Setting

Miss Kathleen Coll Headteacher Our Lady of the Visitation Catholic Primary School Greenford Road Greenford, UB6 9AN

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Visitation Catholic Primary School

Following my visit to your school on 19 March 2015, I write on behalf of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills to report the inspection findings. 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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Visitation Catholic Primary School

The visit was the first monitoring inspection since the school was judged to require improvement following the section 5 inspection in October 2015. It was carried out under section 8 of the Education Act 2005.

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Visitation Catholic Primary School

Senior leaders and governors are taking effective action to tackle the areas requiring improvement identified at the recent section 5 inspection. The school should take further action to:

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Visitation Catholic Primary School

 fully equip middle leaders with the skills required to evaluate the impact of actions taken, so that they can respond more swiftly where improvements are needed  ensure the feedback policy is implemented consistently to extend pupils’ knowledge and skills and allow them to make rapid progress, particularly in mathematics  develop teachers’ subject knowledge and skills so that more able pupils are being challenged to achieve as well as they can.

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Evidence

During the inspection, I met with you, senior and middle leaders, pupils from Key Stage 2 and four representatives from the governing body, including the Chair of Tribal Kings Orchard 1 Queens Street Bristol, BS2 0HQ T 0300 123 1231 Text Phone: 0161 6188524 enquiries@ofsted.gov.uk www.ofsted.gov.uk Direct T 0117 311 5269 Email : klara.davies@tribalgroup.com Governors, to discuss the actions taken since the last inspection. I had a telephone conversation with a representative from the local authority and a representative from the diocese.

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Evidence

I examined school improvement documents, records of the monitoring of teaching, and governing body minutes. I looked at pupils’ current achievement data as well as published information. You accompanied me during visits to classes, where we observed teaching from Reception through to Year 6 and looked at pupils’ work.

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Context

Five governors left the governing body in January. Four new governors have been appointed.

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Main findings

You have put in place a comprehensive action plan to tackle the areas for improvement identified in the section 5 inspection. The recommendations from the external review of the school’s use of pupil premium have been added to the plan. This plan is reviewed regularly by senior leaders and governors. The latest evaluation shows that many actions have been completed and have had a positive impact on pupils’ progress.

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Main findings

The quality of teaching is improving. New templates direct teachers to plan for pupils of all abilities. Pupils are given opportunities to demonstrate what they already know at the beginning of each topic. However, some teachers are not using this information effectively to adapt their practice to meet the different needs of pupils, particularly the more able. Pupils have more opportunity to write at length and feedback provides pupils with clearer ways to improve their writing. Feedback in mathematics is not as clear and, too often, pupils’ learning is not extended sufficiently. Senior leaders are aware of this and understand the need to develop the evaluation skills of middle leaders to bring about improvements more quickly.

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Main findings

Pupils’ progress is tracked regularly. Analysis of different groups of pupils is looked at carefully to inform where additional support is needed. Strategies to support disadvantaged pupils are evaluated frequently and changed, where necessary, to ensure pupils are making rapid progress. The most recent analysis of pupils’ assessment information indicates that the proportion of pupils exceeding expected progress is increasing in all year groups.

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Main findings

Governors have a range of skills and expertise, including a recently appointed governor who has a background in education. Governors have attended many training sessions and have developed their skills in a range of areas, including safeguarding and analysis of assessment information. Governors, with the support of an external advisor, developed an action plan following the external review of governance. The most recent evaluation of the plan shows that all recommendations have been put in place. Governors challenge leaders and hold the school to account more effectively.

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External support

The local authority has set up specific meetings focused on school improvement. These are attended by the school’s link advisor, a representative from the diocese, school leaders and governors. The school’s link advisor has provided training to improve the scrutiny of pupils’ work. A headteacher from a local outstanding school has validated leaders’ judgements on the quality of teaching.

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External support

A literacy advisor and a mathematics advisor, provided by the local authority, are working closely with the school to further develop teachers’ practice. Many teachers have also observed good and outstanding practice in other local schools. Links have been made with the neighbouring secondary school. This has provided opportunities for pupils to be involved in a range of projects and is benefitting more able pupils, in particular.

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External support

The Diocese of Westminster provides a strong network of support for its leaders. Regular meetings take place for headteachers and deputy headteachers to meet and share practice and experiences.

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External support

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

I am copying this letter to the Chair of the Governing Body, the Diocese of Westminster and the Director of Children’s Services for Ealing and as below.

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