St Bernadette's Catholic Primary School

St Bernadette's Catholic Primary School Inspection report

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Unique Reference Number 124372 Local Authority Staffordshire Inspection number 359647 Inspection dates 18–19 May 2011 Reporting inspector Clive Lewis

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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 5–11 Gender of pupils Mixed Number of pupils on the school roll 67 Appropriate authority The governing body Chair Marese O'Dwyer Headteacher Michael Brown Date of previous school inspection 20 February 2008 School address Lindale Drive Wolverhampton WV5 8DZ Telephone number 01902 894787 Fax number 01902 324114 Email address office@stbernadettes.staffs.sch.uk

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Age group 5–11 Inspection dates 18–19 May 2011 Inspection number 359647 achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk .

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You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the documentation in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to 'Subscribe'. Royal Exchange Buildings St Ann's Square Manchester M2 7LA T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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Introduction

This inspection was carried out by two additional inspectors, who observed three teachers and six lessons and held meetings with groups of pupils, members of the governing body and staff. The inspectors observed the school's work, including a sample of pupils' books, teachers' planning documents, and tracking and assessment data. Questionnaires from 45 parents and carers, 34 pupils and eight staff were analysed. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.  To what degree do pupils make consistent progress across the school?  What are the quality and rigour of the school's tracking and assessment system?  What impact are subject leaders for English and mathematics having on teaching and learning?

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Information about the school

The school is much smaller than most primary schools, and although pupil numbers have risen from 39 five years ago to 67 currently, low numbers remain in the older year groups. The headteacher currently has a full-time teaching commitment and the school is in the process of recruiting an additional teacher. The proportion of pupils known to be eligible for free school meals is lower than average. There are no pupils who speak English as an additional language. The proportion of pupils with special educational needs and/or disabilities is above the national average, but very few have a statement of additional needs. The school has recently achieved a Healthy School award.

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

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

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Main findings

St. Bernadette's is a satisfactory and improving school. The effective leadership and teamwork of the headteacher and senior management team, coupled with a more stable staffing situation, have ensured that teaching and learning have improved and, as a result, lessons are now consistently satisfactory or better across the school. Clear priorities have been set for further improvement. Staff clearly want the best for each pupil and strive hard to achieve this goal through working closely with families and external agencies. Parents and carers are extremely supportive of the school. They particularly like the positive family atmosphere. One commented: 'The school is very inclusive and parents are welcomed into the school to join in with planned activities to see how children are responding,' and another wrote: 'My son always enjoys going to school and is making excellent progress. The school has a wonderful friendly family atmosphere.'

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Main findings

Pupils make satisfactory overall progress. Standards and progress in writing have risen well due to a range of initiatives, but standards in mathematics remain below those in reading and writing. There are clear indications that attainment and progress are beginning to improve rapidly. However, tracking data and lesson observations show that standards are higher for pupils in younger year groups and the improvements in provision have yet to work their way through to the end of Key Stage 2, where standards remain broadly average. The quality of teaching is satisfactory overall. Some good examples were observed across the school, but in a number of lessons the pace of learning was too slow and work was not sufficiently tailored to the needs of different ability groups within the class. Pupils' personal development is good. They have a good understanding of how to keep safe and of the need for healthy lifestyles. Parents and carers say their children really

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Main findings

enjoy coming to school and pupils agree enthusiastically. A strong moral code is implicit within the school's ethos and this is reflected in pupils' good behaviour. This in turn has a positive effect on the good progress pupils make in most lessons. In most instances, they work hard and conscientiously, both independently and cooperatively, without the need for constant adult intervention. The curriculum ensures that pupils benefit from a good variety of activities and experiences through visits, bi-annual residential stays and visitors to school, and its impact is beginning to be seen in pupils' increased enjoyment of lessons and resultant improved progress. Good care, guidance and support ensure that all pupils are able to learn and develop confidence, regardless of their individual circumstances. Secure systems are now used to assess and track pupils' progress in order to ensure that any pupil falling behind is identified quickly and support is provided. However, these new

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Main findings

systems, including termly pupil progress meetings, have only been introduced very recently and have not yet become fully effective. The school's links with the local community and organisations are strong, but it has yet to develop ties with groups further afield in this country or overseas. The school has a satisfactory understanding of how well

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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

it is doing and what needs to be done next, and has a satisfactory capacity to maintain and sustain improvement. Up to 40% of the schools whose overall effectiveness is judged satisfactory may receive a monitoring visit by an Ofsted inspector before their next section 5 inspection.

