St Cuthbert's RC Primary SchoolOfsted inspection, 9 Sept 2011

St Cuthbert's RC Primary School Inspection report

p.1

Age group 3–11 Inspection date(s) 08–09 September 2011 Inspection number 378336 Unique Reference Number 111692 Local authority Hartlepool Inspection number 378336 Inspection dates 8–9 September 2011 Reporting inspector Gordon Potter

p.1

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

p.1

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 246 Appropriate authority The governing body Chair Vincent Magee Headteacher Mary Frain Date of previous school inspection 20 May 2009 School address Stratford Road Hartlepool TS25 5AJ Telephone number 01429 275040 Fax number 01429 275450 Email address admin.stcuthberts@school.hartlepool.gov.uk 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 rates council children's services, and inspects services for looked after

p.1

children, safeguarding and child protection.

p.2

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.

p.2

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

p.2

You may copy all or parts of this document for non-commercial purposes, as long as you give details of the source and date of publication and do not alter the information in any way.

p.2

To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to 'Subscribe'.

p.2

T: 0300 123 4234 Textphone: 0161 618 8524 enquiries@ofsted.gov.uk www.ofsted.gov.uk

p.2

Introduction

This inspection was carried out by three additional inspectors. The inspectors observed 12 lessons taught by 10 teachers, conducted visits to lessons with the headteacher and held meetings with representatives of the governing body, representatives from the local authority, staff, parents and carers, and groups of pupils. They observed the school’s work, and looked at a range of school policies and documentation relating to safeguarding and strategic planning, examples of pupils’ work, assessment data and monitoring records. They also scrutinised the 77 questionnaires returned by parents and carers as well as 87 questionnaires from pupils and 30 returned by staff.

p.3

Introduction

The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.

p.3

Introduction

■ Whether a stimulating curriculum and good teaching across the school enables all groups of pupils to make good progress. ■ Whether assessment information about pupils’ skills and abilities is well-used to measure pupils’ progress over time and to plan work that offers appropriate pace and challenge for all groups of pupils. ■ Whether strategies introduced by the senior leaders are successfully raising attendance.

p.3

Information about the school

This is an average-sized primary school. Most pupils are from White British backgrounds, although the school caters for increasing proportions of pupils from minority ethnic backgrounds and those who speak English as an additional language. The proportion of pupils known to be eligible for free school meals is average. The proportion of pupils with special educational needs and/or disabilities is average. The school has achieved Healthy School status.

p.3

Information about the school

The school provides out-of-school care in the form of a breakfast and an after-school club.

p.3

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

p.4

Main findings

This is a good school. All staff provide exceptional care and support which ensure that pupils are happy, feel extremely safe and show a good awareness of how to stay fit and healthy. Pupils make an outstanding contribution to the school through the elected school council and they say that ‘playground friends’ help them play together and behave well. They show outstanding spiritual, moral, social and cultural development and have an exceptional sense of right and wrong and how to help others. The school has excellent arrangements to engage with parents and carers, and, accordingly, parents and carers are exceptionally supportive of the school.

p.4

Main findings

Pupils have a clear understanding of different faiths and cultures because the school celebrates the growing ethnic diversity of its pupils alongside its local heritage and Catholic ethos. As a result, pupils who speak English as an additional language settle quickly into the school and make outstanding progress because of highly effective teaching and sensitive care. Well-judged initiatives ensure that overall good teaching engages all pupils and helps them to make good progress. The curriculum provides a range of memorable experiences and has a strong emphasis on developing pupils’ basic skills in English and mathematics. However, in some lessons, there are too few opportunities for pupils to work together, solve problems and apply their skills in open-ended and investigative activities. In these lessons teachers offer too much help, the pace of learning drops and progress slows. Teachers constantly check

p.4

Main findings

pupils’ understanding and help pupils recognise how well they are doing. Effective use of targets and marking accurately tell pupils how well they have done and how to improve. Robust tracking gathers accurate information about pupils’ abilities. However, such information is not always used to measure accurately the progress that pupils are making from their starting points or to ensure that work in lessons constantly matches the needs of all pupils.

p.4

Main findings

The school has striven to improve attendance. Despite its wide range of well-judged strategies, which have significantly reduced rates of persistent absence, attendance remains average because a few families do not see the benefits of ensuring their children attend regularly and too many families take holidays during term time. Good partnerships with outside agencies encourage creative and teamwork skills and there are highly effective links to support pupils with a range of complex needs. The school's accurate self-evaluation and its success in improving provision in the Early Years Foundation Stage, where children make a flying start, demonstrate its good capacity to improve. It provides good value for money.

p.4

What does the school need to do to improve further?

