St Ann's Catholic Primary School, A Voluntary Academy

Inspection of St Ann’s Catholic Primary School, A Voluntary Academy McIntyre Road, Stocksbridge, Sheffield, South Yorkshire S36 1DG

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Overall effectiveness at previous inspection Good 8–9 October 2019

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What is it like to attend this school?

Pupils are happy. They enjoy coming to school. The headteacher and governors are proud of their calm, peaceful school. Staff describe St Ann’s as ‘one big family’. Pupils, staff and volunteers get on well together. Pupils of all ages are sensitively supported to work and play together with respect and care. They enjoy being together in mixed-age classes. During assembly, they all enjoyed singing, ‘This little light of mine’. It made everyone smile.

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What is it like to attend this school?

Staff encourage pupils to do their best and to learn new things. Pupils enjoy many trips and activities. These help to bring their learning to life. Staff constantly reward pupils’ good behaviour. Pupils love to receive special rewards, especially from the headteacher.

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What is it like to attend this school?

Pupils are kind to one another. They play well together. Pupils enjoy the games and activities that staff organise. They told me that friends fall out sometimes, but there is no bullying. Pupils behave well.

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What is it like to attend this school?

Relationships with parents and carers are strong. They value the dedication of the headteacher and her hardworking staff. Extra support is in place for families who need it. Most pupils attend well. At times, some pupils fall behind in their learning due to absence.

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better?

Pupils are keen to learn. Leaders have thought carefully about what pupils need to learn and in what order. Teachers follow well-structured plans that help pupils to gain secure knowledge and skills. It is clear from the actions that leaders have already taken that they are making similar improvements across all subjects.

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better?

Reading is given priority. Leaders provide many interesting books and resources. These help pupils to enjoy reading. Teachers’ subject knowledge is good. They inspire pupils to explore and find the meaning in texts. Pupils regularly discuss books. They learn to answer questions about their reading from the start of Reception. Pupils improve their vocabulary and become fluent readers. Staff identify any pupils who fall behind in reading. These pupils get extra attention to help them to catch up quickly.

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better?

The leadership and teaching of mathematics are good. Staff are given high-quality training. They are confident and have good subject knowledge. Teachers set exciting and interesting tasks to help pupils to improve their problem-solving skills well. Teachers carefully assess what pupils know at the beginning and end of each unit of work. This means that teachers pick up on any misunderstandings quickly. Pupils practise mathematics every morning. This helps them to remember important facts and content.

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better?

Teachers build successfully on what pupils already know and can do in reading, 8–9 October 2019

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writing and mathematics. Teachers’ assessment in other subjects is improving. At times, teaching is not precise enough and teachers do not always know when to challenge pupils. This prevents pupils from deepening their learning in all subjects.

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Pupils debate current affairs during assemblies and in lessons. Teachers help pupils to learn about different faiths and cultures. Despite this, some pupils do not know enough about different lifestyles, religions or places of worship.

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Pupils with special educational needs and/or disabilities (SEND) receive effective support. Staff help pupils to enjoy and take part in all subjects. Teachers adapt planning and tasks appropriately. Pupils’ work shows how well they are supported to achieve.

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The experienced leader of early years is effective. She provides strong support to staff who are new to the Reception class. The curriculum is well planned. There is a clear focus on reading, phonics and mathematics so that children get off to a strong start in these important subjects. Some children struggle with their speech and language when they join the school. Staff use songs, stories and rhymes well to improve children’s vocabulary and promote a love of books. Children’s creativity and problem-solving skills are developed effectively.

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The headteacher and governors provide effective leadership of the school. They fulfil their statutory obligations well and consider parents’ views and staff workload.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Pupils trust staff. They know whom to go to if they are worried about anything. Staff have regular training and updates. They know what to do if a pupil is at risk. Staff report concerns quickly. Pupils learn how to stay safe in a range of situations. They have a good understanding of how to stay safe online. Leaders take appropriate action if they have a concern about a child. They work well with the local authority and other agencies. This ensures that pupils get the support they need.

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(Information for the school and appropriate authority)

 The curriculum is delivered effectively overall, particularly in English and mathematics. There are a few remaining instances, such as in science and history, where leaders need to continue to improve teachers’ planning and assessment to ensure that all pupils are suitably challenged to learn well.  Leaders should make sure that pupils’ knowledge and understanding of faiths that are different from their own improve. Pupils’ knowledge of different lifestyle choices should be better developed.

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or to find out what other parents and carers think. We use Ofsted Parent View information when deciding which schools to inspect, when to inspect them and as part of their inspection.

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The Department for Education has further guidance on how to complain about a school.

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If you’re not happy with the inspection or the report, you can complain to Ofsted .

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 8–9 October 2019

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School details

Inspection number 10110667 Type of school Primary

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School details

Date of previous inspection 25–26 June 2015

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Information about this school

 The school is a smaller than average, Catholic primary school.  The proportion of disadvantaged pupils for whom the school receives pupil premium funding is low.  The proportion of pupils with SEND is above average.  There are three mixed-age classes and one single-year group.  In early years, children attend the Reception class full time.  A section 48 inspection took place on 17 February 2016.

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Information about this inspection

We carried out this inspection under section 5 of the Education Act 2005.

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Information about this inspection

 We visited all classes.  We examined documentation, including safeguarding records and curriculum planning.  We held meetings with the headteacher, governors, subject leaders, the special 8–9 October 2019

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educational needs coordinator, teachers and teaching assistants.  We talked with pupils informally, visited the dining hall at lunchtime and observed pupils’ movement around the school. We met with some groups of pupils more formally.  I listened to pupils read from each key stage.  I met with a representative of the local authority and a representative from the Diocese of Hallam.  I spoke with parents at the start of the school day. I took account of the 33 responses to Ofsted’s Parent View.  Subjects considered as part of this inspection were reading, mathematics, history and science. We undertook a detailed scrutiny of pupils’ work in these subjects and talked with pupils about their learning.

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Inspection team

Cathy Morgan, lead inspector Ofsted Inspector

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Inspection team

Lynda Florence Ofsted Inspector 8–9 October 2019

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regulates and inspects to 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, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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