St Anne's and St Joseph's Roman Catholic Primary School

St Anne's and St Joseph's Roman Catholic Primary School, Accrington Inspection report

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Age group 4–11 Inspection date(s) 17–18 October 2011 Inspection number 379863 Unique Reference Number 119656 Local authority Lancashire Inspection number 379863 Inspection dates 17–18 October 2011 Reporting inspector Christine Millett

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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 4–11 Gender of pupils Mixed Number of pupils on the school roll 312 Appropriate authority The governing body Chair Bernard Holden Headteacher Felicity Watson Date of previous school inspection 19 May 2009 School address Sandy Lane Accrington BB5 2AN Telephone number 01254 233019 Fax number 01254 301688 Email address head@sasj.lancs.sch.uk Inspection report: St Anne's and St Joseph's Roman Catholic Primary School, Accrington, 17–18 October 2011 2 of 13

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T: 0300 123 4234 Textphone: 0161 618 8524 enquiries@ofsted.gov.uk www.ofsted.gov.uk Inspection report: St Anne's and St Joseph's Roman Catholic Primary School, Accrington, 17–18 October 2011 3 of 13

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Introduction

This inspection was carried out by three additional inspectors. The inspectors observed teaching and learning in 19 lessons or parts of lessons given by 11 members of staff, held meetings with groups of pupils, a representative of the governing body and staff. They observed the school's work and looked at pupils’ books, school policies and plans, data tracking pupils’ progress, records on safeguarding, health and safety and attendance. Inspectors considered the 84 questionnaires completed by parents and carers as well as those from pupils and staff.

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Introduction

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

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Introduction

 Whether teacher assessments are accurate.  Whether pupils’ attendance has improved since the previous inspection.  The levels of progress being made by pupils in Key Stage 2.

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Information about the school

St Anne’s and St Joseph’s is larger than the average-sized primary school. The proportion of pupils known to be eligible for free school meals is below the national average. Most are of White British heritage. A very small minority are from other ethnic groups. The number of pupils who speak English as an additional language is well below average. The proportion of pupils with special educational needs and/or disabilities is also below the national average. The school has achieved a number of awards including Healthy School status, Activemark (gold), Eco-school Award and the Race Equality Mark. There have been a number of changes to staff since the previous inspection, including a new headteacher.

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Information about the school

A private provider operates a daily breakfast club and after-school club for pupils on the school site. This did not form part of the inspection. Inspection report: St Anne's and St Joseph's Roman Catholic Primary School, Accrington, 17–18 October 2011 4 of 13

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Information about the school

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 Anne’s and St Joseph’s is a good school. This happy, harmonious school has many strengths some of which are outstanding. All parents and carers who responded to the questionnaire were unanimous in the view that their children enjoy coming to school. Pupils’ spiritual, moral, social and cultural development is outstanding as is the school’s promotion of community cohesion. Pupils’ experiences of different cultures and beliefs are well developed through the curriculum, charity work and links with Kenya.

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Main findings

The school cares well for all its pupils. Many comments from parents and carers referred to a ‘caring and approachable staff’. Good safeguarding arrangements are in place and pupils have confidence in adults to help them overcome any problems they may have. Strong relationships exist with parents and carers. Pupils participate to a high level in the life of the school and the local community. Pupils’ attendance has improved since the previous inspection as a result of interventions by the school.

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Main findings

A wide range of partnerships contributes well to pupils’ well-being and achievement. Children start school with skills and knowledge that are below national expectations and make good progress during their time in school. Attainment at the end of Year 6 is broadly average. Attainment in English is currently better than that in mathematics. The number of more-able pupils reaching the higher Level 5 in mathematics is lower than is usually expected. Pupils with special educational needs and/or disabilities are well supported and make the same levels of progress as their peers.

