Other · Ofsted report

St Patrick's Catholic Primary School

Inspected — · published 9 Jan 2002 · URN 116390

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No overall grade in this framework

Sylvia Daintrey

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Inspectorssingle source
Sylvia Daintrey
URN verified
116390

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Full report text

ST PATRICK’S CATHOLIC PRIMARY SCHOOL

Inspection number: 192800 Full 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 PATRICK’S CATHOLIC 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 Patrick’s Catholic Primary School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Whitefriars Avenue Road Farnborough Hampshire

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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: Mrs Ann Sloane

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 17/03/1997 St Patrick’s Catholic Primary School - 4

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INFORMATION ABOUT THE INSPECTION TEAM

17517 Ms Vreta Bagilhole Registered inspector mathematics information and communication technology design and technology equal opportunities The school’s results and pupils' achievements. How well are pupils taught? How well is the school led and managed?

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INFORMATION ABOUT THE INSPECTION TEAM

9708 Mrs Sylvia Daintrey Lay inspector Pupils’ attitudes, values and personal development How well does the school care for its pupils? How well does the school work in partnership with parents? 20609 Mrs Carol Worthington Team inspector science music history geography How good are the curricular and other opportunities offered to pupils?

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INFORMATION ABOUT THE INSPECTION TEAM

15011 Mrs Marion Wallace Team inspector English art physical education special educational needs foundation stage

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INFORMATION ABOUT THE INSPECTION TEAM

Bedford Primary Inspections 2 Grange Lane Cople Bedford MK44 3TT

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INFORMATION ABOUT THE INSPECTION TEAM

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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INFORMATION ABOUT THE INSPECTION TEAM

The Complaints Manager Inspection Quality Division

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INFORMATION ABOUT THE INSPECTION TEAM

Alexandra House 33 Kingsway London WC2B 6SE St Patrick’s Catholic Primary School - 5

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PART A: SUMMARY OF THE REPORT 5

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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HOW HIGH ARE STANDARDS? 10

The school’s results and pupils’ achievements Pupils’ attitudes, values and personal development

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AREAS OF THE CURRICULUM, SUBJECTS AND COURSES 26

St Patrick’s Catholic Primary School - 6

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INFORMATION ABOUT THE SCHOOL

St Patrick’s Catholic Primary School is in a residential area of Farnborough. The school serves seven parishes across an extensive area crossing two county borders and two dioceses. The majority of the children are baptised Catholics. The school is about the same size as other primary schools and there are eight classes. The number on roll is 226 and the average class size is 28. Two per cent of pupils are entitled to free school meals, which is lower than average. Pupils are from a white UK heritage. The pupils live in privately owned, rented and local authority housing in the area. The percentage of pupils identified as having special educational needs (16 percent) is below the national average. The percentage of pupils with statements of special educational needs (0.5 percent) is below the national average. The children start in the reception class in the September of the academic year in which they are five. Most attend private nurseries before starting

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INFORMATION ABOUT THE SCHOOL

school in the reception class. The children have a wide range of ability on entry to the reception class but their attainment overall is above average.

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HOW GOOD THE SCHOOL IS

This is an effective school. It is a happy and thriving catholic community, where relationships between staff, children and parents are very good. Standards are high in English and history and good in mathematics. Leadership and management are satisfactory. The new headteacher and chair of governors have a good vision for managing change so as to improve the school. However, the school has a lot of work to do to ensure that standards in all subjects rise to match the best practice in the school. This term the new leadership has put in place rigorous plans for improving the curriculum. The teaching is good and is particularly effective in English and mathematics. The school provides satisfactory value for money.

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HOW GOOD THE SCHOOL IS

What the school does well • Standards are high in English and history and good in mathematics. • Pupils have very good attitudes to the school. • The provision for the social and moral development of the pupils is very good. • The day to day administration of the school and the procedures for monitoring and promoting attendance is excellent. • The new headteacher and chair of governors have a clear vision for the educational direction of the school.

