St Mary's Catholic Primary School

School report St Mary's Catholic Primary School

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Overall effectiveness

Previous inspection: Not previously inspected This inspection: Good 2 Leadership and management Good 2 Behaviour and safety of pupils Outstanding 1 Quality of teaching Good 2 Achievement of pupils Good 2 Early years provision Requires improvement 3 The overall experiences and progress of children and young people are good 2

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Summary of key findings for parents and pupils

 The former executive headteacher has set a clear direction for the school and for its improvement.  The associate headteacher, other senior leaders and the governing body have given good support. The leadership team have improved pupil’s achievement and sustained the good quality of teaching.  The school teaches very positive and Christian values and beliefs that promote pupils' spiritual, moral, social and cultural development very well.  Pupils achieve well in reading, writing and mathematics.  All groups of pupils, including the most able, those learning English as an additional language, the disadvantaged, and disabled pupils and those with special educational needs, make good progress.  By the end of Year 6, attainment in reading, writing and mathematics is well above average.  The quality of teaching in Years 1 to 6 is good, and as a result, pupils make good progress.  School leaders and teachers set high expectations

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Summary of key findings for parents and pupils

for pupils’ behaviour and for their achievement.  Teachers and assistants are skilful at fostering good working relationships with pupils.  Pupils’ behaviour is outstanding, and their attitudes to learning are excellent.  Pupils feel entirely safe at school. Pupils say that there are few incidents of bullying. They are confident that adults quickly address any difficulties that arise.  Attendance is above average.  The governing body is effective and holds the school to good account.

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It is not yet an outstanding school because

 There are weaknesses in the provision for and the leadership of the early years.  Children in the early years do not have enough choice of the activities they can do on their own.  Teachers do not always give enough consideration to classroom organisation in the early years in order to ensure the maximum benefit to children’s learning.  The leadership of the early years does not analyse how well children do in order to set priorities for improvement.

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Information about this inspection

 Inspectors observed 18 lessons, of which two were joint observations with the new executive headteacher. Inspectors also scrutinised samples of pupils’ work in English and mathematics. They listened to a sample of pupils in Year 2 read.  Meetings were held with groups of pupils, members of the school’s staff, the Chair, vice-chair and two other members of the governing body. A meeting was held with the school’s improvement partner.  Inspectors analysed the 35 responses that were recorded on the online survey (Parent View) by the end of the inspection. They also received a letter from one parent.  The inspectors took account of the 25 responses to the questionnaire for school staff.  The inspectors observed the school’s work, and looked at a range of documents, including the school’s own data on pupils’ current attainment and progress, planning documentation, records relating to behaviour and attendance, and documents relating to safeguarding, the monitoring of teaching,

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Information about this inspection

performance management, the use of extra government funding and the curriculum.

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Inspection team

Chris Grove, Lead inspector Additional Inspector

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Information about this school

 This is a larger than average-sized primary school.  The majority of pupils are of White British heritage. Others come from a wide range of ethnic backgrounds. A high proportion of pupils speak Englisha as an additional language.  The proportion of pupils supported by the pupil premium (which provides additional funding to support pupils known to be eligible for free school meals and children in local authority care) is below average.  The proportion of disabled pupils and those who have special educational needs is well below average.  For literacy and mathematics, pupils in Years 3 to 6 are grouped into upper and lower sets across year groups.  The early years provision consists of a full-time Reception class and a full-time mixed class of Reception and Year 1 children.  The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics .

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Information about this school

 St Mary’s Catholic Primary School converted to become an academy school in August 2011. When its predecessor school, also called St Mary’s Catholic Primary School, was last inspected by Ofsted, it was judged to be good overall.  From September 2013, the school has formed a hard federation with St Catherine’s Catholic Primary School, which also serves the parish of St Mary’s.  The former executive headteacher retired at the end of April 2015. A new executive headteacher took up the role from 1 May 2015.  There have been some changes to the teaching staff. This has particularly affected the early years provision.  Among the school’s accreditations are the Sing Up (Gold) award and the 360-degree e-safety mark.  The breakfast club is managed by the governing body and formed part of this inspection.

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What does the school need to do to improve further?

 Improve the provision for, and the leadership of, the early years, by ensuring that:  teachers give more consideration to planning classroom organisation in order to make sure that more children benefit from key learning activities  leaders and teachers review the early years provision in order to improve the range and the quality of the learning activities that children can undertake without adult involvement  leaders make better use of information about children’s achievement to set clear priorities to improve provision and outcomes.