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What does the school need to do to improve further?

 Improve the quality of teaching so that it is good or better throughout the school, by ensuring that: lesson activities are carefully and consistently planned with sufficient challenge to motivate pupils and fully engage them in their learning a brisk pace is maintained throughout all parts of each lesson.  Improve pupils' attainment in mathematics by devising strategies to improve pupils' calculation and problem-solving skills.  Broaden the impact on community cohesion beyond the local community by formulating a plan to promote the national and global dimensions.

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Outcomes for individuals and groups of pupils 3

Attainment on entry to the school varies considerably from year to year, but overall it is broadly at the levels expected nationally. The very small numbers of pupils in some years, and the high proportion of pupils with special educational needs and/or disabilities in some year groups, make comparisons between key stages and year groups less meaningful than in larger schools. Children make satisfactory progress in the Reception class, and satisfactory progress overall as they move through Key Stages 1 and 2. The standards seen in Year 6 were broadly average. To some extent standards are limited by the very high levels of mobility - a high proportion of the current Year 6 have joined the school in the last two years - but pupils' numeracy books also indicate some inadequate teaching in the past. Pupils with special educational needs and/or disabilities make satisfactory progress because of the appropriate support provided by teachers, teaching assistants and

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Outcomes for individuals and groups of pupils 3

outside agencies. The school has welcomed a number of pupils who joined after experiencing difficulties in their previous schools and these pupils make good progress due to the effective support of skilled staff and the welcoming attitude of other pupils. Observations during lessons and around the school confirm that pupils' behaviour is good and a credit to the school, and reflects their good spiritual, moral, social and cultural development. Most pupils show considerable respect for the feelings and beliefs of others. The great majority have good attitudes to learning and develop considerate relationships with peers and adults. They understand the need for healthy lifestyles and for exercise. Pupils have a satisfactory range of opportunities to contribute to the school and local communities. The school has good systems to monitor and improve attendance. Levels have improved as a result, although the attendance of a small but persistent minority of

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Outcomes for individuals and groups of pupils 3

pupils continues to cause concern. By the time they leave the school, pupils' satisfactory academic skills, good behaviour and good social skills have prepared them satisfactorily for their future education and the world of work.

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

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

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

These are the grades for pupils' outcomes

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

Taking into account: Pupils' attainment¹

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

The quality of pupils' learning and their progress 3

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

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

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3

Taking into account: Pupils' attendance¹

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

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

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How effective is the provision?

There are some strong features in the teaching provided, and a number of good lessons were observed. Nonetheless, teaching is not consistently good enough to ensure the rapid progress pupils must make in order to raise attainment. Most teachers demonstrate good subject knowledge. They ensure classroom routines are made clear and regularly reinforced so that learning takes place in a well-structured environment in which all pupils can contribute to lessons. Learning intentions are made clear at the beginning of each lesson and, as a result, pupils know precisely what it is that they are expected to do. Teachers are developing a better understanding of the progress the pupils in their care are making due to a regular termly analysis of assessment and tracking data. In one good Year 2/3 literacy lesson, the teacher motivated and inspired the pupils very effectively, providing a very positive learning environment, with pupils of all abilities clearly enjoying

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How effective is the provision?

their work and keen to learn and make progress. However, in some lessons where teaching was satisfactory, the pace of learning was slower and too much time was given over to activities reviewing work that the majority of pupils already understood. Teachers' marking of pupils' work is up to date and encouraging but does not consistently point out what steps pupils should take to improve further. As a result of the strong focus on improving writing during the past year, pupils know their targets for writing, although they are less secure about their numeracy targets. A particular and developing strength of the curriculum is the move towards more cross-

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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

curricular themes, and pupils told inspectors that they really liked their new lessons, where they are able to consolidate their key skills in the context of imaginative topics. Pupils are provided with a good range of enrichment opportunities to develop new skills and interests. These include well-attended after-school clubs, with a range of sports activities across the year. The school's good arrangements for the care of all pupils, including those with special educational needs and/or disabilities, contribute to their good development and well-being and support their learning very well. When needed, a wide range of specialists and support agencies is called upon to support those pupils whose circumstances make them potentially vulnerable.

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

These are the grades for the quality of provision

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The quality of teaching 3

Taking into account: The use of assessment to support learning

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How effective are leadership and management?

