St Charles Catholic Primary School

St Charles Roman Catholic Primary School 83 St Charles Square , London, W10 6EB

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Overall effectiveness

Previous inspection: Satisfactory 3 This inspection: Good 2 Achievement of pupils Good 2 Quality of teaching Good 2 Behaviour and safety of pupils Good 2 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 in all year groups and make good progress in reading, writing and mathematics.  Teaching is good. Lessons are effectively planned and engage pupils well. Pupils’ work is well marked and assessed.  Pupils are well behaved. They get on very well together, share resources and develop positive relationships with adults in school. In this very friendly, calm and welcoming environment, pupils feel safe and secure.  Leadership at all levels is strong. The headteacher provides focused and clear direction. As a result there are very successful strategies for checking pupils’ achievement and monitoring teaching.  The strong Catholic ethos of the school threads through the many and varied activities that are embraced in the social, moral, cultural and spiritual education. These opportunities are well established throughout the curriculum and across the wider work of the school.

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Summary of key findings for parents and pupils

 Governors know the school very well. They ensure that pupils achieve well and that any additional funding makes a positive contribution and impact to their learning and outcomes.  Disabled pupils, those with special educational needs and those with English as an additional language and for whom the pupil premium provides support all benefit from the effective interventions they receive.

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It is not yet an outstanding school because

 Pupils do not have enough time to respond to teachers’ marking to ensure that their progress is consistently outstanding.  The proportion of teaching that is outstanding needs to be greater.

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Information about this inspection

 The inspectors observed teaching in 20 lessons or part lessons, six of which were joint observations with members of the senior leadership team.  Inspectors attended two assemblies and listened to groups of pupils read.  The inspectors scrutinised the 19 responses to the online questionnaire (Parent View) and spoke to parents at the start of the school day.  Questionnaires completed by 41 staff were analysed.  Meetings took place with staff, pupils, governors and a local authority representative.  The inspectors observed the school’s work and scrutinised pupils’ books, records of pupils’ progress, the school’s checks on teaching and learning, the school development plan, records of behaviour and attendance, and safeguarding documents.

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Inspection team

Emma Merva, Lead inspector Additional Inspector Fiona Robinson Additional Inspector Alastair McMecken Additional Inspector

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Information about this school

 St Charles Roman Catholic Primary is larger than the average-sized primary school.  The proportion of pupils known to be eligible for the pupil premium (additional government funding for pupils known to be eligible for free school meals, looked after children and pupils with a parent or carer in the armed services) is above average. There are currently no children of service families in school.  The proportion of disabled pupils and those with special educational needs supported through school action is above the national average The proportion supported at school action plus or with a statement of special educational needs is also above average.  The proportion of pupils from minority ethnic backgrounds is above average.  The largest groups of pupils are from White British, Black African and Any Other White heritages.  The school has a breakfast and an after-school club.  An above-average proportion of pupils speak English as an additional language.

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Information about this school

 The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in English and mathematics in Year 6.

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What does the school need to do to improve further?

 Further raise the quality of teaching and pupils’ achievement by:  ensuring that pupils are given time to reflect and act upon the effective advice provided by teachers so that they can make even better progress and improve their work  developing teaching further so that more of it is outstanding by raising their expectations of pupils and planning work that challenges them to achieve their potential.

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The achievement of pupils is good

 Achievement is good in reading, writing and mathematics. From their below average starting points, pupils make good progress. Attainment rose in 2013 in Year 6 and was above average because of improved teaching and rigorous checking of pupils’ progress. This is the case for all pupils, including those who are disabled and those who have special educational needs, for those who receive extra resources through the additional pupil premium funding and those who are more able.  Attainment in reading is above average. Phonics (the sounds represented by letters) is well taught and by the end of Year 1 in the national phonics check pupils’ achievement is above average. Pupils are encouraged to read regularly and one pupil commented that her favourite books ‘are Shakespeare’. Pupils enjoy reading because of the emphasis placed upon it and they are encouraged to read by being able to choose reading books from a well-stocked library, which