■ By the summer of 2012, further increase the rates at which pupils make progress and raise pupils’ attainment to higher levels, by:  ensuring that all lessons have a brisk pace and offer sufficient opportunities for pupils to work together, solve problems and apply their skills in open-ended investigative activities  ensuring that data are well used so that teachers have accurate information about how well pupils are progressing and use that knowledge to plan work that is well matched to the needs of individual pupils.

p.5

What does the school need to do to improve further?

■ Improve attendance by working closely with families to help them ensure their children come to school regularly. 

p.5

Outcomes for individuals and groups of pupils 2

The extent to which pupils achieve and enjoy their work is good. Pupils are courteous, have good attitudes, form positive relationships and show great keenness to do well in their work. In lessons, they especially enjoy challenging and lively activities, such as problem-solving activities in mathematics or being involved in role- play activities to learn about life in a town in Roman Britain.

p.5

Outcomes for individuals and groups of pupils 2

The level of skills and abilities with which pupils enter school are typically below those expected for their age. Pupils make good progress to reach levels of attainment which are broadly average at the end of Year 6. Well-targeted initiatives have led to increased progress in mathematics and English. Pupils with special educational needs and/or disabilities are exceptionally well cared for and supported in their learning and they make good progress because their work offers appropriate challenge and interest.

p.5

Outcomes for individuals and groups of pupils 2

Pupils care for one another very well, have great respect for each other and for the adults in the school, and say they feel exceptionally safe. They are confident that they know exactly what to do in the event of a concern. Pupils are well aware of the importance of a healthy diet and of taking plenty of exercise. This is reflected in their enthusiastic involvement in physical education and the high take-up of healthy school meals.

p.5

Outcomes for individuals and groups of pupils 2

Pupils make an exceptionally positive contribution to the school community through the elected school council which meets regularly and listens to pupils’ concerns and ideas. They willingly take on roles, such as running the tuck shop and as playground friends, helping everyone to eat healthily, behave well and feel extremely safe. They support a range of charities and participate in competitions with other local schools and in activities with the local church and in the local allotments. Average attendance rates, strong understanding of the issues related to the world of work and confident use of skills in information and communication technology (ICT), mean that pupils are well equipped for their future economic well-being. These are the grades for pupils' outcomes

p.5

2

Pupils' attainment 1 3 The quality of pupils' learning and their progress 2 The quality of learning for pupils with special educational needs and/or disabilities and their progress

p.6

How effective is the provision?

Teachers make learning fun, make it clear to pupils what they will learn and how they will know if they have succeeded. They employ interactive whiteboard technology well to engage pupils, and plan effective opportunities for pupils to learn through practical activities, including experiments, games and using role play. Teachers use questions well to ascertain what pupils already know and check that they have made progress. There are very strong relationships and teachers and teaching assistants interact extremely well with pupils to support them in their learning. Occasionally, the pace of learning drops because introductory activities go on too long, teachers offer too much information and pupils are prevented from getting on with tasks or exploring together.

p.6

How effective is the provision?

The curriculum contributes to pupils’ good progress by offering a range of stimulating activities which are increasingly helping them to see the links between subjects and to develop and apply important skills. For example, work on the Ancient Greeks successfully develops imagination, creativity and research skills. There are good procedures to promote reading and there are many opportunities for pupils to write in subjects across the curriculum. Well-planned enrichment activities, including visits to Dukeshouse Wood residential centre, visits from religious groups and opportunities to work with sculptors, help to develop pupils’ skills in sport and art and their understanding of environmental issues and other faiths and cultures. There are many popular extra-curricular clubs which promote learning and enjoyment in sporting, arts and environmental activities, including steel band and gardening. The breakfast

p.6

How effective is the provision?

and after-school clubs effectively promote pupils’ well-being and learning.

p.6

How effective is the provision?

