St Bernadette Catholic Primary School

ST BERNADETTE RC PRIMARY SCHOOL

Local education authority area: Hillingdon

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ST BERNADETTE RC PRIMARY SCHOOL

Dates of inspection: 16 th – 17 th January 2001

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ST BERNADETTE RC PRIMARY SCHOOL

Inspection number: 183950 Short inspection carried out under section 10 of the School Inspections Act 1996 This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated.

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ST BERNADETTE RC PRIMARY SCHOOL

Further copies of this report are obtainable from the school. Under the School Inspections Act 1996, the school must provide a copy of this report and/or its summary 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. St Bernadette RC School - 3

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INFORMATION ABOUT THE SCHOOL

School address: 160 Long Lane Hillingdon Middlesex

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The Governing Body

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mr. M. Simpson

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 23 rd September 1998 St Bernadette RC School - 4

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Team members

3586 Elizabeth Camplin Registered inspector 9079 Ann Moss Lay inspector 23413 Robert Allen Team inspector 14509 Philip Mann Team inspector

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Team members

WES World-wide Education Service Canada House 272 Field End Road Eastcote Middlesex HA4 9NA England

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Team members

Any concerns or complaints about the inspection or the report should be raised with the inspection contractor. Complaints that are not satisfactorily resolved by the contractor should be raised with OFSTED by writing to:

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Team members

The Complaints Manager Inspection Quality Division

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Team members

Alexandra House 33 Kingsway London WC2B 6SE St Bernadette RC School - 5

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PART A: SUMMARY OF THE REPORT 6

Information about the school How good the school is What the school does well What could be improved How the school has improved since its last inspection Standards Pupils’ attitudes and values Teaching and learning Other aspects of the school How well the school is led and managed Parents’ and carers’ views of the school

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INFORMATION ABOUT THE SCHOOL

St Bernadette’s Roman Catholic Primary School is situated in the London Borough of Hillingdon and is part of the Westminster Diocese. It is a large school, with 407 pupils currently on roll. The number has increased by 45 since the last inspection in 1998. The nursery has 52 part-time children and there is a newly established reception class of 19 pupils. During the past three years, the results of assessment tasks in early literacy and numeracy skills undertaken by children in their first term of full-time education have been above average, compared with other similar schools in Hillingdon. There is no national comparative data. There are 79 pupils on the register of special educational needs and six have statements for significant physical or multi-sensory learning impairment. The overall percentages are both broadly in line with the national average for primary schools. Children are drawn from a wide geographical area and their backgrounds are ethnically diverse,

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INFORMATION ABOUT THE SCHOOL

representing 12 different home languages. Twenty-three pupils are bilingual and six are at an early stage of learning English. Pupils’ family, social and economic circumstances are broad and, when compared with most schools nationally, are relatively favourable. Statutory assessment results are compared with the band of other schools that, like St Bernadette’s, have eight per cent or fewer pupils known to be eligible for free school meals.

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HOW GOOD THE SCHOOL IS

This is a very effective school with a continuing profile of improvement. Standards are high, especially in the core subjects of English, mathematics and science at the age of eleven. They stem from impressive leadership, rigorous management and teaching and learning of consistently very good quality. Governors are providing very good value for money.

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What the school does well

• It fosters an interest in learning and has high academic standards. By the time pupils leave the school they achieve very well in core subjects compared with all schools nationally and with those in similar contexts. • It caters sensitively for pupils, so that they quickly learn to enjoy school, behave very well and form mutually supportive relationships of exceptional quality. • Its Catholic ethos is highly developed and benefits all aspects of school life. • It has a headteacher whose inspirational and determined leadership and management skills have enabled the school to make rapid gains in effectiveness in recent years. • The school functions very smoothly owing to the commitment, shared enthusiasm and loyalty of a united staff team and governing body.

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What could be improved

• Teaching and learning at the newly established Foundation Stage, in line with the action already proposed in the School Development Plan. • The consistency with which teachers maximise the potential of the thorough assessment policy so that pupils, teachers and parents establish a clearer understanding of pupils’ progress and future learning targets. • The school could extend further the range of opportunities for pupils to exercise initiative and independence in their learning, and increase their awareness of cultural diversity.

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What could be improved

The areas for improvement will form the basis of the governors’ action plan.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

St Bernadette RC School - 7 The school has made impressive progress since it was placed in special measures in 1997. It has sustained good year on year improvement since the last inspection in 1998. The headteacher, staff and governors have rigorously addressed the key issues for improvement. Higher attaining pupils no longer underachieve in writing, spelling and mathematics. The majority of lessons are now good, or better, and systems for checking the effectiveness of teaching work very well.

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STANDARDS

The table shows the standards achieved by eleven year olds based on average point scores in National Curriculum tests.

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Key

English A A A* A well above average above average A B Mathematics A A A A average below average C D Science B A A A well below average E

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Key

Pupils attain very high standards in statutory tests at Year 6 especially in English. Only five per cent of primary schools nationally achieved such consistently high standards in core subjects in the year 2000. Pupils from minority ethnic backgrounds perform very well. The trend in improvement in performance is better than in most schools, because the targets the school has set have been rigorous but attainable. Current work at both key stages is consistent with the well above average standards achieved in statutory assessment tests in the three core subjects. Children under five also attain above the national expectation for their age. Six to eleven year olds achieve close to capacity in a high percentage of lessons and this is reflected in their past work. At the Foundation Stage there is potential for children to improve upon their sound rate of progress.