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The achievement of pupils is good

is a well-utilised vibrant environment.  Children make good, and sometimes outstanding, progress in the Early Years Foundation Stage. This is due to extremely well-planned lessons, focused activities and effective utilisation of good resources. For example, in a Nursery lesson, children made good progress putting pictures in order so that they could tell the story. The teaching was focused and purposeful which engaged the children to make good progress in their learning.  Those for whom the school receives pupil premium funding reach standards above their classmates in reading, writing and mathematics. Funding is used well to provide small-group support, access to the breakfast club and one-to-one tuition.  Disabled pupils and those who have special educational needs, as well as pupils new to learning English, make similar progress to the other pupils because the school provides appropriate focused support and interventions for them. Pupils from the main groups of White British, and

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The achievement of pupils is good

Other White backgrounds, as well as those of Black African heritage, make the same progress as other pupils.  The school is using the specialist sports funding to employ specialist sports coaches, which is proving of benefit to pupils attending an after-school football club where pupils made good progress.

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The quality of teaching is good

 Teaching is good because the majority of lessons are planned to a high standard, and they engage and inspire pupils to make consistently good progress.  Homework is well used to extend learning outside of the classroom. It also encourages pupils to further their understanding of different subjects.  Pupils enjoy learning because activities are usually well planned to match the abilities of all pupils. Occasionally, teachers’ expectations are not high enough. Teaching is then less effective because the pupils do not make the progress they should, particularly where the work planned is sometimes too easy.  Pupils are enthusiastic towards their learning and their teachers. They take pride in their work and ensure that their handwriting is neat. Lessons mostly involve a wide range of varied activities and exciting topics. Technology is used well as an effective learning method to help engage pupils so that they make good progress.

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The quality of teaching is good

 Teaching in the Early Years Foundation Stage is good. Children make rapid gains in their learning, especially in communication and personal, social and emotional development. In a Reception lesson children made effective progress in their learning due to high-quality use of assessment to plan next steps learning.  Pupils’ work is regularly marked, and continuous assessment gives teachers a good understanding of their pupils’ current progress, and enables them to give good guidance on how to improve. However, pupils do not consistently have the opportunity to act upon the advice given in marking, which restricts how well they are able to improve their work. Consequently, pupils do not always make as much progress as they should.  Teachers use the behaviour management systems effectively. Adults and pupils get on well together and they have respect for each other. Pupils have positive attitudes, and understand

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The quality of teaching is good

that their attentive behaviour supports good learning.  Pupils supported by the pupil premium, disabled pupils and those with special educational needs are carefully supported through their teachers’ planning of work, which is extremely well matched to their needs. Additional adults are very well trained and guide the pupils proficiently. They also ensure that pupils from minority ethnic backgrounds and pupils who are new to learning English are supported successfully and achieve well.

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The behaviour and safety of pupils are good

 Behaviour is good. Pupils are welcoming and respond extremely well to each other and to adults in school. Pupils are keen to learn, which has a positive impact on their attitudes during lessons.  Pupils respond well to the strong and purposeful Catholic ethos in the school. The levels of care and support pupils receive, both in lessons and in the wider school community, ensure that they are engaged positively in their learning.  Parents, staff and pupils say that bullying is very rare in school. Pupils explained that if any bullying did occur that there are adults in school that they would go to. Pupils believe any bullying of any sort is swiftly dealt with.  Pupils in all year groups say that the school’s work to keep them safe and secure is good. They understand how to stay safe when using the internet, for example through having had assemblies focusing on internet safety from external agencies. Safety in the use of computers is

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The behaviour and safety of pupils are good

also a regular feature of the guidance they receive in their information and communication technology (ICT) lessons.  Although pupils behave well during their classes, at break and lunchtime, and whilst walking around the school generally, their behaviour is not outstanding. There are effective and consistent systems in place to manage any misbehaviour, but in a small minority of lessons behaviour is not well managed enough. Consequently, some minor disruption from time to time prevents other pupils from making the rapid progress of which they are capable of.  Attendance is above average and pupils arrive promptly to school and to their lessons. Exclusions are very rare, demonstrating pupils’ enjoyment at school.