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The leadership and management are good

 Over recent years, the former executive headteacher has set a clear direction for the school. During this time, the school’s leadership has successfully sought academy status and forged a closer partnership with the other catholic primary school in the parish. With the good support of the associate headteacher, other senior leaders and the governing body, the former executive headteacher has, at the same time, demonstrated ambition for the school’s further improvement. She has done so particularly through success in enhancing pupils’ academic achievement by the end of Year 2 and end of Year 6, especially in reading and mathematics.  In the very short time that he has been in post, the new executive headteacher has quickly begun to develop an overview of the school’s many strengths as well as areas for improvement.  Leaders have created a community based on very positive, Christian values and beliefs. This is reflected in

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The leadership and management are good

the commitment of staff, and in the very effective promotion of pupils' spiritual, moral, social and cultural development. In the staff survey, all of those who responded said that they are proud to be members of staff at the school. Furthermore, the great majority of parents who completed the online questionnaire agreed that they would recommend the school to another parent.  Senior leaders provide strong leadership of teaching. They regularly track closely the progress and learning of individual pupils and of pupil groups in all year groups. If any pupils do not make sufficient progress, teachers ensure that they receive additional support. Leaders also make rigorous use of the management of staff performance. They set annual objectives for each teacher, which are focused on the progress of their pupils, the development of their leadership responsibility, and their professional development, including sustaining a good quality of teaching.

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The leadership and management are good

 The middle leadership team provides good support for senior leaders, and is effective. For instance, the coordinator for special educational needs helps class teachers to support their pupils. However, there are weaknesses in the leadership of early years.  Senior leaders use a range of means to check the school’s performance, including regular observations of teaching and scrutiny of pupils’ written work. This provides an accurate view of the school’s provision and performance. As a result, improvement planning is of good quality.  The good rates of progress made by all groups of pupils point to the school’s success in promoting equality of opportunity and tackling discrimination.  The school provides a rich range of learning experiences for pupils. Leaders rightly accord high priority to the development of pupils’ knowledge and skills in reading, writing and mathematics. Pupils develop their

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The leadership and management are good

skills and gain experience of the application of information and communication technology (ICT) through opportunities provided in subjects such as science and English. Displays in corridors and classrooms indicate the breadth of work undertaken, and include artwork of high quality. The school does much to develop musical understanding. For example, different year groups learn to play the recorder, African drums and the trumpet. Assemblies show that pupils have learned to sing tunefully, for which the school has gained an award. An important emphasis in the school’s provision is the promotion of values, including respect and tolerance, as part of preparation for life in modern Britain.  The school receives additional government funding to support disadvantaged pupils. It uses this funding to good effect, principally to employ a part-time teacher to reduce class sizes in Years 5 and 6. Leaders have also employed an additional teaching assistant for Year 6 pupils. Currently, spending also subsidises

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The leadership and management are good

the cost of school meals for some pupils, and provides additional one-to-one tuition in English and mathematics. The school has also employed an additional supervisor for the breakfast club.  The school is making effective use of the primary sport funding, and this has broadened the range of sports available for pupils. Leaders have also used the funding to buy in a specialist teacher from the local sports partnership to work alongside class teachers. The purpose of this arrangement is to provide a coaching programme to increase teachers’ confidence to teach gymnastics, dance and sport. In addition, the funding supports specialist tuition for pupils in tennis, ice skating, tri-golf and swimming.  The school is no longer part of the local authority, and is not connected to any academy chain. As such, it buys in external advice from its appointed school improvement partner. The partner has had a positive

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The leadership and management are good

impact. For instance, he provides advice to the governing body about its annual appraisal of the executive headteacher. He also provides for leaders and governors an analysis of the national information published annually on the performance of the school.  Senior leaders have ensured that the school meets all child protection and safeguarding requirements effectively. For example, risk assessments are up to date and fit for purpose. The new executive headteacher has recently undertaken training in the safer recruitment of school staff, and governors have also undertaken such training.  The governance of the school:  Since the school became an academy, the governing body has become more effective in checking its work. One reason is that the former executive headteacher has provided governors with clear information. As a result, governors have offered an improved level of challenge to the school’s

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The leadership and management are good

leadership. For instance, the former executive headteacher has given governors a detailed analysis of the outcomes of the annual appraisal of teaching staff, including information about whether pay progression is merited by performance, and how the school has tackled any underperformance. Governors are clear about the school’s many strengths and any areas for improvement and have a good understanding about the quality of teaching. As a result of their visits to the school and the reports of the former executive headteacher and the school improvement partner, governors are well informed about the school’s performance. This gives them a good basis to challenge as well as offer support to the school.