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Aspect Comment

Attitudes to the school Pupils have particularly impressive attitudes to their work and are determined to meet the school’s expectations of them.

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Aspect Comment

Behaviour, in and out of classrooms Pupils are thoughtful and responsive in their oral exchanges with each other and adults. Their behaviour is very good.

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Aspect Comment

Personal development and relationships Pupils’ strong sense of mutual responsibility, and care for each other, is based on happy and trusting relationships. They exercise initiative when appropriate opportunities are presented to them.

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Aspect Comment

Attendance Satisfactory trend over past three years. Attendance in the last reporting year was just below, and unauthorised absence above, the national average.

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Aspect Comment

Governors have appealed to parents to support the school in its efforts to restore attendance to the above average levels achieved in 1998 and 1999. Extended holidays and rigorous adherence to school policy for recording late arrivals account for the deterioration in the school’s recorded performance.

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Teaching of pupils: aged up to 6 years aged 6-7 years aged 7-11 years

Lessons seen overall Satisfactory Good Very good Inspectors make judgements about teaching in the range: excellent; very good; good; satisfactory; unsatisfactory; poor; very poor. ‘Satisfactory’ means that the teaching is adequate and strengths outweigh weaknesses.

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Teaching of pupils: aged up to 6 years aged 6-7 years aged 7-11 years

Teaching throughout the school is very good, with some exemplary practice in English at Year 4. There is very effective teaching of literacy and numeracy skills. Most science lessons are also of high quality and mathematics lessons are consistently good or better at Key Stages 1 and 2. At the Foundation Stage teaching, though satisfactory, is not of the same high quality. This is because confidence in managing the new curricular framework has yet to be developed and activities do not always fully match children’s needs. Provision for pupils with English as an additional language and for those on the register of special educational needs enables them to make very good progress. The most able pupils are learning at an increasingly good rate. This is as a result of effective teaching in groups set according to prior attainment and the opportunity to join some science lessons at a local high school; 100

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Teaching of pupils: aged up to 6 years aged 6-7 years aged 7-11 years

per cent of teaching was satisfactory or better and 36 per cent was very good or better.

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Aspect Comment

The quality and range of the curriculum Curricular provision is good. Short-term planning for core subjects and information and communication technology is of high quality, especially at Key Stage 2. It is not as detailed in remaining subjects and in promoting the areas of learning for children of nursery and reception age.

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Aspect Comment

Provision for pupils with special educational needs Effectively planned and organised. Pupils have the same access to the curriculum as their peers and make very good progress in gaining confidence and skills.

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Aspect Comment

Provision for pupils with English as an additional language Provision is good. The school works hard to support and encourage pupils with a different mother tongue rapidly to acquire competence in English.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural, development Much of the practice is very effective, particularly in enabling pupils to develop spiritually, morally and socially. Cultural development is sound but the school could do more to explain and celebrate the diversity of culture and beliefs represented in the modern world.

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Aspect Comment

How well the school cares for its pupils The good quality of provision for pupils’ health and welfare has been sustained since the previous inspection. All staff share the same strong commitment to understand and meet pupils’ needs and aspirations. Plans to monitor and accelerate the impact of new assessment procedures are appropriate and should be sustained.

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Aspect Comment

St Bernadette RC School - 10 Leadership and management by the headteacher and other key staff The headteacher provides leadership and management of very high quality. He inspires all staff, and particularly the deputy headteacher and senior management team, to work very effectively together.

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Aspect Comment

How well the governors fulfil their responsibilities The governing body manages its statutory responsibilities very well. Members are supportive and highly committed to fulfilling their role as critical friends.

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Aspect Comment

The school’s evaluation of its performance The school has very effective procedures for checking how well pupils are performing and evaluating the impact of teaching on learning.

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Aspect Comment

The strategic use of resources Resources are carefully managed and allocated to areas of greatest need. The principles of best value are clearly understood and demonstrated.

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Aspect Comment

The School Development Plan is a useful tool for communicating a shared vision for school improvement over the next three years. It could be enhanced by the inclusion of clearer success criteria in order to strengthen provision for cultural development and to raise further the quality of teaching, especially at the Foundation Stage.

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What pleases parents most What parents would like to see improved

• They appreciate the welcoming atmosphere and are pleased that children enjoy school so much. • They are highly satisfied with standards achieved. • They value the inspirational leadership of the headteacher and find staff very committed and approachable. • They think behaviour is very good. • They are delighted with improvements to the environment. • They are very impressed by the improvement in the school in recent years. • A minority think there is too much homework. Other parents think it lacks sufficient challenge for the more able pupils. • Some parents would appreciate more advice about how to help with homework. • A minority who returned questionnaires is dissatisfied with the range of extra- curricular opportunities.

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What pleases parents most What parents would like to see improved

Twenty parents attended the Parents’ Meeting and 99 questionnaires were returned. The inspection team agrees with parents’ views about the strengths of the school. It judged homework to be satisfactory, or better, as an aid to consolidating learning. Inspectors support the constructively critical view of the quality of information about how to help with homework. They also conclude that the school should provide parents with a more comprehensive explanation of the sound quality and reasonable range of its extra-curricular activities. St Bernadette RC School - 11

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leave the school they achieve very well in core subjects compared with all schools

nationally and with those in similar contexts.

