St Paul's Church of England Voluntary Controlled Primary School

St Paul's Church of England Voluntary Controlled Primary School St Paul's Terrace, York, North Yorkshire, YO24 4BJ

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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 Outstanding 1

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Summary of key findings for parents and pupils

This is a good school.  Pupils achieve well. Attainment is usually significantly above average in English and mathematics by the end of Year 6.  Pupils read exceptionally well for their age. This is a strength of the school.  Disabled pupils and those with special educational needs make excellent progress, including those with the most complex needs.  Teaching is good. Lessons are well-organised and pupils are keen to learn.  Outstanding leadership of teaching gives teachers expert guidance on how to improve their practice.  Pupils feel very safe. They say, ‘We’re not a bullying school,’ and their parents agree.  Pupils behave extremely well both in lessons and around the school. Older pupils look after younger ones and playtimes are fun.  Attendance is now above average and shows improvement each year.  Outstanding leadership and management ensure that the school’s Christian values underpin pupils’ education.

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Summary of key findings for parents and pupils

 Developing pupils’ spiritual, moral, social and cultural awareness lies at the heart of the school’s rich curriculum.  Governors give the school high level support and challenge. This helps the school to build on its strengths and to improve further.

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It is not yet an outstanding school because

 Teaching is not outstanding. Pupils have limited time in lessons to learn independently.  Teaching does not always ensure that the work for more-able pupils makes them think hard for themselves. Inspection report: St Paul's Church of England Voluntary Controlled Primary School, 30–31 January 2013 2 of 9

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Information about this inspection

 The inspectors observed 19 lessons or parts of lessons taught by nine teachers. They also watched teaching assistants teach small groups of pupils.  The inspection team observed lessons when pupils were taught how letters and sounds link together (phonics) and observed indoor and outdoor learning in the Early Years Foundation Stage.  The inspectors looked at pupils’ English and mathematics books in Years 5 and 6 and sampled pupils’ work in other year groups to check the standards of their work and how much progress pupils had made since the start of the academic year.  A group of pupils from Year 6 showed an inspector their work in mathematics and their writing. They read out passages that they thought reflected their best work. They talked about the books they liked to read and discussed what helped them to learn generally and what they found difficult.  The inspection team looked closely at the provision for pupils who have dual registration with

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Information about this inspection

other educational providers for specific and complex special educational needs. The pupils were at their other schools during the inspection.  The inspectors held meetings with two groups of pupils, including school council members. They also held meetings with the headteacher, the Early Years Foundation Stage team, other staff, the senior leadership team and a representative from the local authority. They held three meetings with governors, including the Chair and vice-chair of the Governing Body.  The inspection team looked at a range of documentation supplied by the school. This included the Statutory Inspection of Anglican Schools (SIAS) report, information relating to safeguarding, data on pupils’ progress and attainment, and the school’s evaluations of teaching.  The inspection took account of 80 parents’ views in the on-line questionnaire (Parent View).

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Inspection team

Lesley Clark, Lead inspector Additional Inspector Peter Harrison Additional Inspector Inspection report: St Paul's Church of England Voluntary Controlled Primary School, 30–31 January 2013 3 of 9

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Information about this school

 This school is smaller than the average-sized primary school.  Most pupils are White British.  The proportion of pupils eligible for the pupil premium (additional funding in this school for pupils known to be eligible for free school meals) is low.  The proportion of pupils supported through school action is below average, as is the proportion of pupils supported through school action plus.  An above average proportion of pupils have a statement of special educational needs. Forty per cent of this group of pupils have dual registration with other educational providers to meet their special educational needs.  The school has had several staffing changes within the last three years. Two teachers took up acting leadership roles in February 2012, as deputy headteacher and senior teacher leading special educational needs.  The school was inspected in December 2012 as part of the Statutory Inspection of Anglican

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Information about this school

Schools (SIAS).  The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress.

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What does the school need to do to improve further?