The effective work of all staff and the parent support adviser ensures that pupils’ individual needs are recognised and strategies are put in place to help those pupils who have a range of complex social, emotional and behavioural needs, and their families. Pupils are cared for exceptionally well, their varied learning needs are met and they develop self-esteem, respect and a sense of responsibility. The school has

p.6

How effective is the provision?

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4 is low worked closely with parents and carers and significantly reduced the number of pupils who are persistently absent. Well-established and highly effective practices involve parents and carers when their children enter school, move from class to class and transfer to secondary school.

p.6

How effective is the provision?

These are the grades for the quality of provision

p.7

2

The use of assessment to support learning 2

p.7

How effective are leadership and management?

The highly experienced and influential headteacher has rigorously and skilfully pursued and implemented strategies that have brought about an improvement in school effectiveness. Very ably supported by the deputy headteacher, she has established effective systems for assessing pupils’ attainment and monitoring the effectiveness of teaching. While these initiatives have helped to improve teaching, the Early Years Foundation Stage and the curriculum, assessment procedures are not as yet refined enough to accurately measure pupils’ progress. The headteacher’s view of shared and collaborative leadership ensures that all staff have clearly-defined roles and responsibilities and are enthusiastic about their contribution to the development of key areas of the curriculum. They welcome these opportunities to contribute to decision making and the very detailed school improvement plan, and to advance their own professional development. The governing body skilfully offers

p.7

How effective are leadership and management?

strong support and challenge to the school and monitors its work closely.

p.7

How effective are leadership and management?

The school's arrangements for safeguarding pupils are good, as all aspects meet government requirements and are rigorously monitored and reviewed to ensure pupils’ safety. The success of these arrangements is reflected in how exceptionally safe pupils feel and in their keen awareness of potential risks to their well-being. The school has effective links with outside agencies to support the pupils’ wide-ranging needs and to develop learning opportunities. The school has introduced a range of extremely effective initiatives to involve parents and carers in their children’s learning, including supporting learning at home and regular information about their children’s progress.

p.7

How effective are leadership and management?

There is a clear commitment to promoting equal opportunities and to ensuring that discrimination against any group is avoided at all times. The school is proud of its inclusive nature and makes a good contribution to community cohesion. The sense of community in the school is extremely strong and there are excellent links with the local community. Pupils have a developing understanding of the United Kingdom as a diverse, multicultural society and of life in other countries.

p.7

How effective are leadership and management?

These are the grades for the leadership and management

p.7

2

The leadership and management of teaching and learning 2

p.7

Early Years Foundation Stage

Effective interventions, by all adults, are skilfully directed to develop skills in counting, speaking and listening and linking sounds and letters, and help children to make good progress from their starting points. Children thrive on creative activities, such as craft, painting, writing and imaginative play and develop as confident and caring individuals. They particularly enjoy construction, singing, discovering about people who help us and learning nursery rhymes. There is a clear commitment to outdoor learning and children enjoy climbing and exploring together. However, difficult access to the outside area limits opportunities for children in the Reception classes to have free interchange between indoor and outdoor learning.

p.8

Early Years Foundation Stage

Children develop independence and a good understanding of how to stay healthy, through accessing healthy snacks and drinks. Staff ensure that requirements regarding children’s safety are rigorously met. They encourage children to share, to take turns and to behave well. The Early Years Foundation Stage leader has a very clear understanding of how children learn and stimulates their enthusiasm. She is well supported by the Nursery class teachers so that work is well planned and based on observations of children’s learning. Occasionally, it is not clear how activities are specifically linked to learning goals. Extremely positive partnerships with parents and carers enable children to settle quickly into the Early Years Foundation Stage classes and excellent arrangements exist for transition into Year 1. The learning records, in particular, help parents and carers to understand how well their children are

p.8

Early Years Foundation Stage

These are the grades for the Early Years Foundation Stage

p.8

2

Outcomes for children in the Early Years Foundation Stage 2 The quality of provision in the Early Years Foundation Stage 2 The effectiveness of leadership and management in the Early Years Foundation Stage

p.8

Views of parents and carers

Approximately one-third of parents and carers responded to the questionnaire. The respondents strongly support the school and its leaders and how they meet their child’s needs, ensuring their child enjoys school, is healthy and safe. The inspection findings reflect these very positive views.