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The leadership and management are good

 The headteacher provides very effective leadership which drives the school with a clear focus of striving to offer the best to the pupils in her care. She has an effective understanding of the strengths and areas for development within school and is well supported by a senior management team and governors who constantly communicate high expectations and ambition. Middle leaders support the ethos of the school well and are effective in monitoring their areas of responsibility. School policies and procedures are robust and well thought out.  The school’s self-evaluation and the school development plan are thorough; the school’s actions are carefully planned, implemented and effective.  The improving picture of teaching is due to rigorous, accurate monitoring. This is coupled with effective performance management and professional development, which are closely matched to the needs of the school and staff, and which are aligned to decisions about teachers’ pay.

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The leadership and management are good

 Target setting for teachers is effective and systematic. This is done rigorously and teachers are held to account for the achievement and progress of pupils in their classes.  The curriculum is creative and displays in classrooms are colourful, vivid and inspiring. For example, in the Year 6 classroom, good learning opportunities are featured, such as numeracy walls to support learning. Opportunities are provided also for academic, technical and sporting excellence. Consequently, these contribute well to generally good academic achievement.  The strong Catholic ethos permeates the school, influencing a spiritual, moral, social and cultural development which promotes positive and moral behaviour. There are strong links with the church and the local community. For example, one pupil commented, ‘I really like going out to sing in the choir.’ Pupils are developing their understanding of our multicultural society through

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The leadership and management are good

displays, such as Aboriginal life in Australia, celebrations of other faiths and St Patrick’s Day. The after-school Irish dancing club is enjoyed by pupils from a range of different heritages.  The school’s welcoming and highly inclusive atmosphere invites parents to be fully engaged with the school. For example, the weekly whole-school celebration assembly is enjoyed and very well attended by parents.  The school is effective in its actions to ensure equality of opportunity across the school. For example, the well thought out polices ensure all pupil groups make good progress in literacy and numeracy, for example through ensuring all classrooms have key words and mathematical terms displayed to help pupils to make good progress.  Primary school sports funding has enabled all pupils to benefit from sports coaching and additional after-school sports clubs. The school has a purposeful focus on living a healthy

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The leadership and management are good

lifestyle and encouraging the eating of the right foods.  The school appreciates the light touch support it receives from the local authority.  The school makes good arrangements for the transition to secondary school. For example, in Year 5, pupils benefit from spending a day in a local secondary school.  The Early Years Foundation Stage is well led and managed. Effective systems are in place to ensure achievement is good and that children are looked after in a safe environment.  Safeguarding meets statutory requirements.  The governance of the school:  The governors are a strong group and provide very good support for the school. They understand the school very well and are fully informed through good reporting by the headteacher on pupils’ academic achievement and the quality of teaching. Governors have opportunities to learn from taking part in lesson observations, and they meet with the staff so

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The leadership and management are good

that they understand more about the quality of teaching within the school. They are fully involved in teachers’ pay increases and understand that pay awards and promotions link to the quality of pupils’ progress. They understand how well the pupils are achieving and how this compares to national data. They ensure that safeguarding meets requirements and are involved in regular health and safety walks. Governors have been very proactive and manage the school’s finances well. They understand how the school is spending the pupil premium and additional sports funding and how this is the impacting on raising achievement.

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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 100505 Local authority Kensington and Chelsea Inspection number 430628

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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 317 Appropriate authority The governing body Chair Simon Enright Headteacher Ann Slavin Date of previous school inspection 11 – 12 July 2012 Telephone number 020 8969 5566 Fax number 020 8960 4338 Email address info@st-charles.rbkc.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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