English Martyrs Catholic Primary School, Worthing

Age group 4–11 Inspection date(s) 17–18 November 2011 Inspection number 381180 English Martyrs Catholic Primary School Inspection report

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Unique Reference Number 126051 Local Authority West Sussex Inspection number 381180 Inspection dates 17–18 November 2011 Reporting inspector Robin Gaff

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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 210 Appropriate authority The governing body Chair Ron Noakes Headteacher Sue Harrison Date of previous school inspection 18–19 March 2009 School address Derwent Drive Goring-by-Sea Worthing BN12 6LA Telephone number 01903 502868 Fax number 01903 503149 Email address bursar@englishmartyrs.w-sussex.sch.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 assesses council children’s services, and inspects services for looked

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after children, safeguarding and child protection. 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 . 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 information 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’.

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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 three additional inspectors. The inspectors visited 11 lessons, observing all six teachers present in the school during the inspection, and examined samples of pupils’ work. They held meetings with groups of pupils, as well as with staff, members of the governing body, and with parents and carers. The inspectors looked at planning and evaluation documents, and scrutinised the school’s own analysis of pupils’ attainment and progress. A total of 102 questionnaires completed by parents and carers were received and analysed, as well as questionnaires completed by 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

 The extent to which the school is succeeding in raising the achievement of pupils who may be underperforming, particularly in English.  The extent of the school’s success in ensuring that teaching and the curriculum lead to consistently good achievement for all groups and in all subject areas.  The role of leaders at all levels in monitoring and improving the quality of teaching and learning.  The extent of the school’s success in promoting all aspects of pupils’ spiritual, moral, social and cultural development, and to what extent it has improved its promotion of community cohesion.

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Information about the school

English Martyrs is an average-sized primary school. Most pupils are of White British heritage. The proportion of pupils who speak English as an additional language is much lower than that found nationally. The proportion of pupils who have special educational needs and/or disabilities, including those who have a statement of special educational needs, is above the national average. Pupils who have additional speech, language and communication needs form the largest group. The proportion of pupils known to be eligible for free school meals is below the national average. The composition of the senior leadership team has changed since the school’s last inspection. The current Chair of the Governing Body was elected to the post in September 2011. The school has gained a number of national awards since the last inspection, including Activemark Sports and Sports Partnership, Healthy Schools and Autism Aware awards.

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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

English Martyrs is a happy and cohesive school where the staff know the children and care for them exceptionally well. Pupils make satisfactory progress in their learning and, by the time they leave the school, their attainment is broadly average. Pupils thoroughly enjoy their time at the school, feel extremely safe there, and behave well. They show an exceptionally good understanding of the importance of healthy lifestyles. Pupils make an outstanding contribution to the school itself, with a very high proportion taking on positions of responsibility, and to the wider community. Pupils from a range of backgrounds and with different abilities get on very well together, and with the adults in the school. They gain a very clear understanding of the difference between right and wrong, and develop an excellent appreciation of their own and others’ faiths and traditions.

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Main findings

Children make a good start to their formal education in the Reception class. Their progress thereafter is satisfactory, reflecting the overall quality of the teaching they receive. Teachers provide a good range of activities which match pupils’ interests and abilities. However, the pace of lessons does not always challenge pupils sufficiently, and teachers do not always focus rigorously enough on accuracy, particularly in writing, when they mark pupils’ work. The school provides a broad and balanced curriculum, which is well adapted to meet the needs of different groups of pupils and includes a very good range of extra-curricular activities and enrichment events. These have a strong impact on pupils’ personal development.

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Main findings

The quality of the care, guidance and support provided by the school is outstanding, as are its systems for ensuring that children are kept safe. Pupils who have special educational needs and/or disabilities receive very effective support from teaching assistants as well as from their teachers, which enables them to make progress in line with their peers. Pupils, including those who start at other than the normal time, settle in very quickly and happily when they join the school, and are well prepared, by the time they leave, for the next stage of their education. The school engages extremely well with all groups of parents and carers. Many took the opportunity to comment very positively on their children’s and their own experience of the school, especially its caring and supportive ethos, and the way in which their children are known and valued as individuals.

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Main findings

Leaders at all levels are passionately committed to promoting pupils’ well-being and their personal development. They understand what constitutes effective teaching and have accurately evaluated most aspects of the school’s performance, but have not 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

set sufficiently specific and challenging targets for improving pupils’ achievement overall. Together with the governing body, leaders successfully promote the school’s distinctive character, which reflects its special status as a faith school. Governors are actively involved in school life, and challenge as well as support school leaders. The school has successfully addressed the weaknesses in specific areas that were identified by the last inspection, including its promotion of community cohesion, which is now good. These factors demonstrate the school’s satisfactory capacity for further improvement.

