St Gerard's Catholic Primary School

St Gerard's RC Junior and Infant School Yatesbury Avenue, Castle Vale, Birmingham, B35 6LB

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Overall effectiveness

Previous inspection: Good 2 This inspection: Good 2 Achievement of pupils Good 2 Quality of teaching Good 2 Behaviour and safety of pupils Outstanding 1 Leadership and management Good 2

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Summary of key findings for parents and pupils

This is a good school.  Pupils achieve well and make good progress across the school. Pupils reach above average standards in English and mathematics at the end of Year 6.  There are good relationships between teachers and pupils in lessons which support learning. Teachers have good subject knowledge. They plan lessons well and explain clearly to pupils what they will be learning in lessons.  Behaviour and safety are outstanding. Pupils are extremely well behaved and have excellent attitudes to learning. Pupils work very well with each other in lessons. They are very proud of the school and behaviour around the site is excellent. Pupils say they feel very safe in school.  Leaders, managers and governors ‘strive for perfection’ and have ensured that teaching and pupils’ achievement have improved since the previous inspection.  Governors have close links with the school and know the school well. Governors with particular

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Summary of key findings for parents and pupils

areas of expertise successfully support and challenge school staff.

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It is not yet an outstanding school because

 There is not enough teaching that is outstanding so pupils make more rapid progress. Teachers do not always ensure work is at precisely the right level so it is not too hard or too easy. They do not always check on learning and adjust their teaching to ensure pupils progress quickly.  There are not enough opportunities throughout lessons for pupils to review their own and each other’s work.

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Information about this inspection

 The inspection team observed 16 lessons or part-lessons, attended an assembly and listened to a group of pupils read.  Two observations of lessons were carried out jointly with the headteacher.  The inspection team scrutinised the seven responses to the on-line Parent View survey along with the returns from the school’s own parental questionnaire, which most parents had completed.  Meetings took place with staff, pupils, the Vice-Chair of the Governing Body and a telephone call was held with a local authority representative.  The inspection team observed the school’s work and scrutinised records of pupils’ progress, the school’s self-evaluation and development plan, governing body minutes, behaviour, attendance and safeguarding documents.

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Inspection team

Susan Williams, Lead inspector Additional Inspector Raymond Biglin Additional Inspector

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Information about this school

 The school is smaller than the average-sized primary school.  The large majority of pupils are White British with others from a range of backgrounds.  The proportion of pupils known to be eligible for the pupil premium, additional funding for pupils known to be eligible for free school meals and other groups, is above average.  The proportion of disabled pupils and those with special educational needs supported by school action is above average. The proportion supported by school action plus or with a statement of special educational needs is below average.  The school does not use any alternative provision for its pupils.  The school meets the government floor standard, which sets the minimum expectations for pupils’ attainment and progress in English and mathematics.

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What does the school need to do to improve further?

 Improve teaching so a greater proportion is outstanding and pupils make more rapid progress by ensuring:  teachers check on learning in lessons and adapt teaching where necessary so pupils make fast progress  work is at precisely the right level for pupils of different abilities so it is not too hard or too easy  pupils have more opportunities throughout lessons to review their own and each other’s work.

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The achievement of pupils is good

 Pupils make good progress across the school and achieve well. Attainment at Key Stage 2 improved in English and mathematics to be above the levels found nationally in 2012.

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The achievement of pupils is good

 Children enter the school with skills and knowledge well below those expected for their age. The curriculum is well planned to help them learn quickly. For example, in a Reception lesson children were engaged in a wide range of activities on ‘insects’, a topic they were clearly interested in. Children were able to describe the insects and to talk about how to improve their art work, making very good progress in their learning. Children leave Reception just below the levels expected for their age, which represents good progress from their low starting points.

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The achievement of pupils is good

 Attainment at Key Stage 1 is broadly average in reading, writing and mathematics. In 2012 a similar proportion of Year 1 pupils achieved the standard for the phonics (the sounds that letters make) check as in other schools.

