St Bridget's Catholic Primary School

St Bridget's Catholic Primary School Inspection report

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Age group 4–11 Inspection date(s) 3–4 November 2011 Inspection number 378291 Unique Reference Number 111377 Local authority Warrington Inspection number 378291 Inspection dates 3–4 November 2011 Reporting inspector Barbara Flitcroft

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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 202 Appropriate authority The governing body Chair Gloria Pendergast Headteacher Ceri Dobson Date of previous school inspection 23 April 2009 School address Capesthorne Road Fearnhead Warrington WA2 0ER Telephone number 01925 811873 Fax number 01925 816498

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Email address

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 children, safeguarding and child protection.

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Email address

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.

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Email address

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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Email address

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Email address

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

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Introduction

This inspection was carried out by three additional inspectors. They observed six teachers in 13 lessons and had meetings with parents, groups of pupils, governors and staff. They observed the school's work, and looked at the school’s policies, pupil progress data, teachers’ plans, reports from the School Improvement Partner and examples of pupils’ work. They looked at 33 completed questionnaires returned by parents and carers.

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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

 How well pupils have maintained achievement during a period of changes at headteacher level.  The impact on pupils’ progress made by the quality of teaching and assessment.  How rigorously leaders and managers have led improvement since the last inspection.

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Information about the school

St Bridget’s is slightly smaller than the average primary school. The proportion of boys in the school is higher than that of girls. The proportion of pupils known to be eligible for free school meals is well above average. A very large majority of pupils are of White British heritage. There is a small minority who speak English as an additional language. The proportion of pupils with special educational needs and/or disabilities is above average. More pupils than is usually the case join partway through their primary education or leave the school before the end of Year 6. At the previous inspection in April 2009 the school was judged to be good with some outstanding features. An associate headteacher led the school from September 2009 for one term. The assistant headteacher led the school from January 2010 until she was appointed as headteacher in September 2010. She resumed her duties after leave of absence in June 2011.The assistant headteacher led the school during this

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Information about the school

time. The school has received numerous awards for its work, including National Healthy School status, the International Schools Award and Every Child Counts School 2012.

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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 and improving school. The school has been led by four headteachers since its previous inspection yet its strengths have continued to develop, due to the securely embedded ethos of strong teamwork created by hardworking and committed staff at all levels and by strong governance. Parents and carers pay extensive tribute to the work of the school through comments such as, ’St Bridget’s is an excellent environment in which to work and learn; every child really does matter.’ In addition, partnerships with schools in the local cluster, Northern Ireland and South Africa complement pupils’ learning very well. They effectively extend pupils’ understanding of parts of the world beyond their immediate environment.

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Main findings

Children enter the Reception Year with skills which are well below expectations for their age overall. As a result of good progress most attain the early learning goals by the time they enter Year 1. Pupils’ good progress continues through Key Stages 1 and 2 and so attainment by the end of Year 6 is broadly in line with national averages. There are differences year-on-year in the proportion of pupils who reach average levels and higher levels at the end of Year 6. These results are greatly affected by the high numbers of pupils who leave and join the school part way through their primary education and differences in the particular learning needs of individual cohorts. The creative curriculum has yet to provide the fullest opportunities for pupils to develop their writing and mathematics skills. However there are evident strengths in the pupils’ work in information and communication technology.

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Main findings

Pupils are very proud of their school. Older pupils enjoy being lunchtime buddies to the youngest pupils. Members of the school council are ever-willing to voice their views on school improvement. ‘Eco Warriors’ and other pupils are proactive in their actions to protect the environment and develop school grounds and the local park. Teaching is good overall. The use of assessment has improved since the previous inspection and rapidly identifies pupils who need further support and ensures effective action to put them be back on track. However, teachers’ marking does not consistently provide clear feedback to the pupils about what they have done well and about how to improve.

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Main findings

Staff and members of the governing body have an accurate awareness of all aspects of school performance through accurate self-evaluation. Strong commitment to improvement by staff at all levels, an effective ethos for learning and strong governance have enabled the school to sustain improvement since the previous inspection despite changes of headteachers, demonstrating its good capacity for further improvement.

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What does the school need to do to improve further?

 Raise attainment and accelerate progress in English and mathematics by:

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What does the school need to do to improve further?