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leave the school they achieve very well in core subjects compared with all schools

1. The school experienced regular monitoring visits from Her Majesty’s Inspectors during the period from 1996 to 1998. On each occasion teachers responded positively to constructive feedback on the quality of their teaching. They have succeeded in almost doubling the percentage of good or better teaching since the last inspection. This rapid improvement is partly the result of devising clear and relevant curricular policies, more detailed and up-to-date schemes of work and improved learning resources. Most of all, it is the consequence of effective lesson planning and high expectations of pupils. Teachers are committed to fostering an interest in learning that will prepare pupils very well for the next stage of education.

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leave the school they achieve very well in core subjects compared with all schools

2. The National Strategies for Literacy and Numeracy, and the programmes of study for science, have been embraced with enthusiasm at both key stages. Teachers focus strongly on developing communication, problem-solving and reasoning skills, and the ability to calculate. They are effective in the way they use questions to probe understanding. Equally, the good quality of instructions, explanations to clarify misconceptions, and new information, constantly reinforces pupils’ skills, knowledge and understanding. Often an engaging, punchy style successfully enthuses children and prompts them to make considerable intellectual effort.

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leave the school they achieve very well in core subjects compared with all schools

3. Pertinent examples of very good, even excellent, teaching, occurred in English lessons at both key stages. In two separate junior classes and a Year 2 class there were lively discussions about different kinds of texts that in all cases led to some imaginative, well- structured writing. One junior class lesson explored literal and figurative language based on the poem ‘The Highwayman’. In the second lesson, junior pupils explored the use of extravagant vocabulary from a text called ‘Metal Miss’. At Year 2 pupils progressed naturally and productively from oral discussion about the rhyme ‘Whatever the Weather’ to drafting poetry and prose in a similar genre. In all three lessons, pupils made very good use of the original texts and thesauruses. They achieved high standards, fully consistent with the quality noted in their previous written work.

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leave the school they achieve very well in core subjects compared with all schools

4. The setting of the older pupils enables teachers to have high expectations in mathematics. The top Year 6 group was involved in data handling activities where the pupils were productive and made good progress with activities on mean, median, mode, and range. Different methods of calculating these values were discussed and the pupils applied them successfully, using precise mathematical vocabulary. Year 5 used a variety of methods that they capably explained to solve mentally word problems such as “What is one fifth of 30?” Teachers at Key Stage 2 were seen to ensure that work was well matched to pupils’ abilities, even within the different settings. This enables the pupils to make good or better progress.

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leave the school they achieve very well in core subjects compared with all schools

5. Science is popular with pupils throughout the school and the lessons observed quickly demonstrated why pupils are so keen on the subject. The emphasis is on challenging practical experience and investigations. Pupils are managed sensitively and firmly so that as they get older they learn with increasing effectiveness to concentrate, collaborate and capitalise on learning time. St Bernadette RC School - 12 Year 1 pupils showed they had a good grasp of features that help them to distinguish between objects made from a variety of materials including wood, plastic and metal. Their ability to sort and classify everyday objects from the classroom was above expectation for their age. In a unit of work on electricity Year 5 pupils showed a mature approach to constructing games using a range of different components. They were accomplished in their ability to make constructive use of their own design plans, to test, evaluate and refine their

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leave the school they achieve very well in core subjects compared with all schools

6. In all the good or better lessons, such as those exemplified, the needs of pupils with English as an additional language and those with special educational needs are managed very well. Able pupils’ needs are also increasingly well met. Teaching of such consistently good quality has reaped high rewards for the school in statutory assessment tests at both key stages. For two consecutive years, pupils at Key Stage 1 have achieved well above average standards in reading, writing and mathematics. Year 6 pupils have performed even better, obtaining such high results in English they were placed in the top five per cent of schools nationally, owing to improved standards of spelling and writing. Their overall tally of average points scored in the three core subjects also places them in the top five per cent compared with all schools and well above average for schools with a similar entitlement to free school meals. These results speak

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leave the school they achieve very well in core subjects compared with all schools

for themselves in communicating just how hard teachers and pupils have worked.

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It caters sensitively for pupils, so that they quickly learn to enjoy school, behave very

well and form mutually supportive relationships of exceptional quality.

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It caters sensitively for pupils, so that they quickly learn to enjoy school, behave very

7. St Bernadette’s behaviour policy has as one of its stated aims that the school should ‘enhance the caring atmosphere, one which values each person as special’. From the nursery to their final year, pupils benefit from the vigilance of staff in finding many positive ways to promote this aim successfully.

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It caters sensitively for pupils, so that they quickly learn to enjoy school, behave very

8. When children start school, parents are invited to share with the nursery staff personal information about their children. In this way the nursery team gain an early understanding of children’s likes, dislikes and any fears or special needs they may have. Teachers encourage parents to keep in frequent touch and help in the nursery when they can. This practice means that a close partnership with parents begins early in children’s school life and leads to very good relationships with children and their families.