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Main findings

Teaching is good. Lessons are well planned though at times, especially in mathematics, the pace of learning is slowed down by overly long introductions to lessons. Teachers sometimes talk for too long which reduces the amount of time spent on the main part of the lesson when pupils could be working independently. Marking is informative and of a consistently good standard, particularly in English. This is impacting positively upon pupils’ learning. Regular assessment takes place. However, the moderation of assessment is not sufficiently rigorous and has led to some uncertainty as to the accuracy of overall assessments. Not all staff are involved in the analysis of data to identify those who may not be making enough progress and ensure work matches the needs of all pupils. Inspection report: St Anne's and St Joseph's Roman Catholic Primary School, Accrington, 17–18 October 2011 5 of 13

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Main findings

The headteacher is supported effectively by senior leaders and staff. The governing body is equally committed and oversees safeguarding procedures well. All share a clear vision for future improvement, recognising what the school does well. Good use is made of accurate self-evaluation to highlight areas for improvement confirming the school’s good capacity to sustain improvement.

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What does the school need to do to improve further?

 Raise attainment, particularly in mathematics, by: - reducing the amount of time teachers spend talking in the introductions to lessons to provide more time spent on pupils’ independent learning - ensuring there is a sharper match of work to the differing abilities of all pupils, particularly the more able.

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What does the school need to do to improve further?

 Develop teachers’ skills in the analysis and tracking of data by: - involving all staff in the rigorous moderation of assessment to ensure accuracy.

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Outcomes for individuals and groups of pupils 2

Pupils are attentive and participate well. The overwhelming majority of pupils say they enjoy their learning. A high level of engagement was seen in an outstanding mathematics lesson where the teacher introduced new work on measurement by means of extremely well-thought-out practical tasks relating to real-life situations. Pace was brisk, misconceptions addressed, questions challenged and learning was secure.

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Outcomes for individuals and groups of pupils 2

Pupils’ progress is good. This is supported by the school’s tracking system as well as evidence in work in pupils’ books. Pupils with special educational needs and/or disabilities also make good progress towards their targets because the support they receive is well focused on their specific needs. This is not always the case for the more-able pupils in mathematics.

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Outcomes for individuals and groups of pupils 2

Discussions with pupils showed that they have a good understanding about how to keep fit and healthy. They appreciate the number of opportunities they have to participate in a range of activities with other schools. Pupils say they feel well looked after at school and they have a good understanding of how to keep themselves and each other safe. Pupils respond well to the wide range of responsibilities they are given and make positive contributions to the school community through the school council or as ‘Guardian Angels’, for example. Pupils’ grasp of basic skills and their developing personal qualities equip them satisfactorily for the next stage of their education. Excellent spiritual, moral, social and cultural development is evident in pupils’ reflective attitudes, willingness to take part in local, national and global charity work and very good understanding of the faiths and beliefs of others. The heritage of

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Outcomes for individuals and groups of pupils 2

members of the school community is celebrated. Inspection report: St Anne's and St Joseph's Roman Catholic Primary School, Accrington, 17–18 October 2011 6 of 13

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Outcomes for individuals and groups of pupils 2

These are the grades for pupils' outcomes Pupils' achievement and the extent to which they enjoy their learning Taking into account: 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 The extent to which pupils feel safe 2 Pupils' behaviour 2 The extent to which pupils adopt healthy lifestyles 2 The extent to which pupils contribute to the school and wider community 2 The extent to which pupils develop workplace and other skills that will contribute to their future economic well-being Taking into account: Pupils' attendance 1 2 The extent of pupils' spiritual, moral, social and cultural development 1

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How effective is the provision?

The majority of lessons seen were good with examples of outstanding practice. Staff are working to ensure there is consistency across the school. Teachers engage pupils’ interest in learning through the use of interactive whiteboards and other visual aids. Behaviour in lessons is good. Adult support is generally well focused and contributes well to the quality of learning. Assessment procedures are in place, although rigorous moderation of assessments to ensure their accuracy is not yet fully embedded. Pupils’ work is marked regularly and, in the main, assessment information informs future planning. Pupils take a pride in their work which is neatly and carefully presented.

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How effective is the provision?

The school provides a good, well-organised curriculum which provides all pupils with a rich and broad range of experiences. These contribute a great deal to their all- round personal development. Pupils enjoy the thematic approach to their learning and its relevance to their everyday lives. Pupils speak with great enthusiasm of the range of extra-curricular activities available to them. Subject leaders ensure appropriate emphasis is placed on promoting basic skills. While interactive whiteboards are used effectively in lessons, other forms of information and communication technology are not used as extensively. Music is a strength of the school with the exceptionally talented choir performing locally and throughout the North West.