 In order to make teaching outstanding, teachers should consistently:  increase the proportion of time in lessons for pupils to learn actively, independently and through enquiry  use lesson time more effectively so that pupils access appropriate tasks as soon as they are ready to do so  make sure that teaching methods make more-able pupils think hard for themselves and that tasks are at the right level of difficulty to always challenge them to make the best possible progress. Inspection report: St Paul's Church of England Voluntary Controlled Primary School, 30–31 January 2013 4 of 9

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The achievement of pupils is good

 Pupils make good progress. Children in the Early Years Foundation Stage get off to a really good start.  Reception children make rapid progress in all areas of learning because the indoor and outdoor learning environments offer them multiple opportunities to learn through investigation and discovery.  For example, children confidently created a large, partially imaginary vehicle which changed function as their game developed. They also worked out how many plastic pennies they needed to ‘buy’ scoopfuls of lentils priced at 2p a scoop.  Pupils who are eligible for the pupil premium make good progress. In the 2012 national tests at the end of Year 6, they did as well as pupils nationally who are not known to be eligible for free school meals. This is because the school targets funds wisely to give them individual tuition and a homework club to help them to fill any gaps in their learning. However, they did not do quite

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The achievement of pupils is good

as well as the other pupils in this school although the attainment gap is closing.  Pupils who are supported through school action, school action plus or who have a statement of special educational needs make excellent progress. This is because they are given extra tuition in small groups to help them to learn basic skills. Most reach nationally expected levels by the end of Year 6.  Pupils who have dual registration make excellent progress too. Their records of achievement confirm their outstanding achievement.  Pupils read fluently and expressively. Younger pupils have a good grasp of how letters and sounds link together and so they can sound out unfamiliar words confidently. By Year 6, pupils readily discuss favourite books and authors. They say that the ‘reading journals’ help them to keep track of what they read and to jot down words for future use in their writing.  Attainment in writing is above average. Standards have risen sharply as a result of the school’s

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The achievement of pupils is good

recent focus on writing. However, the quality and quantity of pupils’ writing varies from class to class depending on the amount of time in lessons that pupils have to work independently.  It is a similar picture in mathematics. Intensive teaching in Year 6 ensures that the majority of pupils reach high standards but progress is uneven from year to year. In some lessons the work does not require more-able pupils to think hard and so their progress slows.  Overall, therefore, pupils achieve well. The proportion of pupils exceeding expected progress compares favourably with national figures in relation to pupils’ different starting points. The school clearly promotes equality of opportunity successfully and tackles discrimination well.

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The quality of teaching is good

 Most teaching is good with a few instances of outstanding practice. A few lessons vary in quality between good and requiring improvement.  Teaching in the Early Years Foundation Stage gives children ample time to learn through exploration and discovery. This helps them to learn at a fast rate and to concentrate well for short periods of time on specific learning points.  Most teachers have good subject knowledge. As a result, their teaching is confident and their explanations are clear.  In good lessons, teachers use methods such as paired discussions to encourage pupils to share ideas. They use up-to-date technology well to make teaching points clear. This means that pupils know exactly what they are expected to achieve in the lesson.  Good-humoured, trusting relationships between staff and pupils mean that pupils happily ask for help when they need it. Teachers are very willing to coach them through difficulties but

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The quality of teaching is good

sometimes this is at the expense of helping pupils to work things out for themselves. 5 of 9

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The quality of teaching is good

 In some lessons, teachers tend to over-direct pupils’ learning or talk for too long. When this happens, pupils have very little time to think hard or to complete tasks independently.  Tasks are sometimes not at the right level of difficulty to challenge different groups of pupils, especially the more able. Consequently, pupils’ progress slows.  Pupils’ rates of progress soar when they are given sufficient time to learn actively and independently, as when Year 6 pupils collaborated to concoct eye-witness statements, pooling their ideas and challenging each other’s views.  In the best lessons, teachers use assessments of what pupils know and can do to help them to shape the way they teach. For example, in a Year 4 mathematics lesson, pupils started tasks at different points since not all of them needed to listen to the introduction or intermediate explanations. This meant that more-able pupils did not waste any learning time and so they

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The quality of teaching is good

made rapid progress.  An outstanding aspect of teaching is the skilled support that teaching assistants give disabled and special educational needs pupils. A steady, step-by-step approach that challenges pupils to think and remember, turns them into confident learners who are keen to practise new skills. They make excellent progress as a result.  Marking is effective in most classes and first rate in Year 6. It is closely linked to pupils’ individual targets and often gives pupils good advice as to how to improve their writing.

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The behaviour and safety of pupils are outstanding

 Pupils clearly thoroughly enjoy school. They are proud of being a church school and recite the school creed and prayers with conviction, explaining why these are important. Older pupils say, ‘We enjoy our time in school and look forward to coming each day.’  Pupils are proud of their links with the local church and the impact it has on their lives. Year 6 pupils explained, ‘Most of us go to youth club there because it’s fun.’  The rich curriculum, with many educational visits, gives all pupils, including disabled pupils and those with special educational needs, a broad cultural perspective and stimulates their curiosity and keenness to learn.  Pupils feel very safe. They are confident that there is no bullying. They have a mature understanding of the different types of bullying, including cyber-bullying. Year 2 pupils, for instance, are fully aware of internet safety rules because these are well taught.