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It caters sensitively for pupils, so that they quickly learn to enjoy school, behave very

9. In such a large school, staff realise the importance of a shared and consistent approach to managing behaviour and pupils’ personal development. They have a well thought through policy for behaviour and anti-bullying that children, as well as staff, have helped to devise. For example, pupils establish a few class rules at the start of each year and are proud of the way they work. The whole school community knows, understands and supports behavioural expectations. The headteacher, teachers and other members of the staff team are excellent role models for pupils in the way they respond to each other and to pupils. They listen to each other, demonstrating courtesy and interest. When asked about why they enjoy school, pupils responded that it is because everyone is so friendly that there is rarely any anti-social behaviour or bullying. Parents, staff and pupils consider that children are nearly always kind, considerate, polite and honest.

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It caters sensitively for pupils, so that they quickly learn to enjoy school, behave very

Occasionally, pupils are upset by other children’s behaviour towards them. However, they feel confident to share their feelings with adults.

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It caters sensitively for pupils, so that they quickly learn to enjoy school, behave very

A pupil confided to an inspector her satisfaction that the immediate action taken by the school quickly resolved her problem. It is clear that parents are involved from an early stage in response to behavioural difficulties. Partnership with them, good use of counselling skills and a spirit of forgiveness mean that unkind incidents are not allowed to fester or multiply. St Bernadette RC School - 13 10. Inspectors found that pupils smile a lot and are open and friendly. Their good manners are natural, and include greeting visitors cheerfully, spontaneously moving aside for an adult to pass along a corridor, or providing a chair at assembly. It was noticeable that peer friendships do not just rely on relationships formed in class groups. The school’s pen-pal and mentoring systems enable junior pupils to bond with children from infant classes. Older children also help with lunchtime activities such as reading to younger

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It caters sensitively for pupils, so that they quickly learn to enjoy school, behave very

ones or teaching them to play board games. The way pupils are organised is flexible and prevents any idea that pupils can only work habitually within the same grouping. There is very effective use of the computer suite, for example, where pupils work with a different partner. In science lessons mixed ability groups work very well as children provide each other with leadership and mutual support.

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It caters sensitively for pupils, so that they quickly learn to enjoy school, behave very

11. There is overwhelming evidence that teachers take every opportunity they can to develop pupils’ ability to share and work constructively together. The exceptional quality of pupil and adult relationships is a significant strength of the school.

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It caters sensitively for pupils, so that they quickly learn to enjoy school, behave very

The Catholic ethos is highly developed and benefits all aspects of school life.

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It caters sensitively for pupils, so that they quickly learn to enjoy school, behave very

12. The school’s Christian atmosphere is a uniting force that a visitor senses very quickly when participating in the day’s activities and observing the school as a community. The mission statement tries to communicate the shared ethos by summarising it as placing Jesus Christ at the centre of everything that happens at school. The home/school agreement captures its essence in perhaps more accessible terms. It sees its first responsibility as to provide a friendly welcome for each child and a secure, stimulating, Christian environment in which to learn and make good progress. It describes the school promise to demonstrate a shared faith by the way people live and worship at the school.

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It caters sensitively for pupils, so that they quickly learn to enjoy school, behave very

13. These aims are taken very seriously by everyone who works at the school. Parents are unanimous in their praise for the welcome they receive when they first visit the school. They habitually feel the same warmth whenever they come into contact with the headteacher, staff and governors. They are very proud of their school.

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It caters sensitively for pupils, so that they quickly learn to enjoy school, behave very

14. One has only to attend a whole school assembly to understand why. The happy atmosphere, shared conviction and highly positive attitudes of the pupils are clearly seen and felt. The headteacher is inspirational. He commands the central stage, showing his knowledge and understanding of the children in each class. He draws them into discussion and prayer in an inclusive, enthusiastic way that children find infectious. There is always a forest of eager hands shooting up when he asks questions. His chosen theme ‘Stars’ was developed sensitively and well. There were highly appropriate links between the morals of Bible stories and pupils’ everyday experiences and interests. On these occasions songs of praise are sung confidently, tunefully, with spirit and enjoyment. Pupils listen carefully and are reflective in their response to music. They respect the way an extract from Chopin, for example, is used to encourage a calm,

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It caters sensitively for pupils, so that they quickly learn to enjoy school, behave very

controlled entry and exit to and from the hall.

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It caters sensitively for pupils, so that they quickly learn to enjoy school, behave very

15. Many school routines and activities are used to cement the link between assembly religious themes and classwork. A prayer unites children at the end of every school session. Pupils often write prayers and their own versions of Bible stories. One such example is from a pupil with quite severe special educational needs whose poem shows how reflection on his faith helps him prepare for his move to secondary school. Pupils sometimes discuss and compare their customs and celebrations in the context of different faith practices. There is a good example in one classroom of a Muslim pupil’s experience of a pilgrimage. The use of a house points system enables teachers to St Bernadette RC School - 14 reward pupils for observing the school’s moral code. The system reinforces the children’s commitment to care for people, the environment and property. Special certificates are awarded for both individual and group achievements. The use of circle-

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It caters sensitively for pupils, so that they quickly learn to enjoy school, behave very

time and a weekly meeting for Year 6 are also effective means for encouraging children to share ideas and feelings and pose solutions to problems.