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Main findings

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?

 By July 2013, ensure that pupils’ achievement in English and mathematics is consistently good by the time they leave the school.  Increase the proportion of good and outstanding teaching throughout the school by ensuring that all teachers  conduct their lessons at a sufficiently challenging pace  let pupils know exactly what they need to do to improve the accuracy of their work, particularly in writing.  Ensure that leaders set precise and sufficiently rigorous targets for improving pupils’ achievement.

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Outcomes for individuals and groups of pupils 3

In recent years, pupils’ attainment when they join the school has been below average. Their attainment, as represented by their scores in national tests taken at the end of Year 6, has shown some variation in recent years, but is broadly average. Pupils are keen to learn. They settle quickly to classroom activities, are attentive to their teachers and are willing to listen to and learn from one another, for example when working in pairs or groups. In a mathematics lesson, all the pupils made good progress in learning how to calculate the interval between different times because they were working on tasks which corresponded well to their interests and different ability levels. Pupils make slower progress, however, when lessons do not proceed at a brisk enough pace or provide sufficient challenge, leading to lower levels of focus and engagement. Pupils who have special educational needs and/or disabilities, as

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Outcomes for individuals and groups of pupils 3

well as those who are learning English as an additional language, are fully included in classroom activities. The good support they receive, from teaching assistants and from other pupils, enables them to make as much progress as their classmates.

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Outcomes for individuals and groups of pupils 3

Pupils behave well in lessons and assemblies, and play sensibly and very safely together in the playground. They are courteous and helpful to visitors and are keen to tell them about their school. They are not worried about bullying because they 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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Outcomes for individuals and groups of pupils 3

know that adults, as well as other pupils, will help them to resolve any problems that may occur. Their excellent understanding of the importance of healthy lifestyles, and especially of physical exercise, is confirmed by their high participation in out-of- school sport, and the school’s achievement of a number of awards in this area, including Healthy Schools and Activemark. Pupils throughout the school have many opportunities to take up positions of responsibility. A very high proportion of them do so, by, for example, helping younger children with their reading, and acting as playground buddies, sports ambassadors, and members of the school and eco councils. Pupils make a very positive impact on the local and wider community. They help to organise events for elderly people, and raise considerable sums of money for a wide range of local, national and international charities. Their excellent spiritual,

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Outcomes for individuals and groups of pupils 3

moral, social and cultural development is demonstrated by their ability to discuss in depth their feelings and their values, their understanding of environmental issues, and by the way they value their own and different traditions. Pupils’ sound grasp of basic skills, their high level of attendance, and their development of strong social and leadership skills confirm that they are well prepared for the next stage of learning and for future employment.

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Outcomes for individuals and groups of pupils 3

These are the grades for pupils’ outcomes Pupils’ achievement and the extent to which they enjoy their learning Taking into account: Pupils’ attainment 1 The quality of pupils’ learning and their progress The quality of learning for pupils with special educational needs and/or disabilities and their progress The extent to which pupils feel safe 1 Pupils’ behaviour 2 The extent to which pupils adopt healthy lifestyles 1 The extent to which pupils contribute to the school and wider community 1 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 The extent of pupils’ spiritual, moral, social and cultural development 1

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How effective is the provision?

Teachers establish good working relationships with pupils and know them well as individuals. Most lessons proceed at a good pace and are sufficiently challenging for different groups. On occasion, however, teachers spend too long in talking to the whole class before enabling pupils to work independently, and do not ensure that

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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 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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How effective is the provision?

transition between different activities is smooth. Teachers make good use of questioning to check and to develop pupils’ understanding, and vary activities should the need arise. They mark pupils’ work regularly and give pupils detailed written feedback. Teachers’ comments, however, do not always focus sufficiently clearly on the need for pupils to improve their accuracy, for example with regard to spelling and punctuation, and are not always followed up rigorously, with the result that pupils too often repeat the mistakes they have made.

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How effective is the provision?

The school’s well-organised curriculum successfully engages pupils and promotes their personal development, and is well adapted to meet the needs of particular groups. For example, ‘resilience group’ sessions enable small groups of pupils who require additional support to explore and to express their feelings, and to develop their self-confidence. Themed events, as well as visitors and visits, including residential trips, provide pupils with memorable experiences and help them to develop their independence and their problem-solving and teamworking skills. Cooperation with other local schools, for example through the local sports partnership and with the neighbouring special school, enhances pupils’ personal development and well-being. Pupils benefit from a good variety of well-attended extra-curricular clubs and activities, including a wide range of competitive sporting events.