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Behaviour

 The behaviour of pupils is outstanding. Pupils say that other pupils behave exceptionally well. They speak very appreciatively about the school’s positive values and beliefs. They also say that teachers set clear expectations for good behaviour, so that pupils never stop others from learning.  Pupils’ attitudes to learning in lessons are extremely positive. They are very attentive and respectful to teachers and to other pupils. For example, a class of Year 5 pupils listened intently to a detailed explanation and instructions given by their teacher without anyone losing focus. Pupils participate in lessons and respond willingly to teachers’ questions. They cooperate well when asked to work as a group. In assemblies, pupils are exceptionally well behaved as they enter or leave the hall, the oldest pupils carefully supporting the youngest. All pupils concentrate well and sustain good attention during

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Behaviour

assemblies.  Pupils behave extremely well as they move around the school buildings. They are polite and respectful when they meet adults around the school. At breaktime, pupils behave very well in the playground and make friendly, social contact with others. At lunchtime, in the school hall, pupils conduct themselves especially well, which makes the midday break a pleasant experience.  There have been no permanent or fixed-term exclusions in recent years.  The great majority of parents who took part in the online survey agreed that the school makes sure its pupils are well behaved. All the members of staff who completed the questionnaire agreed that behaviour is good, and most strongly agreed. Most also strongly agreed that behaviour is managed consistently well.  Attendance is above average with a low rate of unauthorised absence.  The supervisory staff manage the breakfast club very well. The atmosphere is very calm, and routines are

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Behaviour

well established. The senior supervisor sets high expectations for pupils’ behaviour, which results in a happy and relaxed setting. The club is well attended. Cereals and toast are served, and sometimes a hot breakfast. Both indoor and outdoor games are available. The information and communication technology (ICT) suite is open for those who attend the club.

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Safety

 The school’s work to keep pupils safe and secure is good. Pupils say that they feel safe in school because ‘adults look after you on the playground’. Pupils say that they learn how to keep safe. For example, they know about the danger that strangers could represent. They show a particularly good understanding about e-safety. The school has gained the 360-degree e-safety mark in recognition of its good work in this area.  In the responses to their respective surveys, the large majority of parents and every member of staff agreed that pupils are safe in the school.  Pupils have a well-developed understanding of the persistent nature of bullying. They know the different forms that bullying can take. They say that there is little bullying at school, and trust adults to sort it out if difficulties occur. The large majority of parents, and all members of staff who took part in the surveys, agreed that the school deals effectively with any cases of bullying.

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The quality of teaching is good

 The good quality of teaching, including the teaching of reading, writing and mathematics, results in pupils’ good progress and learning.  Teachers and teaching assistants are skilful at creating supportive and trusting working relationships with their pupils. This in turn leads to the school’s positive climate for learning and as a result, pupils are calm and feel secure.  Teachers set high expectations for pupils’ behaviour and for their achievement. The impact is seen in, for example, pupils’ consistent readiness to learn, and in their attentiveness when teachers speak to them. It is also seen in the good standards of presentation and neat handwriting in their exercise books. Teachers’ clear expectations of pupils are a reflection of senior leaders’ expectations of staff.  Good teaching offers pupils a degree of challenge. For instance, in mathematics lessons in Years 5 and 6, the teachers pitched the level of challenge well through carefully devised problem-solving tasks, which

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The quality of teaching is good

extended pupils’ understanding very effectively. They had to apply their mathematical knowledge to tasks that involved solving practical problems. Similarly, in a mathematics lesson in Year 2, pupils had to identify, from word problems, whether addition or subtraction operations were necessary to reach correct answers.  Teachers engage pupils’ interest well. Good subject knowledge also motivates pupils. For example, one teacher combined enthusiasm for a history topic with good use of detailed knowledge about C S Lewis. This made a strong impression on the pupils, who were motivated for the writing task set for them.  Teachers organise teaching assistants well. This means that they make significant contributions to pupils’ learning, including to that of disabled pupils and those with special educational needs.  The quality of marking of pupils’ work is generally good. The school’s approach to marking is helpful

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The quality of teaching is good

because teachers praise pupils’ achievement, but also indicate to pupils how to improve their work. In the best marking seen, the feedback to pupils is of high quality. These teachers’ marking includes frequent opportunities for pupils to respond to and improve their work.  In their responses to the online survey, the great majority of parents agreed that their children are well taught and are making good progress. Inspection evidence supports parents’ views.