The school has dealt effectively with the issues raised at the last inspection. The headteacher, with the support of the senior management team and the governing body, has dealt appropriately with the turbulence in staffing and the rapidly increasing school roll and has begun to tackle areas requiring further improvement with greater rigour. The school's assessment and tracking system has been significantly strengthened. As a result, teachers have a better understanding of exactly what each pupil in their class is currently achieving and, through regular progress meetings during the year with the headteacher, where pupils need to be by the end of the year. Strategies for improving attendance have been strengthened and are beginning to show some signs of success. The governing body fulfils its statutory duties, is supportive and is beginning to challenge the school to do well. The school has a very positive relationship with parents and carers, and its strong links

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How effective are leadership and management?

with a wide range of external providers contribute well to pupils' learning and progress. The school is very inclusive and promotes equal opportunity in all its work. It adopts recommended good practice for safeguarding pupils across all areas of its work and quality assurance and risk assessment systems take full account of the views of pupils and their parents and carers. The school identifies dangers, fosters a realistic understanding of risk and helps pupils to keep themselves safe. The school makes a satisfactory contribution to community cohesion. Although it has good links with the local community and links with a Catholic school in India, the school realises that pupils' understanding of the wider national and global dimensions are not yet sufficiently well developed.

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

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

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

These are the grades for leadership and management

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3

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

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Early Years Foundation Stage

Provision for the youngest children is satisfactory. Children clearly enjoy school, have settled into the routines well and play happily together and independently. They undertake a variety of whole-class and group activities and, in most cases, cooperate well when working with others. They delight in learning and seeing new things. Pastoral care and welfare arrangements are effective. Consequently, children are safe, well cared for and aware of how to be healthy. Children with special educational needs and/or disabilities are suitably supported and are integrated well into all activities. The Early Years Foundation Stage classroom has a secure outdoor area, which is directly accessible from the classroom, although it is not always used to its best advantage in terms of providing regular opportunities for children to select activities freely for themselves, both indoors and outdoors. This restricts the development of their independent learning skills. Adults

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Early Years Foundation Stage

have a sound knowledge of the learning and development and welfare requirements and guidance for the Early Years Foundation Stage. They manage children and their behaviour appropriately. The adoption of a new system of assessment and tracking of individual children gives practitioners a clearer and more accurate view of both the attainment on entry and the progress of the children, which is satisfactory across the areas of learning.

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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 3

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

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Overall effectiveness of the Early Years Foundation Stage 3

The quality of provision in the Early Years Foundation Stage 3

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Overall effectiveness of the Early Years Foundation Stage 3

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

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Views of parents and carers

Around 67% of parents and carers returned the inspection questionnaire. The overwhelming majority of those who responded expressed totally positive views and declared themselves very happy with the school. One did not agree that the school helped his/her child be healthy, but did not explain why. Every other parent or carer who responded agreed or strongly agreed with all of the other statements. This is an extremely positive response which confirms the school's excellent relationships with parents and carers.

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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 Bernadette'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. The inspection team received 45 completed questionnaires by the end of the on-site inspection. In total, there are 67 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 33 73 12 27 0 0 0 0 The school keeps my child safe 32 71 13 29 0 0 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 27 60 18 40 0 0 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 24 53 21 47 0 0 0 0

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Total % Total % Total % Total %

The teaching is good at this school 24 53 21 47 0 0 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 29 64 16 36 0 0 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 22 49 22 49 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) 25 56 19 42 0 0 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 23 51 22 49 0 0 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 21 47 24 53 0 0 0 0

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 24 53 21 47 0 0 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 30 67 15 33 0 0 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 31 69 14 31 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 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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8DZ

Thank you for welcoming the inspectors to your school and for talking to us about what you do there. St Bernadette's is a satisfactory school. Those who lead your school do so satisfactorily and provide you with good care and guidance. It was good to see that you clearly enjoy school and that you know how important it is to eat healthily and take regular exercise. It is to your credit that most of you behave well and get on well with each other and with all the staff. However, although your standards in reading and writing are clearly improving, I have asked the school to further raise standards by:  improving teaching so that all your lessons are as exciting and interesting as they can be, in order that you all make good progress in every lesson  finding ways to help you improve your calculation and problem-solving strategies so that your work in mathematics improves  making plans to develop links with schools and other organisations in the United

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8DZ

Kingdom and overseas so that you can gain a better understanding of the way communities live in other parts of the world. You can do your bit to help by continuing to attend the school regularly and working hard to learn your mathematical tables. Once again thank you for being so welcoming during our visit.

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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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