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How effective is the provision?

The school has developed extremely effective systems for supporting its pupils, especially those who have special educational needs and/or disabilities, or whose circumstances make them vulnerable. Staff devise and implement detailed plans to promote pupils’ development, which they regularly review and adapt in line with individual pupils’ development. They liaise closely with one another, with parents and carers, and with a range of outside organisations and professionals, to ensure that pupils, for example those who have autistic spectrum disorder, receive the support they need. Rare instances of poor behaviour are dealt with effectively. The school successfully promotes and rewards good behaviour and high or improved attendance, so that pupils fully understand their importance.

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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 The extent to which the curriculum meets pupils’ needs, including, where relevant, through partnerships The effectiveness of care, guidance and support 1

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How effective are leadership and management?

The headteacher, together with her senior team, some of whom are relatively new to their posts, ensures that staff share and support the school’s aims. Middle leaders are enthusiastic and knowledgeable, and have helped to develop the curriculum. 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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How effective are leadership and management?

They are taking increasing responsibility for improving teaching and learning, for example by sharing and disseminating good practice. Leaders have developed a good range of partnerships, including with other local schools, which are having a beneficial effect on pupils’ personal development. They have identified appropriate priorities in terms of raising pupils’ academic attainment but have not established sufficiently precise or challenging targets for improvement. The governing body includes a wide range of expertise, which is used to good effect, with regard, for example, to financial management and in ensuring pupils’ safety. Governors understand and fulfil their responsibilities well, for example by regularly reviewing and updating policies and procedures.

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How effective are leadership and management?

The school communicates extremely well with parents and carers, and succeeds in involving them closely with its work, by means of, for example, regular workshops for those whose children have special educational needs and/or disabilities. The school promotes equality of opportunity well. It has succeeded in closing gaps in the attainment of different groups of pupils, including between average and higher- attaining pupils. There is no evidence of any discrimination, and racist behaviour is extremely rare. The school has developed extremely comprehensive arrangements for safeguarding children, including regular staff training, the vetting of new appointments, and regular unannounced checks by governors on the security of the premises. The school’s effective promotion of community cohesion is demonstrated by the ways in which the links it has established with schools in Romania and in Kenya, as well as in other parts United Kingdom, enable pupils to gain first-hand

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How effective are leadership and management?

knowledge of different ways of life elsewhere in the world.

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How effective are leadership and management?

These are the grades for 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 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 1 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 1 The effectiveness with which the school promotes community cohesion 2 The effectiveness with which the school deploys resources to achieve value for money 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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Early Years Foundation Stage

Children make good progress in their learning and development, because staff plan a good range of activities for them, and care for them very well. The setting provides a good variety of resources for indoor as well as outdoor learning and play. This enables children to develop in self-confidence and to become independent. Children behave well, for example when playing together and in assemblies. They learn to listen to one another and to adults, and are keen to take part in activities. They develop their creative skills by experimenting with a variety of musical instruments and taking part in role-play activities. Children make a good start in learning to read, by linking sounds to letters, and to write by, for example, making labels for the pictures they have painted. They do not always have sufficient opportunities to choose what they are going to do and how they are going to do it.

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Early Years Foundation Stage

Staff ensure that children develop good routines with regard to health and hygiene, and learn how to behave and play safely. They accurately assess children’s levels of attainment when they start school, identify any additional needs they may have, and carefully monitor their progress by means of regular observations. Whole-class activities sometimes last too long, so that children do not have sufficient opportunities to reinforce their learning by working independently or in small groups. Leaders work closely with parents and carers, and keep them well informed about their children’s learning and development. They show a good understanding of the requirements of the Early Years Foundation Stage. This enables them to plan effectively to meet children’s needs, and to improve further the quality of provision.

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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 The quality of provision in the Early Years Foundation Stage The effectiveness of leadership and management of the Early Years Foundation Stage

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Views of parents and carers

The proportion of parents and carers who completed questionnaires was well above average. A large majority of the responses were positive, in many cases overwhelmingly so. All those parents and carers who responded agree, for example, that their children enjoy school and that it keeps them safe. Inspectors’ judgements support the views of parents and carers in this and in other respects. A small minority of parents and carers do not agree that the school deals effectively with poor behaviour, and a very few are not convinced that the school prepares pupils well for the next stage of their education. Inspectors found that the school has strong and effective systems for encouraging pupils to behave well, and that pupils are well prepared to begin secondary school.

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Responses from parents and carers to Ofsted’s questionnaire

Ofsted invited all the registered parents and carers of pupils registered at English Martyrs 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 102 completed questionnaires by the end of the on-site inspection. In total, there are 210 pupils registered at the school.