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The achievement of pupils is good

 Reading is developed well in the school. Children in the Nursery use ‘sign language’ to help them remember letters. In Key Stage 1 pupils are able to understand the meaning of the words they read and to break up words they find difficult using strategies they have learnt to help them. Pupils enjoy reading and read regularly. Year 6 pupils say they enjoy helping younger pupils with their reading.

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The achievement of pupils is good

 Disabled pupils and those with special educational needs are given extra help to support them with their learning in lessons and in small groups. These pupils make good progress throughout the school. The school promotes equality of opportunity for pupils’ learning well.

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The achievement of pupils is good

 Pupils eligible for support through the pupil premium receive extra help in small groups to help them catch up. These sessions are based on accurate assessment and are personalised to address gaps in knowledge. These pupils make good progress and attain as well as other pupils in the school above those of pupils nationally.

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The quality of teaching is good

 Teaching is consistently good and there is some that is outstanding. Strengths of teaching are the clear routines in lessons and the positive relationships between teachers and pupils. Teachers have good subject knowledge and they explain clearly to pupils what lessons are about, linking learning with what pupils have learnt previously.

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The quality of teaching is good

 Reading, writing and mathematics are all taught effectively in the school. Books are marked regularly with positive comments to help pupils improve their work. Pupils say they know their targets and one said that, ‘teachers make lessons interesting and fun’.

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The quality of teaching is good

 In the best teaching, for example a Year 6 mathematics lesson on percentages, there was a wide range of activities for pupils, sharply matched to different ability levels. The teacher skilfully checked on learning in the lesson, adapting tasks and carefully questioning pupils to ensure they made fast progress.

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The quality of teaching is good

 Teaching is not outstanding because planning is insufficiently precise. Although teachers prepare different levels of work for pupils in the class, more-able pupils still find some work a little too easy and less-able pupils find some too hard. There are also occasions where teachers deliver parts of the lesson to the whole class with the same effect. Teachers do not always check on pupils’ learning regularly enough and change their teaching if pupils’ progress starts to slow.

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The quality of teaching is good

 In some lessons pupils have opportunities to review their own and each other’s work, which means they can then think about what improvements can be made. However, this is not a regular feature of lessons across the school.

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The quality of teaching is good

 Disabled pupils and those with special educational needs receive extra help from teachers and other adults in lessons and in small groups to help them with their work. Adults use questioning well to guide these pupils through tasks and activities helping them to understand their work.

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The behaviour and safety of pupils are outstanding

 Pupils’ attitudes to learning are exemplary and they engage well on tasks and activities. They are extremely supportive of each other in lessons and work very well on their own, with a partner or in groups. Pupils say this is always the case and lessons are never spoilt by poor behaviour. They take on a wide range of responsibilities in school including the school council, and Year 6 pupils help younger pupils with their reading.

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The behaviour and safety of pupils are outstanding

 Behaviour around the site is excellent. Pupils are very sensible and manage their behaviour admirably. This was the case during indoor break and lunchtime sessions after a week without outdoor play due to the snow. Pupils mix well with each other and with different ages in the lunch hall where they sit together and talk quietly.

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The behaviour and safety of pupils are outstanding

 Pupils are extremely respectful and courteous to each other and adults. The school successfully promotes good relations and ensures discrimination of any kind is not tolerated. Pupils are very proud of their school and say they enjoy being there. Punctuality is excellent to school and lessons and pupils attend school regularly.

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The behaviour and safety of pupils are outstanding

 In a ‘Celebration assembly’ pupils entered quietly and calmly and behaved outstandingly throughout. They had the opportunity for reflection with a prayer in Spanish. They responded very well to questions and listened attentively. They enjoyed hearing about the house points, rewards for working hard and for excellent attendance.