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The behaviour and safety of pupils are outstanding

 The school’s records confirm pupils’ views that there is no racism or name-calling. Pupils explained, ‘We have just finished a topic which involved teaching us about not calling people names. We definitely don’t call people gay.’  The school ensures that pupils who attend other educational institutions for part of the week are equally safe.  Pupils are very polite, considerate and helpful. They respect each other. Older pupils run a ‘peace patrol’ which helps younger pupils to play together amicably. The school council has real responsibility, including managing a budget.  Parents fully agree that their children are happy and safe in school. Pupils’ excellent conduct, behaviour and manners are commended frequently by visitors.  The climate for learning is exceptionally positive. Pupils’ attitudes are exemplary.  Attendance rates have improved over the past three years, reflecting pupils’ keenness to come

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The behaviour and safety of pupils are outstanding

to school. The school has notable success at securing high attendance rates for pupils whose attendance has been a cause for concern prior to their joining this school. 6 of 9

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The leadership and management are outstanding

 Senior leaders and the governing body have strong aspirations for this school to be the best it can be. The school’s motto, ‘Equality and Excellence’, clearly underlies every decision they take. Their exceptional effectiveness as leaders of a church school is recognised in the recent SIAS report. The local authority gives basic support to this good school.  The headteacher has a strong understanding of the relative weaknesses of this school. Self- evaluation is uncompromisingly honest, explaining precisely why the school does not yet judge itself to be outstanding, despite its undoubted strengths and sustained good performance.  Much has changed in a short time with the impetus of a new leadership team. Their impact is seen in much-improved attainment in writing and excellent outcomes for disabled pupils and those with special educational needs. This is the result of a radical change to the nature of the

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The leadership and management are outstanding

provision for pupils with complex and individual learning needs. Initiatives such as ‘writer of the month’, numerous opportunities for pupils to use their writing skills in other subjects and staff meetings to promote different teaching methods are proving to be very effective.  The evaluation of teaching quality is rigorous and accurate. The proportion of good and better teaching is improving each term because the school is relentless in its drive to provide the best learning opportunities for all groups of pupils.  This is underpinned by very effective and extremely well-evidenced performance management. Teachers who underperform do not pass the pay threshold until their teaching is shown to be effective at securing good rates of progress for the pupils they teach. Equally, successful teachers are rewarded. Regular meetings to check pupils’ progress ensure that teachers are fully accountable.  Newly qualified and inexperienced teachers are given excellent advice as to how to improve their

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The leadership and management are outstanding

practice. Similarly, experienced staff are encouraged to undertake professional development to enhance potential leadership and management skills.  The curriculum is exceptionally good. It provides positive learning experiences that foster pupils’ outstanding behaviour and their rich spiritual, moral, social and cultural development.  The school has highly successful ways of involving parents in their children’s learning, using a virtual learning environment as well as making time available each day for parents to talk to teachers should they have any concerns.  Safeguarding meets statutory requirements.  The governance of the school:  The governing body is a strength. Governors are well informed and manage resources extremely well to support school initiatives. They deploy their individual expertise effectively. Governors have excellent understanding of comparative data in relation to pupils’ achievement. They use the information to excellent effect to support and challenge the school

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The leadership and management are outstanding

further. Governors have a good understanding of teaching quality. They know how any underperformance is tackled and ask the right sort of questions to support performance management. Governors have a high profile in school and contribute fully to the school’s self- evaluation. They ensure that the pupil premium money is used to good effect. The support is tailored closely to pupils’ individual needs. As a result, gaps are closing rapidly. Governors are rigorous in checking and approving policies and ensuring that safeguarding arrangements are highly effective. This ensures that staff and pupils are safe and fully supported. Inspection report: St Paul's Church of England Voluntary Controlled Primary School, 30–31 January 2013 7 of 9

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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. Inspection report: St Paul's Church of England Voluntary Controlled Primary School, 30–31 January 2013 8 of 9

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School details

Unique reference number 121474 Local authority York Inspection number 403463

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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 controlled Age range of pupils 4–11 Gender of pupils Mixed Number of pupils on the school roll 171 Appropriate authority The governing body Chair Megan Rule Headteacher Richard Knowles Date of previous school inspection 14 November 2007 Telephone number 01904 625240 Fax number 01904 674878 Email address stpauls.primary@york.gov.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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