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Responses from parents and carers to Ofsted’s questionnaire

Statements Strongly agree Agree Disagree Strongly disagree Total % Total % Total % Total % My child enjoys school 73 72 27 26 0 0 0 0 The school keeps my child safe 76 75 26 25 0 0 0 0

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Responses from parents and carers to Ofsted’s questionnaire

The school informs me about my child’s progress 44 43 58 57 0 0 0 0

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Responses from parents and carers to Ofsted’s questionnaire

My child is making enough progress at this school 50 49 46 45 3 3 0 0

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Responses from parents and carers to Ofsted’s questionnaire

The teaching is good at this school 55 54 47 46 0 0 0 0

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Responses from parents and carers to Ofsted’s questionnaire

The school helps me to support my child’s learning 50 49 46 45 3 3 0 0 The school helps my child to have a healthy lifestyle 59 58 37 36 4 4 0 0

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Responses from parents and carers to Ofsted’s questionnaire

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) 42 41 45 44 2 2 0 0

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Responses from parents and carers to Ofsted’s questionnaire

The school meets my child’s particular needs 49 48 46 45 5 5 0 0 The school deals effectively with unacceptable behaviour 29 28 53 52 16 16 1 1

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Responses from parents and carers to Ofsted’s questionnaire

The school takes account of my suggestions and concerns 39 38 51 50 7 7 0 0

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Responses from parents and carers to Ofsted’s questionnaire

The school is led and managed effectively 56 55 43 42 1 1 0 0

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Responses from parents and carers to Ofsted’s questionnaire

Overall, I am happy with my child’s experience at this school 61 60 37 36 2 2 0 0

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Responses from parents and carers to Ofsted’s 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%.

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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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Type of school Outstanding Good Satisfactory Inadequate

Nursery schools 43 47 10 0 Primary schools 6 46 42 6 Secondary schools 14 36 41 9

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Type of school Outstanding Good Satisfactory Inadequate

Sixth forms 15 42 41 3 Special schools 30 48 19 3 Pupil referral units 14 50 31 5

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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 08 April 2011 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.  The school’s capacity for sustained improvement.  Outcomes for individuals and groups of pupils.  The quality of teaching.  The extent to which the curriculum meets pupils’ needs, including, where relevant, through partnerships.  The effectiveness of care, guidance and support.

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Common terminology used by inspectors

Progress: the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils’ attainment at the end of a key stage with their attainment when they started.

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carers to share with their children. It describes Ofsted’s

main findings from the inspection of their school.

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Inspection of English Martyrs Catholic Primary School, Worthing BN12 6LA

Thank you for the warm welcome and the help you gave the inspectors when we visited your school recently. We enjoyed meeting you and listening to what you had to say.

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Inspection of English Martyrs Catholic Primary School, Worthing BN12 6LA

English Martyrs gives you a satisfactory standard of education. You say you feel extremely safe there because there is very little bullying and adults help you to deal with it well if it happens. You behave well in lessons and around the school, and you show that you really understand the importance of a healthy lifestyle by taking part in lots of sporting activities. You get on very well indeed together, and you make an excellent contribution to the school and the wider community by helping one another in lots of different ways and by raising large amounts of money for the school you support in Romania, and for different charities – well done! You know the difference between right and wrong, and can talk about your feelings and what you believe. You learn a lot about different traditions and ways of life in this country and around the world from the contacts you have with children in other schools. You work hard

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Inspection of English Martyrs Catholic Primary School, Worthing BN12 6LA

in lessons and you make satisfactory progress in reaching the levels expected of you. Teachers give you a good range of things to do in lessons. You enjoy taking part in special events and visits, and in out-of-school activities. Adults look after you extremely well and keep you very safe.

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Inspection of English Martyrs Catholic Primary School, Worthing BN12 6LA

The headteacher, all the staff and the governing body are working hard to make the school even better. To help them do this, we have asked them to do the following things.

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Inspection of English Martyrs Catholic Primary School, Worthing BN12 6LA

 Make sure that teachers always help you to learn quickly enough, and to understand how to make your writing more accurate.  Take care that senior staff set challenging targets to help you achieve even better in English and in mathematics.

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Inspection of English Martyrs Catholic Primary School, Worthing BN12 6LA

All of you can help by trying hard to get your spelling and punctuation right, and not making the same mistakes twice.

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Inspection of English Martyrs Catholic Primary School, Worthing BN12 6LA

We wish you all the very best for the future.

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Inspection of English Martyrs Catholic Primary School, Worthing BN12 6LA

Robin Gaff Lead inspector 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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