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The achievement of pupils is good

 Pupils’ continuing good achievement is the outcome of effective leadership of the school.  Overall, attainment by the end of Year 6 has been significantly above average in each of the last three years. Over that time, standards in reading, writing and mathematics have risen further so that in 2014 attainment in each subject was also significantly above average. Most pupils reached the higher Level 5 standard of attainment in reading and mathematics, and an above average number did so in writing.  At the end of Year 2, overall attainment has risen over the last three years from broadly average to significantly above average. In 2014, attainment was appreciably higher than in the previous year in each of reading, writing and mathematics.  The school has enjoyed considerable success in the Year 1 phonics screening check (this checks pupils’ understanding of letters and the sounds they make). In 2013, and again in 2014, a much higher

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The achievement of pupils is good

proportion of pupils met the expected standard than was the case nationally.  Pupils in all year groups make progress in reading, writing and mathematics that is consistently at least good. This is evident both in pupils’ progress in recent years, and in the progress being made by pupils currently in the school, particularly in reading and mathematics.  The high proportion of pupils who speak English as an additional language make good progress. Teachers and assistants offer these pupils good support in lessons. In addition, the school provides a twice-weekly club to support the development of these pupils’ skills and understanding.  Disabled pupils and those with special educational needs make good progress because assistants support them well in lessons. The coordinator for special educational needs also works with class teachers to provide additional support, where necessary, in order to secure their good progress.

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The achievement of pupils is good

 The progress of the most able pupils is good. For instance, every pupil who reached the high Level 3 standard in assessments in reading, writing and mathematics at the end of Year 2 in 2010 went on to gain at least Level 5 in national tests at the end of Year 6 in 2014.  Disadvantaged pupils (those eligible for the additional government funding) make good progress. These pupils benefit from the extra support provided by the school, for example the additional part-time teaching in Years 5 and 6.  In the assessments at the end of Year 6 in 2013, the gaps in attainment between pupils eligible for the additional funding and other pupils in the school were small in the case of reading and writing, and a little larger in mathematics. In 2014, the gap was eliminated in reading and also in mathematics. In the case of writing, however, the gap widened and equated to about one and a half terms.  In comparing the attainment of disadvantaged pupils in the school with that of other pupils nationally,

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The achievement of pupils is good

there is a similar pattern of gaps. In mathematics, there was no gap either in 2013 or in 2014. In reading, the very small gap was eliminated in 2014. By contrast, in writing, the gap widened very slightly, to about half a term. However, this gap is small in comparison with the gap in attainment between other pupils nationally and disadvantaged pupils nationally.

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The early years provision requires improvement

 Early years provision requires improvement because leaders have not analysed the information on children’s progress carefully or set priorities for improvement.  Most children begin school with the knowledge and skills that are typical for their age. School information shows that by the end of the Reception year in 2013/14, and in 2012/13, the proportion of children who reached a good level of development was appreciably higher than the national figure. This indicates children’s readiness for entry to Year 1. Nevertheless, inspection evidence from observation and children’s work shows that the school’s provision requires improvement.  Classroom organisation requires improvement on occasions in order to increase the impact of teaching. Teachers are not always deployed to best effect to ensure that all children benefit from those activities which are led by an adult.  Those children who are not working with an adult do not always have a sufficient choice of motivating

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The early years provision requires improvement

activities, and are not always as fully engaged in their learning as they should be. This can sometimes divert the teacher from supporting the learning of others.  Children feel safe. They are polite are respectful towards adults and other children.  Children behave well and show positive attitudes to learning. When given the opportunity to meditate, for example, one class of children was highly focused and showed intense concentration on the task.  Teachers make effective use of the outside area to extend children’s learning.  The school involves parents well in their children’s learning, particularly through the work set for completion at home.

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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 failing

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Grade Judgement Description

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 137147 Local authority Swindon Inspection number 448617

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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 Academy alternative provision converter Age range of pupils 4–11 Gender of pupils Mixed Number of pupils on the school roll 319 Appropriate authority The governing body Chair Father Michael McAndrew Headteacher Andrew Henstridge Date of previous school inspection Not previously inspected Telephone number 01793523850 Fax number 01793523850 Email address admin@st-marys.swindon.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 and 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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