p.8

questionnaire

Ofsted invited all the registered parents and carers of pupils registered at St Cuthbert's RC 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 77 completed questionnaires by the end of the on-site inspection. In total, there are 246 pupils registered at the school.

p.9

Total % Total % Total % Total %

My child enjoys school 35 45 42 55 0 0 0 0 The school keeps my child safe 46 60 31 40 0 0 0 0 The school informs me about my child's progress 38 49 37 48 1 1 0 0 My child is making enough progress at this school 38 49 39 51 0 0 0 0 The teaching is good at this school 42 55 35 45 0 0 0 0 The school helps me to support my child's learning 41 53 35 45 0 0 1 1 The school helps my child to have a healthy lifestyle 35 45 41 53 0 0 1 1 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) 36 47 38 49 0 0 0 0

p.9

Total % Total % Total % Total %

The school meets my child's particular needs 37 48 39 51 0 0 0 0 The school deals effectively with unacceptable behaviour 33 43 38 49 2 3 1 1

p.9

Total % Total % Total % Total %

The school takes account of my suggestions and concerns 36 47 35 45 1 1 0 0

p.9

Total % Total % Total % Total %

The school is led and managed effectively 40 52 35 45 0 0 0 0 Overall, I am happy with my child's experience at this school 44 57 32 42 0 0 0 0

p.9

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%.

p.9

Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils’ needs. Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well. Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils. 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.

p.10

Outstanding Good Satisfactory Inadequate

Nursery schools 43 47 10 0 Primary schools 6 46 42 6 Secondary schools 14 36 41 9 Sixth forms 15 42 41 3 Special schools 30 48 19 3 Pupil referral units 14 50 31 5 All schools 10 44 39 6

p.10

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.

p.10

Outstanding Good Satisfactory Inadequate

The data in the table above is for the period 1 September 2010 to 08 April 2011 and is consistent with the latest published official statistics about maintained school inspection outcomes (see www.ofsted.gov.uk ).

p.10

Outstanding Good Satisfactory Inadequate

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.

p.10

Outstanding Good Satisfactory Inadequate

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.

p.10

Common terminology used by inspectors

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

p.11

Common terminology used by inspectors

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

p.11

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.

p.11

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.

p.11

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.

p.11

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.

p.11

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.

p.11

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.

p.11

Inspection of St Cuthbert's RC Primary School, Hartlepool, TS25 5AJ

On behalf of the inspection team, thank you for making us so welcome when we inspected your school.

p.12

Inspection of St Cuthbert's RC Primary School, Hartlepool, TS25 5AJ

You go to a good school and your teachers know how to make it even better. The team was impressed by the work of the school council and your excellent artwork. Your behaviour, politeness and the great care and respect you have for one another are admirable. Your teachers take exceptional care of you and try hard to make your lessons fun and help you to work hard. You told us that you look forward to coming to school because you like your teachers and appreciate the activities the school provides for you, such as visits and clubs. Your parents and carers like the school very much. Your teachers have agreed with me that they should do the following things to help your school to improve even more:

p.12

Inspection of St Cuthbert's RC Primary School, Hartlepool, TS25 5AJ

■ help you reach higher standards at the end of Year 6, by providing more opportunities for you to investigate together, solve problems and apply your skills in exciting activities ■ make sure that all the information that teachers have about how well you are doing is used to plan work that is at the right level of challenge for all of you ■ work with your parents and carers to make sure that more of you attend school more regularly.

p.12

Inspection of St Cuthbert's RC Primary School, Hartlepool, TS25 5AJ

You can help by continuing to do your best and attending regularly. We wish you every success in the future.

p.12

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 .

p.13