- ensuring marking consistently and accurately comments on what pupils have done well and informs them how to improve their work - providing further opportunities, especially through the creative curriculum, for pupils to use, apply and develop their writing and numeracy skills.

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Outcomes for individuals and groups of pupils 2

Pupils enter the school’s welcoming environment joyfully and enjoy the many opportunities they have to share ideas and, as the school motto promotes, share their faith. They are delighted when their classmates experience success in their learning and there is an industrious atmosphere in their classrooms. All groups of pupils, including those learning English as an additional language and those with special educational needs and/or disabilities, make good progress and achieve well overall. As a result of high-quality support from teaching assistants, a significant number of pupils with special educational needs and/or disabilities make good progress in their personal development. Pupils attain broadly average standards in English and mathematics by the end of Year 2 and Year 6 having made good progress from their starting points.

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Outcomes for individuals and groups of pupils 2

Pupils have the utmost confidence in their teachers and teaching assistants and say, 'We can go to them if we have a worry and they will help us.' As a result pupils feel secure in school and also have a good awareness of how to keep themselves and others safe. They talk confidently and accurately about the importance of eating healthily and take part in a variety of physical activities to keep fit. Spiritual, moral, social and cultural development is good: pupils demonstrate an admirable social conscience and their involvement in a variety of charity appeals reflects an impressive generosity of spirit. Pupils' secure basic skills in English, mathematics and information and communication technology, their good behaviour and satisfactory attendance help to prepare them adequately for the next stage in their education and beyond.

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Outcomes for individuals and groups of pupils 2

These are the grades for pupils' outcomes

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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

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The extent to which pupils feel safe 2

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

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How effective is the provision?

Teaching is good overall. Teachers manage potentially challenging behaviour well through applying the school's golden rules consistently. The better lessons move at a fast pace and pupils are engaged fully in their learning. This was seen in a Year 4 poetry lesson when pupils listened to the sounds of bonfire night to stimulate high- quality descriptive phrases. All the different groups of pupils were aware of the teacher’s expected outcomes for them and rose proudly to the high level of challenge. Only occasionally was teaching less effective because work set was not matched so accurately to pupils’ level of ability. Teachers make good use of practical resources and technology to help pupils to understand, and the skills of the teaching assistants are used well to support pupils' learning. Teachers mark pupils' books regularly, but the quality of advice to pupils on how well they have achieved or how

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How effective is the provision?

they can improve is inconsistent between classes.

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How effective is the provision?

The curriculum is suitably broad and balanced. The school has made a good start on developing a more creative curriculum and the pupils are motivated by this approach. However, there are not enough opportunities for pupils to apply their English and mathematics skills in different curriculum areas. The school uses a wide range of additional strategies to provide for pupils at risk of falling behind. The Every Child a Counter scheme has had a positive impact in Year 2 and attainment has improved. There is a good range of visitors, including specialists in music and physical education and visits, such as to the Manchester Museum of Science and Industry and residential trips. These enhance the curriculum and pupils enjoy the many additional activities available after school.

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How effective is the provision?

The care, guidance and support for pupils and their families are at the heart of the school's work. One parent took the trouble to seek out an inspector to say that the teachers and teaching assistants give so much for the sake of the pupils. Pupils with special educational needs and/or disabilities are identified at a very early stage. They receive good support in school and from a wide range of other professionals where needed, so they make good progress. There are many examples of the school providing for the needs of the pupils who are potentially most vulnerable, so that they can be fully included. Staff have reached out to families to provide a valuable link with school and this has helped to reduce the number of persistent absentees. These are the grades for the quality of provision

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2

The use of assessment to support learning 2

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How effective are leadership and management?

The perceptive headteacher and the able and committed senior leadership team lead by example and engender good levels of teamwork across the school. As a result all staff are active in evaluating school performance and in a shared vision for development. As they say, 'Our opinions are valued and the coordination teams in which we work enable us to advise and support each other.' The governing body provides good support and is well aware of the school's strengths and areas for development. It holds leaders and managers to account for the school’s achievements with rigour and is ambitious for the school.

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How effective are leadership and management?

The school has forged very effective partnerships. Discrimination in any form is not tolerated; the school quite rightly prides itself on its inclusive approach and promotes equality of opportunity well. Safeguarding and child protection procedures in particular are good and fully meet current requirements. Training is up to date and relevant policies and practice regularly reviewed. The school promotes community cohesion well. The school community benefits from the wildlife garden, there are good relations with a variety of schools within the local cluster and through the curriculum pupils learn about religions and cultures which are different to their own, for example, through links with schools in South Africa and Northern Ireland.

