Setting

CfBT Inspection Services Suite 22 West Lancs Investment Centre Maple View Skelmersdale WN8 9TG T 0300 123 1231 Text Phone: 0161 618 8524 enquiries@ofsted.gov.uk www.ofsted.gov.uk Direct T 01695 566932 Direct F 01695 729320 Direct email: hcarnall@cfbt.com

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Mrs Clare Gardner Acting Headteacher St William's Catholic Primary School Young Street Bradford West Yorkshire BD8 9RG

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Primary School, Bradford

Following my visit to your school on 23 September 2013, I write on behalf of Her Majesty's Chief Inspector of Education, Children's Services and Skills to report on the findings of my visit. Thank you for the help you gave me and for the time you made available to discuss the actions you are taking to improve the school since the most recent section 5 inspection.

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Primary School, Bradford

The visit was the first monitoring inspection since the school was judged to require improvement following the section 5 inspection in July 2013. It was carried out under section 8 of the Education Act 2005.

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Primary School, Bradford

Senior leaders and governors are taking effective action to tackle the areas requiring improvement identified at the recent section 5 inspection.

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Evidence

During the visit, meetings were held with you, the Chair and vice-chair of the Governing Body and representatives of the local authority to discuss the action taken since the last inspection. The school’s action plan was evaluated.

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Main findings

In the short period since the inspection, the acting headteacher, staff and governors have worked collaboratively to good effect to develop an action plan. This has both a long-term perspective and well-considered, staged activities detailed for the initial period, giving flexibility to respond to the impact of developments. Success criteria for actions are clearly itemised with challenging, quantifiable targets and demanding timescales. Targets are rooted in an analysis of pupils’ needs and trends in performance. Hence targets are set for the various groups of pupils, taking account of the high levels of mobility and the large number of pupils for whom English is an additional language. A careful analysis of pupils’ performance in 2012/13 also informs targets. A marked improvement in achievement in mathematics at both Key Stages 1 and 2 means that the central focus this year is on raising standards in literacy. A substantial increase, to above average, in the proportion of pupils

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Main findings

making more than expected progress in Key Stage 2, has focused attention on those who start with attainment that is a little lower than average and whose progress has not been as rapid. Helpfully, a clear link between targets and staff appraisal forms part of the action plan.

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Main findings

This term has seen a brisk start to activities, including training sessions for both teachers and teaching assistants. The external review of governance, initiated by the governing body prior to the section 5 inspection, is underway. Governors are committed to this and giving additional time to the process, which is supported by the local partnership of Catholic schools.

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Main findings

A clear timetable for monitoring the delivery and effectiveness of the planned actions is in place. The establishment of a substantive team of school leaders from the beginning of this term means that it is possible to distribute responsibilities appropriately for monitoring the impact of actions, so contributing to the development of leadership capacity.

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Main findings

Ofsted may carry out further visits and, where necessary, provide further support and challenge to the school until its next section 5 inspection.

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External support

The local authority judges that the school continues to need a high level of assistance. This includes regular support from the school’s improvement partner for the acting headteacher and leadership development more widely. The local authority and acting headteacher have worked together closely to plan the support, such as for literacy and the development of Early Years Foundation Stage provision. The local authority holds regular meetings at which the impact of support is evaluated and school leaders, including governors, are held to account for the school’s progress. In addition to help from the local authority, the school receives support from the Diocese of Leeds and through a local partnership of Catholic schools. Mentoring for the acting headteacher comes through this partnership. The school’s improvement partner ensures that support from the various sources is coherent and timely.

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External support

I am copying this letter to the Chair of the Governing Body, the Director of Children's Services for Bradford and the Diocese of Leeds.

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