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The behaviour and safety of pupils are outstanding

 Pupils say they feel safe and secure. They know about different types of bullying, for example, cyber bullying and racism. They feel confident that they can talk to staff and they are listened to. They say bullying is not an issue in the school and are very positive about behaviour in school. All parents responding to Parent View and the school’s own survey say behaviour is well managed in school. The school’s behaviour log shows there have been very few incidents over the last few years and confirms parents’ and pupils’ views are accurate.

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The leadership and management are good

 The headteacher ensures that the school does its best for every child. Senior leaders know the school very well and have accurately identified strengths and areas for improvement. School improvement plans are tightly focused, based on key priorities for improvement. This has successfully led to improvements in teaching and achievement since the previous inspection.

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The leadership and management are good

 Performance management procedures are very thorough. These are based on the priorities identified for the school as well as specific areas for members of staff. The school uses a range of evidence including full lesson observations, ‘learning walks’, pupil progress data and pupils’ views to ensure they have a comprehensive view of teaching in the school. Teachers are only paid more if they meet their targets, regularly teach well and their pupils make good progress.

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The leadership and management are good

 The curriculum is broad and balanced and topic work supports the development of pupils’ basic skills. There is a wide range of extra-curricular activities including choir, instrumental tuition, Taekwondo and science. Pupils in Years 2 to 6 have the opportunity to learn Spanish. Pupils’ spiritual, moral, social and cultural development is supported in lessons and assemblies. There is a strong focus on ‘others’. Priests and ministers have visited the school to talk about ‘service’ which helps pupils to understand their place in the world.

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The leadership and management are good

 The local authority provides ‘light-touch’ support to this good school.

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The leadership and management are good

 The governance of the school:  Governors know the school very well and some have supported the school by serving on the governing body for over twenty years. The governing body has governors with professional expertise including education, human resources and finance. This enables them to effectively support and challenge staff in the school. Governors know the strengths and areas for development in the school and how well the school compares with others. They have a good understanding of data and know that pupils are making good progress. They have discussed how pupil premium funding should be spent and have reviewed the difference this has made. They have a good understanding of the quality of teaching in school. Performance management procedures are very thorough. Following the school self-evaluation process, the headteacher’s objectives are set with the support of an external adviser. Other staff have their

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The leadership and management are good

objectives set following this process. Governors sign off pay recommendations for staff and are involved in recruitment. They receive regular training and new governors have an induction programme to support them in their new role. Governors ensure statutory duties are met including safeguarding.

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Grade Judgement Description

Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes that provide exceptionally well for all its pupils’ needs. This ensures that pupils are very well equipped for the next stage of their education, training or employment. Grade 2 Good A good school is effective in delivering outcomes that provide well for all its pupils’ needs. Pupils are well prepared for the next stage of their education, training or employment. Grade 3 Requires improvement A school that requires improvement is not yet a good school, but it is not inadequate. This school will receive a full inspection within 24 months from the date of this inspection. Grade 4 Inadequate A school that has serious weaknesses is inadequate overall and requires significant improvement but leadership and management are judged to be Grade 3 or better. This school will receive regular monitoring by Ofsted inspectors. A school that requires special measures is one where the school is

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Grade Judgement Description

failing to give its pupils an acceptable standard of education and the school’s leaders, managers or governors have not demonstrated that they have the capacity to secure the necessary improvement in the school. This school will receive regular monitoring by Ofsted inspectors.

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School details

Unique reference number 103458 Local authority Birmingham Inspection number 402918

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School details

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

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School details

Type of school Primary School category Voluntary aided Age range of pupils 3–11 Gender of pupils Mixed Number of pupils on the school roll 225 Appropriate authority The governing body Chair Peter Pitt Headteacher David Hird Date of previous school inspection 14 May 2008 Telephone number 0121 4642613 Fax number 0121 4644542 Email address enquiry@stgerard.bham.sch.uk guidance ‘raising concerns and making complaints about Ofsted', 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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School details

You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when and as part of the inspection.

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School details

You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk, or look for the link on the main Ofsted website: www.ofsted.gov.uk

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School details

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

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School details

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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School details

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

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