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How effective are leadership and management?

These are the grades for the leadership and management

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2

The leadership and management of teaching and learning 2

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Early Years Foundation Stage

Children enter the Reception class from a variety of settings. As a result of good teaching and very well focused support for those experiencing difficulty, children make good progress throughout the year in all areas of learning. Children are happy, secure and settled with good relationships and good behaviour. A well-resourced outdoor area, which demands careful supervision because of its complex shape, offers a safe, attractive and exciting learning environment which complements the indoor environment in providing support for all the areas of learning. The outdoor environment is benefitting from recent developments to enhance the learning. Adults contribute strongly to most children making good progress towards the early learning goals. Nonetheless, staff promote the welfare of each individual, and the safeguarding policy and its practice are strengths. The school, rightly, places a great emphasis on children's speaking and listening skills and their personal development,

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Early Years Foundation Stage

and so they make good progress in these aspects . Continuous monitoring of children's progress leads to an accurate evaluation of their performance and to flexible curricular planning to meet individual needs. Very good partnerships exist between the school and parents as well as other supporting agencies, including nurseries. During the inspection the Early Years leader was absent but discussed her role and the setting during a telephone discussion with inspectors. The class routines ran smoothly in her absence, which confirms the effectiveness of her leadership and the commitment of the staff.

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Early Years Foundation Stage

These are the grades for the Early Years Foundation Stage

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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

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Views of parents and carers

All parents and carers who returned a questionnaire expressed positive views about most of the aspects of the school’s work. As parents and carers comment, 'Staff and teachers are amazing and helpful.’ A very small minority is of the opinion that the school does not deal effectively with unacceptable behaviour and did not meet their child’s needs. Inspectors judged pupils' conduct in lessons and around school to be good and found that the needs of pupils were rapidly identified and appropriate support put in place.

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questionnaire

Ofsted invited all the registered parents and carers of pupils registered at St Bridget'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 33 completed questionnaires by the end of the on-site inspection. In total, there are 202 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 24 73 9 27 0 0 0 0 The school keeps my child safe 24 73 8 24 0 0 0 0 The school informs me about my child's progress 17 52 15 45 0 0 0 0 My child is making enough progress at this school 19 58 12 36 0 0 0 0 The teaching is good at this school 21 64 12 36 0 0 0 0 The school helps me to support my child's learning 20 61 12 36 0 0 0 0 The school helps my child to have a healthy lifestyle 20 61 13 39 0 0 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) 18 55 12 36 0 0 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 18 55 13 39 1 3 0 0 The school deals effectively with unacceptable behaviour 15 45 16 48 1 3 0 0

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 17 52 14 42 1 3 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 18 55 15 45 0 0 0 0 Overall, I am happy with my child's experience at this school 23 70 10 30 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. 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 is 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.

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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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to share with their children. It describes Ofsted's main

findings from the inspection of their school.

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Inspection of St Bridget's Catholic Primary School, Warrington, WA2 0ER

Thank you for making my inspection team so welcome when we visited your school. We think that your school is good, which means that there are many things that the school does well and some which could be improved. We agree with you and your parents and carers that the school takes good care of you all and there is always an adult at hand to give you extra help when you need it. Most of you work hard in school and behave well. We enjoyed talking to you and joining you in lessons. You told us you enjoy school and the creative curriculum seems very popular. I was very impressed when the Victorian teacher took a lesson with Year 5. You were able to tell her lots of facts about Victorian apprentices and the mills where they worked.

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Inspection of St Bridget's Catholic Primary School, Warrington, WA2 0ER

The main thing your school needs to do to now is to help you to make even more progress. We have suggested two ways in which staff can help you to do this.

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Inspection of St Bridget's Catholic Primary School, Warrington, WA2 0ER

 Make the quality of marking better so that you all know what you have done well and how to improve your work.  Make more opportunities for you to use your numeracy and writing skills in other subjects.

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Inspection of St Bridget's Catholic Primary School, Warrington, WA2 0ER

You can play your part by making sure that you come to school on time every day and by trying your best in all lessons and activities.

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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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