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It caters sensitively for pupils, so that they quickly learn to enjoy school, behave very

16. Overall, the school’s policies and practices result in high standards of moral, social and spiritual development.

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It has a headteacher whose inspirational and determined leadership and management

skills have enabled the school to make rapid gains in effectiveness in recent years.

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It has a headteacher whose inspirational and determined leadership and management

17. Governors appointed the current headteacher in 1997. They sought someone with effective team-building skills and a thorough knowledge of management systems and procedures. They were determined that the school should quickly be removed from special measures. They recognised that the governing body and staff needed a leader who could foster a collaborative approach to school development, someone who could communicate effectively and provide high quality professional support and encouragement.

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It has a headteacher whose inspirational and determined leadership and management

18. The headteacher fulfils all these requirements and his high expectations for the school resulted in the school being removed from special measures after just two school terms. He now aspires to even higher academic and behavioural standards than those currently achieved, even though they are already very good. He shares his aspirations readily with governors, staff, parents and pupils and gains their full support. Their shared vision is well communicated in school policies, the prospectus and the School Development Plan. The headteacher ensures that the plan for improvement is rigorous and stems from the key issues identified in 1998. These focus on continuing to raise standards by higher attaining pupils, on improvements in the quality of teaching, and on the strengthening of systems for monitoring teachers’ performance.

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It has a headteacher whose inspirational and determined leadership and management

19. A very effective approach to setting targets has been developed. It is based on an analysis of strengths and relative weaknesses in statutory assessment results. The attainment of different groups of pupils, including boys and girls, and pupils of different ethnic backgrounds, is analysed. Any differences that are identified from gaps in either provision or teachers’ expertise are noted and effective action is taken immediately. Examples are the successful drive towards encouraging a greater interest in reading and writing amongst boys so that the gap between the results at Level 3 of seven year old boys and those of girls can be reduced. Fiction and non-fiction books have been purchased that reflect boys’ interests, for example. They are consulted when determining a focus for different forms of writing. There was no evidence during the inspection of any significant difference between boys and girls in their attitudes, effort or

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It has a headteacher whose inspirational and determined leadership and management

achievement in English and literacy. The school’s targets for improvement at Key Stage 1 are likely to be met this year.

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It has a headteacher whose inspirational and determined leadership and management

20. Responsibility for managing the School Development Plan’s clearly identified priorities is equitably shared. They capitalise on individual expertise and experience. A very good example of the headteacher’s expertise influencing curriculum development is the way he has set up the computer suite and trained staff in the use of new technology and software. All teachers are gaining confidence in their ability to deliver whole-class lessons in a variety of subjects based on the use of computers. One such instance was a geography lesson in Year 5 on setting up a database about rivers of the world. Pupils had collected relevant information during a useful homework activity. They entered data from their individual worksheets and made a good range of entries. St Bernadette RC School - 15 21. Other examples of effective delegation are to members of the senior management team. The deputy headteacher is very effective in her management of staff in-service training,

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It has a headteacher whose inspirational and determined leadership and management

including the induction of newly appointed staff. The key stage co-ordinators have collaborated well with members of their teams to improve curricular planning at each key stage. All members of the senior management team are involved in observing and giving constructive feedback on the management and outcomes of lessons. As a result, the National Strategies for Literacy and Numeracy and the programme for the development of information and communication technology have been carefully implemented. The co- ordination of science has also proved a challenge. Noted weaknesses in different attainment targets are being addressed. This is being achieved through support from the local authority science advisor. She has led model lessons and advised on the acquisition of more resources such as those for work on electricity and energy. The quality of all the science lessons observed reflected the positive impact recent

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It has a headteacher whose inspirational and determined leadership and management

development initiatives are having. Attendance at lessons at a high school also enables two very talented pupils to follow an advanced course of study that matches their aptitudes and knowledge.

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It has a headteacher whose inspirational and determined leadership and management

22. As a result of sheer determination and hard work, standards of spelling, writing, mental mathematics, and use of word-processing and desktop publishing skills have accelerated quickly. The achievement of more able pupils now reflects their intellectual capacity much more than at the time of the last inspection. There has been significant improvement in the percentage of higher achievers attaining above average standards at seven and eleven years of age in the three core subjects. Notably, pupils with English as an additional language perform at advanced levels in line with their higher achieving peers in all except their writing skills, which nevertheless match national expectations.

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The school functions very smoothly owing to the commitment, shared enthusiasm

and loyalty of a united staff team and governing body.

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The school functions very smoothly owing to the commitment, shared enthusiasm

23. A striking feature of the school is the sense of purpose all staff and governors share. It is not only teachers who have developed the curriculum and strengthened teaching practice or the quality of support for the school. All who work at and with the school enjoy their roles and responsibilities and are proud of their achievements in recent years.

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The school functions very smoothly owing to the commitment, shared enthusiasm

24. Classroom assistants, a nursery nurse, and members of the lunchtime supervisory staff play a significant part in ensuring pupils’ care and welfare in and out of lessons. Two members of the support team work closely with teachers to provide skilled help for two severely disabled pupils. One is a trained first aider and swimming instructor who is able to help with lessons at the local pool and deal with accidents when they occur. Support staff encourage a harmonious spirit of friendship and co-operation at break and lunchtimes. They are alert to hazards and supervise the use of outdoor equipment and all areas of play space well. There are very few incidents that disrupt the quality of pupils’ playtime.

