen as often as it should. Occasionally, teachers dominate the lessons too much and there are too few opportunities taken to exploit and stimulate the pupils' natural curiosity. Pupils are confident and polite, and take a genuine interest in others, for example when

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Outcomes for individuals and groups of pupils 2

talking to visitors. They fully understand the importance of eating a healthy diet and taking exercise, and are proud of their 'walk to school' badges. They feel safe in school and know the adults will support them if they have any concerns. Behaviour is good in and around the school, and this reflects their good spiritual, moral, social and cultural development. Pupils gain a good deal from the opportunities for them to take responsibility within the school, for example by reading with younger pupils, and make a good contribution to the school and the wider community. Pupils are prepared securely for the next stage of schooling and their future economic well-being.

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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?

The teachers are popular with the pupils, and one typical remark was, 'Teachers encourage us to do our best.' There are warm relationships in the classroom, and the teachers manage the pupils' behaviour well. One pupil remarked, 'Everybody's very sensible, so we get a better opportunity to learn.' There are occasional instances where teachers do too much for the pupils and in these cases pupils sometimes make slower progress than they need to. In general, however, the pace of learning is brisk and pupils' attention rarely flags. Teachers use questioning skilfully to stimulate pupils to think for themselves. For example, in one challenging Year 6 English lesson, the teacher's questioning made pupils think deeply about why they were choosing characters from stories to base their diary entries on, rather than plunging into the task without thought. Teachers plan lessons well so that pupils know from the start of the lesson what they are

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How effective is the provision?

going to learn and at the end have the opportunity to reflect on what they have learnt. Teaching assistants give effective support to a wide range of pupils, including those with additional needs, and their support is an important contribution towards enabling pupils with varying capabilities to make good progress. Teachers generally use assessment information about pupils effectively to provide them with tasks which have a good level of challenge, matched well to their needs. For example, in one lively Year 1 English lesson, pupils worked in groups to write up their findings after making sandwiches. Each group was provided with materials and, where appropriate, support from adults, ensuring they all made good progress in their writing.

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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

The curriculum has a good focus on developing pupils' basic skills in literacy and numeracy. It provides good opportunities for pupils to use information and communication technology across the curriculum. Pupils are given good practice in writing at length on a range of topics, and a scrutiny of their 'Big Write' books, which contain their independent writing over a number of years, shows that they make good progress over time. Pupils report that they enjoy the many clubs, trips and visits to places of interest, and these are well chosen to provide them with a wide range of experiences to raise their aspirations. Pupils are cared for exceptionally well and given very strong support. Vulnerable children are given outstanding care. The school knows their needs and goes to great lengths to provide for them. Pupils with a range of special educational needs and/or disabilities have their needs diagnosed early, and are given the support necessary to enable them to make

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

similar progress to others. Those at an early stage of learning English quickly gain confidence and make good progress, because their requirements are accurately identified and support is then focused on these needs. The school's excellent partnerships with a range of external agencies enable pupils with language and learning needs also to make good progress.

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

These are the grades for the quality of provision

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The quality of teaching 2

Taking into account: The use of assessment to support learning

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How effective are leadership and management?

The headteacher, ably assisted by his deputy, has created a cohesive team and a happy school. Parents and carers feel included, and one commented, 'I am confident that the school will always deal properly with any concerns I may have.' They demonstrate good drive to improve the school, for example by developing accurate tracking systems and using them effectively to ensure that work is matched well to pupils' capabilities. The governing body supports the school well and is ready to hold it to account. For example, it analyses the attainment of pupils from the many backgrounds within the school to ensure that all pupils are succeeding and no group is falling behind. Overall, leaders check the quality of teaching and learning well. Occasionally however, observations are not sharply enough focused on how and what pupils are learning, to ensure that all teaching is of the standard of the best. The school promotes equality of

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How effective are leadership and management?

opportunity well, tackling discrimination by removing barriers to learning, as seen in the effective use of teaching assistants and a range of trained professional partners to support different groups, so that all pupils of all abilities and backgrounds have the chance to succeed. Leaders and managers ensure that safeguarding procedures are robust and that pupils have a good understanding of how to keep themselves safe. Staff are well trained

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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

in child protection procedures. All adults are thoroughly checked and vetted before working in the school, and the child protection arrangements are frequently updated. Leaders and managers promote community cohesion well overall. Pupils from all backgrounds get on well with one another. The school ensures that pupils have a very good understanding of their local community and the rest of Britain, for example through joint school projects with schools in Durham and in the county of Dorset. Plans are in hand to develop pupils' understanding of other people's ways of life and systems of belief in a global context, but, as yet, these have not made sufficient impact on pupils' understanding of other cultures. There are good links with a range of educational, sporting, cultural and therapeutic organisations, and these enable pupils to benefit in their learning and in their physical and emotional well-being. Leaders and managers work in effective partnership with parents

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

and carers, keeping them well informed about their children's progress and communicating well through the school's informative website and through regular newsletters.