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How effective is the provision?

The quality of care, guidance and support is good. Pupils are confident that adults in school care about them. Great care is taken to ensure pupils are kept safe and know how to stay safe. The individual needs of pupils with special educational needs and/or disabilities are well met through close liaison between parents and carers, teachers, support staff and outside agencies.

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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 Inspection report: St Anne's and St Joseph's Roman Catholic Primary School, Accrington, 17–18 October 2011 7 of 13

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How effective is the provision?

These are the grades for the quality of provision The quality of teaching Taking into account: The use of assessment to support learning 3 The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships The effectiveness of care, guidance and support 2

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How effective are leadership and management?

The effectiveness of leaders and managers in embedding ambition and driving improvement is good. Under clear direction from the headteacher and senior leaders there is a strong sense of adults working together for the benefit of the pupils. This is an inclusive school where all pupils are valued and equality of opportunity is promoted well. The collection of data is in place but, as yet, its use is not fully exploited, especially in mathematics. Nevertheless, data indicate no overall unevenness in the progress of different groups and all achieve well. Accurate self- evaluation means there is a clear understanding of specific areas for development. The effective governing body is knowledgeable, highly supportive, offers a range of skills and is committed to bringing about improvement. Safeguarding procedures are good and systems for assessing risks are well developed. Child protection procedures are firmly in place and regularly reviewed.

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How effective are leadership and management?

The school has good relationships with parents and carers and works hard to involve them in school life. Positive links exist with the local community through the church and local school partnerships. These links also contribute a great deal to the promotion of extremely well-planned community cohesion. The school has developed interdenominational ventures with other schools and is involved with many organisations both locally and further afield such as the Kenya Project. Specific themed days, visits and visitors raise awareness of other faiths and cultures.

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How effective are leadership and management?

These are the grades for the leadership and management The effectiveness of leadership and management in embedding ambition and driving improvement Taking into account: The leadership and management of teaching and learning 2 The effectiveness of the governing body in challenging and supporting the school so that weaknesses are tackled decisively and statutory responsibilities met The effectiveness of the school's engagement with parents and carers 2 The effectiveness of partnerships in promoting learning and well-being 2 The effectiveness with which the school promotes equality of opportunity and tackles discrimination The effectiveness of safeguarding procedures 2 The effectiveness with which the school promotes community cohesion 1 The effectiveness with which the school deploys resources to achieve value for money Inspection report: St Anne's and St Joseph's Roman Catholic Primary School, Accrington, 17–18 October

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Early Years Foundation Stage

Children get off to a good start in the Reception class due to thorough induction arrangements and highly effective relationships between parents and carers and staff. Children respond well to high expectations of behaviour and respect for others. They play well together and are willing to share. They develop a good understanding of healthy lifestyles as they enjoy their snacks and benefit from fresh air and exercise in the secure outdoor area. Personal hygiene is promoted well.

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Early Years Foundation Stage

Teaching is good and children make good progress. All staff play their part in planning a range of interesting and purposeful activities, indoors and outdoors. High levels of collaboration were seen as children played together in the dressing up corner. Procedures for assessing children’s learning are good and they are used well to plan work to suit the needs of individuals. Assessments are accurate and records of achievement are well documented. Children thoroughly enjoy their time at school.

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Early Years Foundation Stage

Leadership and management are good. There is a strong focus on continuous improvement. As intake numbers can vary, it is sometimes necessary for some Year 1 to work alongside the Reception class. However, the knowledgeable Early Years Foundation Stage leaders ensure all children receive appropriate provision through good organisation and ongoing self-evaluation. The safeguarding of children is robust and incorporates risk assessments. The Early Years Foundation Stage is fully incorporated into the life of the school.