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The school functions very smoothly owing to the commitment, shared enthusiasm

25. Day-to-day routines and aspects of budget management work very efficiently as a result of effective liaison between the school administrator, the headteacher and members of St Bernadette RC School - 16 the governing body. The administrator acknowledges how much job satisfaction she now enjoys because she is able to exercise initiative and deploy her many office management skills effectively. Much of the recent improvement in the attendance monitoring procedures has been initiated and implemented by her. The installation of a special telephone ‘Hotline’, for example, now enables parents to get through to the school quickly. Her input into managing the school budget is also considerable and highly valued by staff and governors alike.

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The school functions very smoothly owing to the commitment, shared enthusiasm

26. Governors play a full part in the life and management of the school. The chairman provides strong and committed leadership, and all members have designated roles that capitalise on their expertise and interests. They regularly attend training to keep up to date with statutory requirements and shoulder their responsibilities very effectively. A foundation governor, for example, has had a big input into shaping and writing the policy for the special educational needs of more able pupils. The chair of the finance committee uses his local education authority work experience judiciously in helping with the management of the budget. Governors who are parents keep in constant touch with other parents and strive to keep them well informed through newsletters and informal meetings. The way the annual Governors’ Report is written and the organisation of meetings to discuss it have also improved considerably and meetings are now well

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The school functions very smoothly owing to the commitment, shared enthusiasm

attended. As well as giving the headteacher and staff committed support and trust, the governors are not afraid to fulfil their role as critical friends. Their relationships with staff are so very good that frank exchanges of views and ideas about such issues as the teaching of spelling, the use of homework, and ways to extend the most able pupils, is the norm. The two groups are stimulated by the depth of discussion and by the constructive outcomes. Governors have an impressive understanding of the school and its needs, deploy its resources efficiently and effectively, and provide parents with very good value for money.

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Teaching and learning at the newly established Foundation Stage, in line with the

action already proposed in the School Development Plan.

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Teaching and learning at the newly established Foundation Stage, in line with the

27. The school has a comprehensive plan of action for the development of effective planning at the Foundation Stage that covers provision in the nursery and reception classes. The aims and objectives reflect careful consideration of recommendations for improvement in the last inspection report and those made by members of the local education authority support service. Both teachers who work with the under-six age group are new to the experience. They are keen to learn more about how best to cater for children’s needs and are facing up to their responsibilities with enthusiasm and energy. Good progress has been made with such initiatives as the development of the outdoor play area and in St Bernadette RC School - 17 extending the range of suitable resources for the teaching of numeracy and literacy skills.

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Teaching and learning at the newly established Foundation Stage, in line with the

28. Evidence of a better quality of provision for physical development, an aspect criticised by HMI, was demonstrated as children made good use of wheeled vehicles such as cycles and wheelbarrows. Some, happily wearing yellow safety hats, were observed spontaneously acting the part of workers on a building site, whilst others practised managing tricycles by weaving around and between plastic cones. Not all of the activity outside was quite as productive. A task involving counting footsteps up to 20 was clearly ambitious and related to the day’s learning objectives. However, it was not sufficiently stimulating to make learning enjoyable or meaningful to the children. Their response was co-operative but achieved hesitantly. There was a lack of lively discussion because the only adult present was supervising this counting activity and all the outdoor play. Therefore, children made few gains in their mathematical learning. This outcome was in

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Teaching and learning at the newly established Foundation Stage, in line with the

contrast to the response of pupils to activities with counters and worksheets, and to a bingo game inside the nursery. These activities were managed more easily and children were far more involved and interested in what they were doing.

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Teaching and learning at the newly established Foundation Stage, in line with the

29. In the reception class, the relationships between the teacher and children are being sensitively developed. The teacher has a quiet and supportive manner that children just admitted to full-time education find reassuring. Liaison with the classroom assistant is effective and children benefit at group-work time from being divided into groups, two of which can be directly supervised by an adult. Much of the practice is sound but sometimes the methods used do not work well, although the intentions are very good. At times explanations of learning objectives are confusing. During aliteracy lesson a definition of rhyming words was not accurate, whilst in a numeracy lesson criteria for making patterns were unclear.

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Teaching and learning at the newly established Foundation Stage, in line with the

30. The inspection findings revealed much that is positive about current provision. It also substantiated the school’s own evaluation of how it needs to improve during the terms ahead. Teachers at the Foundation Stage will continue to need support and advice to develop what is mainly sound practice to that which is good or better. They need to concentrate on improving the quality of the learning activities so that they are consistently stimulating and appropriately matched to children’s differing stages of development. They will also need to develop the ways in which they evaluate the outcomes of their teaching and assess children’s progress in all the areas of learning.

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assessment policy so that pupils, teachers and parents establish a clearer

understanding of pupils’ progress and future learning targets.

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assessment policy so that pupils, teachers and parents establish a clearer

31. The school’s assessment policy was reviewed and revised by the staff team in December 2000. It contains very appropriate aims and objectives to achieve consistency in this aspect of school practice. It also links well with the separate policies for special educational needs, able pupils, and equal opportunities. It reaffirms the value of tried and tested methods such as the analysis of statutory assessment results, the use of other diagnostic tests in year groups other than Years 2 and 6, and setting small achievable targets for pupils with individual education plans. It also contains several new and potentially very useful suggestions. These are directed at improving upon the ways teachers mark and evaluate work, set targets for pupils across the ability range, and gather reliable evidence about how well pupils are learning.