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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

Good home visits enable children entering the Nursery to settle quickly into school life, and the Nursery and Reception classes provide them with a safe and secure start to their education. The school builds and maintains good relationships with parents and carers. Adults promote children's welfare well. They provide firm but calm support and, as a result, the children, some of whom have complex needs, develop good social and emotional skills. They play together well, and are usually ready to share and take turns. The attractive play areas, both indoors and outdoors, provide them with many opportunities to learn about the world around them and to develop good literacy and

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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

numeracy skills. Music lessons provide children with a good level of challenge, and they retain their concentration and behave well in the cramped music classroom. There is generally a good balance between activities which children choose for themselves and those which adults suggest they should try. Occasionally, however, the adults make choices which the children could make for themselves, for example by restricting the range of materials for art projects. On the whole, however, the activities are challenging and stimulate the children to develop good speaking and listening skills. For example, the children enjoyed hunting for 'mini-beasts' in the school grounds, and were encouraged to describe the insects and write sentences about them. As a result, the children make good progress in the Nursery and Reception years from starting points which vary considerably but which are generally below those expected for their age. The Early Years Foundation

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

Stage is well led and managed. Leaders plan well to provide focused activities for children with a range of capabilities and to ensure that children are kept safe.

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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

A lower proportion of parents and carers than is usual returned questionnaires. Almost all those who returned questionnaires or who spoke to inspectors agreed that their children enjoy school, and that it keeps them safe and healthy. The findings of the inspection endorse parents' and carers' positive views. A few parents and carers did not agree that the school takes sufficient account of their suggestions and concerns. The findings of the inspection, however, are that the school engages well with parents and carers, and keeps them well informed about school life. One parent commented, 'We're kept informed of important issues and told about positive and negative behaviour.' Overall, the vast majority of parents and carers were happy with their children's experience at the school.

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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 Anne's Catholic Primary School to complete a questionnaire about their views of the school. In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school.

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Responses from parents and carers to Ofsted's questionnaire

The inspection team received 77 completed questionnaires by the end of the on-site inspection. In total, there are 405 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 57 74 18 23 0 0 1 1 The school keeps my child safe 52 68 24 31 1 1 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 57 74 19 25 1 1 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 47 61 29 38 1 1 0 0

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Total % Total % Total % Total %

The teaching is good at this school 48 62 28 36 1 1 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 45 58 30 39 2 3 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 49 64 27 35 1 1 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) 37 48 36 47 1 1 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 37 48 35 45 4 5 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 41 53 33 43 1 1 1 1

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 33 43 35 45 6 8 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 37 48 35 45 3 4 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 52 68 22 29 2 3 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 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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Inspection of St Anne's Catholic Primary School, London, SE11 5JA

Do you remember when four visitors came to your school recently to watch you learn and play? Thank you for making us so welcome, and telling us your views. You are fortunate to go to a good school. Here are some of the things we found out about your school.  The adults look after you extremely well, and you are happy at school. You show this through your excellent attendance record.  Your school keeps you safe. You are very clear about what you need to do to remain healthy. You behave well and pay close attention in lessons. You are polite and respectful to visitors. You enjoy taking on responsibilities at school, such as looking after the younger children.  Your teachers teach you well, and you leave school with results which are very much like those of pupils in the country as a whole. Those in charge make sure that you receive work which helps you make good progress.  We have asked the adults in charge to take even greater care when they visit your

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Inspection of St Anne's Catholic Primary School, London, SE11 5JA

classes to check that all of you are learning really well and joining in as much as possible.  We know how special and important your school is in your local community. Now we want the adults to tell you even more about how people live and worship in other countries. All the adults are working very hard to make your school better and better. You can play your part, too, by aiming to collect as many house points as you can for really good work. This will benefit both your house, and yourself. We wish you the very best for the future.

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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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