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Early Years Foundation Stage

These are the grades for the Early Years Foundation Stage Overall effectiveness of the Early Years Foundation stage Taking into account: 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

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Views of parents and carers

Approximately one quarter of parents and carers responded to the questionnaire. A number felt unable to comment upon some aspects as their child had only been in school for a short time. However, of those who did reply, the response was very positive. All agreed that their child enjoyed school. The overwhelming majority agreed that they were happy with their child’s experience at school and that their child was kept safe. Most thought that teaching was good, their child made enough progress and were helped to have a healthy lifestyle. A similar proportion believed the school to be well led and managed. A very large majority were in agreement with all other areas. A few parents and carers raised individual concerns and these were followed up by the inspectors without breaching confidentiality. It was found that the school has effective procedures in place in relation to the issues raised or, as in the

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Views of parents and carers

case of parking, they were beyond the school’s control. Inspection report: St Anne's and St Joseph's Roman Catholic Primary School, Accrington, 17–18 October 2011 9 of 13

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questionnaire

Ofsted invited all the registered parents and carers of pupils registered at St Anne's and St Joseph's Roman Catholic Primary School, Accrington 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 84 completed questionnaires by the end of the on-site inspection. In total, there are 311 pupils registered at the school.

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questionnaire

Statements Strongly agree Agree Disagree Strongly disagree Total % Total % Total % Total % My child enjoys school 63 75 21 25 0 0 0 0 The school keeps my child safe 71 85 11 13 0 0 0 0 The school informs me about my child's progress 56 67 25 30 3 4 0 0 My child is making enough progress at this school 56 67 26 31 2 2 0 0 The teaching is good at this school 65 77 17 20 1 1 0 0 The school helps me to support my child's learning 54 64 26 31 3 4 1 1 The school helps my child to have a healthy lifestyle 59 70 23 27 2 2 0 0 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) 55 65 24 29 0 0 0 0

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questionnaire

The school meets my child's particular needs 55 65 26 31 1 1 0 0 The school deals effectively with unacceptable behaviour 53 63 26 31 0 0 0 0

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questionnaire

The school takes account of my suggestions and concerns 53 63 24 29 1 1 0 0

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questionnaire

The school is led and managed effectively 57 68 26 31 0 0 0 0 Overall, I am happy with my child's experience at this school 69 82 14 17 1 1 0 0

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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%. Inspection report: St Anne's and St Joseph's Roman Catholic Primary School, Accrington, 17–18 October 2011 10 of 13

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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. 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.

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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

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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.

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Outstanding Good Satisfactory Inadequate

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

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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.

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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. Inspection report: St Anne's and St Joseph's Roman Catholic Primary School, Accrington, 17–18 October 2011 11 of 13

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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. Inspection report: St Anne's and St Joseph's Roman Catholic Primary School, Accrington, 17–18 October 2011 12 of 13

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Accrington, Accrington, BB5 2AN

Thank you for all your help when we inspected your school. You were very polite and helped us to understand how you feel about your school. You told us that you go to a good school and we agree. We also found that:  you get off to a good start in the Reception class and make good progress during your time in the school  you are working hard and attainment at the end of Year 6 is average  you enjoy coming to school, are keen to learn and attendance is above average. Well done  you behave well both in the classroom and in the playground  adults look after you well and make sure you are safe  teaching is good and teachers try to make lessons interesting  you show a good understanding of healthy lifestyles and how to stay safe  you take your responsibilities seriously and contribute well to the life of the school and the local community  your school is helping you prepare for the next stages in your education.

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Accrington, Accrington, BB5 2AN

We think that with your help your school can improve even more and we have asked your headteacher and your teachers to do the following things:

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Accrington, Accrington, BB5 2AN

 ensure teachers talk rather less at the start of lessons to give you more time to work independently  make sure the work you are set is just at the right level for each of you, especially those of you who find learning easier  track your progress carefully to make sure assessments are accurate.

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Accrington, Accrington, BB5 2AN

We believe that this will help you all to make more progress and we are sure you will all work hard to make this happen. Best wishes for the future.

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Accrington, Accrington, BB5 2AN

Christine Millett Lead inspector Inspection report: St Anne's and St Joseph's Roman Catholic Primary School, Accrington, 17–18 October 2011 13 of 13

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Accrington, Accrington, BB5 2AN

procedures set 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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