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assessment policy so that pupils, teachers and parents establish a clearer

32. Marking takes place regularly and comments are consistently positive in tone. The best are also helpful because they explain what children have done well or clarify how they St Bernadette RC School - 18 can remedy errors or fill gaps in understanding. Time at the end of lessons is also being used increasingly well to enable teachers to evaluate and summarise what pupils have gained from their efforts. With further practice teachers will be able to achieve greater consistency in the perceptiveness of their written comments and in the management of oral reviews of progress. Teachers could consider, for example, how they could improve upon advice about writing as happened in Year 2 where a comment was ‘you could add more details’.

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assessment policy so that pupils, teachers and parents establish a clearer

33. The introduction of cards containing individual targets for improvement is a very new initiative. Pupils have not yet become familiar with them. However, given time they should find them helpful, particularly when they are precise and achievable within a reasonably short timespan. Teachers at Key Stage 1 are currently better at this than their counterparts at Key Stage 2. There is a case for enabling children, especially the higher attainers, to evaluate and independently record their own conclusions about their rate of progress.

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assessment policy so that pupils, teachers and parents establish a clearer

34. The inspection team identified other aspects of practice that, though sound, could be more rigorous or diagnostic. Assessment sheets for use at open evenings were rather narrowly focused on writing and number, for example, and require more reference to other attainment targets in English, mathematics, and foundation subjects. The reading record booklets that are regularly shared with home could more clearly describe what children need to practise. Parents identified a need for the purpose and outcomes of homework to be explained better to help them understand how best to encourage their children. Portfolios of work could be used more productively. For example, collated samples of work in information and communication technology demonstrate achievement but do not describe the context of the task or the teacher’s views about standards attained. The use of simple assessment activities and discussion with

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assessment policy so that pupils, teachers and parents establish a clearer

parents at the Foundation Stage is also underdeveloped. Neither are used sufficiently at present to set goals for attainment at the end of the reception year.

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assessment policy so that pupils, teachers and parents establish a clearer

35. Attention to all these features of assessment practice will improve parents’ and children’s understanding of how well pupils are performing.

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initiative and independence in their learning, and increase their awareness of

36. Dialogue with the headteacher, governors and teachers quickly established that the approach to professional development and performance management is increasingly constructive and valued. The headteacher has a very clear view of what makes the difference between satisfactory, good, very good and excellent teaching. He appreciates that the very best lessons are characterised by a lively pace, good quality explanation and discussion, a blend of individual and collaborative learning tasks, and shared evaluation. He realises how much pupils gain from sometimes making their own decisions about their working methods or tasks. The headteacher was in total accord with members of the inspection team when discussing the extent to which pupils have opportunities to exercise initiative and develop independence in their learning.

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initiative and independence in their learning, and increase their awareness of

37. The School Development Plan has many objectives for improvement but very few focus on specific teaching methods that develop initiative, promote independent learning, or advance skills in self-assessment. At the Foundation Stage, for example, there are none to ensure that children are taught to develop skills in tidying up and looking after their classroom resources. There is potential to improve these skills, especially in the St Bernadette RC School - 19 reception class. At the opposite end of the age range, teaching at Year 6 is exemplified by good, methodical, careful practice. However, teachers are not consistently alert to the additional value of encouraging pupils to take decisions. In an English lesson about dream sequences even the most able pupils frequently sought reassurance and guidance. “Can we be really fantastic?” some asked. At the end of the same lesson it was the teacher, and not the pupils, who made the judgements about the quality of their

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initiative and independence in their learning, and increase their awareness of

work. When the school has set challenging targets for improvement, it has demonstrated a proven capacity to succeed. In the drive towards excellence the school should now define clear objectives that will promote opportunities for pupils to exercise initiative and be more independent.

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initiative and independence in their learning, and increase their awareness of

38. The school has a good policy for moral and social development that contains elements of school policy for cultural education too. However, teachers are not as consistent in their explicit planning for, or evaluation of, progress in cultural development as they are in the other aspects. Overall there is an inadequate emphasis on multi-culture and learning about beliefs other than Christianity in displays of pupils’ work and artefacts around the school. Older pupils who are usually articulate and assured when discussing their learning lack confidence when asked about their views on other faiths, customs and beliefs. It would help the school identify its strengths and weaknesses if governors and teachers were to initiate further review of the outcomes of their policy as soon as the opportunity presents itself.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

39. The headteacher, staff and governors should now:-

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(1) Take further action to strengthen teaching at the Foundation Stage so that its quality rises to that of the best practice in the school. (paragraph 30)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(2) Continue with the current initiatives to:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(a) strengthen the methods used to assess pupils’ work and progress;

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(b) enable pupils to evaluate how well they are performing and what they are ready to learn next;

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(c) provide as much information as possible to parents about their children’s progress and how they can help with homework. (paragraphs 31 – 35)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(3) Give higher priority to extending the range of opportunities for pupils to:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(a) demonstrate their independence and initiative; (paragraph 37) St Bernadette RC School - 20 (b) extend their awareness of cultural diversity. (paragraph 38) St Bernadette RC School - 21

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Summary of the sources of evidence for the inspection

Number of lessons observed 25 Number of discussions with staff, governors, other adults and pupils 25

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor 4 32 40 24 0 0 0 The table gives the percentage of teaching observed in each of the seven categories used to make judgements about lessons.

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Information about the school’s pupils

Pupils on the school’s roll Nursery YR – Y6 Number of pupils on the school’s roll (FTE for part-time pupils) 26 355 Number of full-time pupils known to be eligible for free school meals 0 17 FTE means full-time equivalent.

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Information about the school’s pupils

Special educational needs Nursery YR – Y6 Number of pupils with statements of special educational needs 0 6 Number of pupils on the school’s special educational needs register 1 78

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Information about the school’s pupils

English as an additional language No of pupils Number of pupils with English as an additional language 23

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Information about the school’s pupils

Pupil mobility in the last school year No of pupils Pupils who joined the school other than at the usual time of first admission Pupils who left the school other than at the usual time of leaving 26 St Bernadette RC School - 22

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Authorised absence Unauthorised absence

% % School data 5.80 School data 0.70 National comparative data 5.20 National comparative data 0.50 Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year.

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Attainment at the end of Key Stage 1

Year Boys Girls Total Number of registered pupils in final year of Key Stage 1 for the latest reporting year 2000 17 34 51

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National Curriculum Test/Task Results Reading Writing Mathematics

Boys 15 16 17 Numbers of pupils at NC level 2 and above Girls 33 34 34

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National Curriculum Test/Task Results Reading Writing Mathematics

Percentage of pupils School 94 (94) 98 (98) 100 (96) at NC level 2 or above National 84 (82) 85 (83) 90 (87)

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Teachers’ Assessments English Mathematics Science

Boys 15 15 15 Numbers of pupils at NC level 2 and above Girls 33 33 33

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Teachers’ Assessments English Mathematics Science

Percentage of pupils School 94 (98) 94 (94) 94 (94) at NC level 2 or above National 84 (82) 88 (86) 88 (87) Percentages in brackets refer to the year before the latest reporting year. St Bernadette RC School - 23

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Attainment at the end of Key Stage 2

Year Boys Girls Total Number of registered pupils in final year of Key Stage 2 for the latest reporting year 2000 24 26 50

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National Curriculum Test/Task Results English Mathematics Science

Boys 23 23 24 Numbers of pupils at NC level 4 and above Girls 25 22 26

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National Curriculum Test/Task Results English Mathematics Science

Percentage of pupils School 96 (87) 90 (85) 100 (92) at NC level 4 or above National 75 (70) 72 (69) 85 (78)

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Teachers’ Assessments English Mathematics Science

Boys 21 24 23 Numbers of pupils at NC level 4 and above Girls 24 24 26

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Teachers’ Assessments English Mathematics Science

Percentage of pupils School 90 (85) 96 (85) 98 (88) at NC level 4 or above National 70 (68) 72 (69) 80 (75) Percentages in brackets refer to the year before the latest reporting year.

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Teachers’ Assessments English Mathematics Science

Ethnic background of pupils Exclusions in the last school year

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Teachers’ Assessments English Mathematics Science

Black – Caribbean heritage 0 Black – Caribbean heritage 0 0

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Teachers’ Assessments English Mathematics Science

Black – African heritage 2 Black – African heritage 0 0

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Teachers’ Assessments English Mathematics Science

Any other minority ethnic group 12 Other minority ethnic groups 0 0

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Teachers’ Assessments English Mathematics Science

This table refers to pupils of compulsory school age only. This table gives the number of exclusions of pupils of compulsory school age, which may be different from the number of pupils excluded. St Bernadette RC School - 24

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Y6

Total number of qualified teachers (FTE) 15.70 Financial year 1999

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Y6

Number of pupils per qualified teacher 22.60

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Y6

Average class size 27.30 £ Total income 732292 Education support staff: YR – Y6 Total expenditure 721766 Total number of education support staff 6 Expenditure per pupil 1778

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Y6

Total aggregate hours worked per week 159 Balance brought forward from previous year Balance carried forward to next year

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nursery

Total number of qualified teachers (FTE) Number of pupils per qualified teacher

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nursery

Total number of education support staff Total aggregate hours worked per week

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nursery

Number of pupils per FTE adult FTE means full-time equivalent. St Bernadette RC School - 25

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Percentage of responses in each category

Strongly agree Tend to agree Tend to disagree Strongly disagree Don’t know

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Percentage of responses in each category

My child is making good progress in school. 65 32 2 0 1

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Percentage of responses in each category

Behaviour in the school is good. 57 40 2 0 1

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Percentage of responses in each category

My child gets the right amount of work to do at home. 43 44 10 1 1

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 45 46 7 0 0

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 71 29 0 0 0

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 79 19 1 0 1

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Percentage of responses in each category

The school works closely with parents. 51 41 4 0 4

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Percentage of responses in each category

The school is well led and managed. 71 25 1 0 3

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Percentage of responses in each category

The school is helping my child become mature and responsible. 64 34 1 0 1

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 33 42 15 1 6

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