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HOW GOOD THE SCHOOL IS

What could be improved • Standards in science are not high enough. • Standards in art and design, information and communication technology (ICT), design and technology, and physical education. • Monitoring and evaluating the curriculum. • Regular professional development for teachers and other staff. • The school does not fully meet the statutory requirements for swimming. 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

The school was last inspected in March 1997. Since then the school has made good improvement in its performance in English and maintained the good standards in mathematics. However, overall the school has made unsatisfactory progress since the last inspection. The full requirements for swimming are still not met and the pupils do not have enough access to computers and associated software. Progress in raising standards in geography has been very recent and standards are now satisfactory. Pupils’ learning is enhanced by planning more opportunities for pupils to plan and direct their learning, although there are still weaknesses in subjects such as science and design and technology. The school has been slow to implement national directives on appraisal and performance management but has now established an appropriate plan. There is sound information in the school prospectus relating to sex education. An area of success is that procedures for

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

monitoring and promoting attendance, which were a key issue for action at the last inspection, have improved very significantly and are now excellent. The present leadership and management St Patrick’s Catholic Primary School - 7 supported by the staff, display professionalism and a shared commitment to improvement that is able to meet the challenge and the school is in a good position to make the necessary improvements.

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STANDARDS

The table shows the standards achieved by pupils at the end of Year 6 based on average point scores in National Curriculum tests.

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STANDARDS

Performance in: all schools similar schools Key

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STANDARDS

English B A A B well above average above average A B mathematics B C B C average below average C D science B E D E well below average E

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STANDARDS

Standards in English are high. In the 2001 national tests for pupils in Year 2, standards in reading and writing were average. By the end of Year 6, standards in English were well above average. When compared to schools with a similar intake, standards were above average. The main strength in English is the high quality of the creative and imaginative writing throughout the school and similar high standards in speaking and listening. Standards in mathematics are good and pupils attain above average standards in both key stages. Standards in science, based on the average point scores achieved, were below the national average, and well below those of similar schools. There is very little investigation work to develop skills of enquiry, which form a large part of the programme of study. The school has kept pace with the improving national trend in English and mathematics but standards have dipped in science. Standards in history are high and teachers make the subject

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STANDARDS

interesting for their pupils. Standards in geography are currently in line with those expected of seven and eleven year olds. However, there are weaknesses in other subjects. Pupils’ performance in information and communication technology (ICT) art and design, design and technology and physical education has declined since the previous inspection. Weaknesses in ICT are because pupils still do not have sufficient and regular opportunities to use the computer and have not been enjoying the potential of the Internet and email. The reason for the weaknesses in the other subjects is mainly due to the fact that the school has not kept up to date with national developments and changes in the curriculum. The rate of progress and standards in these subjects is unsatisfactory. The new headteacher has already identified these weaknesses and has introduced new guidelines for teachers following national recommendations. However, these have yet to make an impact on pupils’ learning

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STANDARDS

and progress as they move through the school. Children in the reception classes make good progress and exceed the early learning goals in all areas of learning by the end of the year.

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PUPILS’ ATTITUDES AND VALUES

Attitudes to the school Very good: Throughout the school, pupils of all abilities listen well to their teachers and to each other. They work confidently and independently and concentrate with impressive perseverance on their tasks.

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PUPILS’ ATTITUDES AND VALUES

Behaviour, in and out of classrooms Very good: High standards are maintained throughout the school day and enable pupils to make good progress in their learning.

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PUPILS’ ATTITUDES AND VALUES

Personal development and relationships Very good: A high level of mutual respect permeates the school. The pupils’ ability to work with each other without any tension means that there is a highly productive climate for learning throughout the school. St Patrick’s Catholic Primary School - 8 Attendance Very good: Attendance rates have been consistently above, and sometimes well above, the national average over the last few years. St Patrick’s Catholic Primary School - 9

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TEACHING AND LEARNING

Teaching of pupils in: Reception Years 1 – 2 Years 3 – 6

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TEACHING AND LEARNING

Quality of teaching Good Good 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 AND LEARNING

The quality of teaching and learning is good overall. There is very good teaching in English and mathematics in Key Stage 2. The main strengths in teaching are in the management of pupils. Teachers also have high expectations of all their pupils, including those with special educational needs and the more able pupils. The basic skills of literacy and numeracy are taught well. Teaching and learning in science are satisfactory, though much better in Years 1 and 2, where most is very good. In Years 3 - 6, investigative and experimental work has not featured prominently. In the lessons observed, the teaching and learning in ICT is good. However, because of an insufficient number of computers, pupils do not have sufficient time to use them. In history, teaching and learning are consistently good and often very good. Teaching in physical education is good in Years 1 and 2. However, in Years 3 -6, the teachers’ subject knowledge is not as good as it could be.

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TEACHING AND LEARNING

Whole school planning has not ensured curriculum coverage and progression of skills, knowledge and understanding in all areas of physical education. The teaching of design and technology and music have also been affected by weaknesses in planning for the progression of skills, knowledge and understanding. Little or no teaching of art and design and geography was seen during the inspection, but inspection evidence indicates that currently it is at least satisfactory overall. Teaching in the foundation stage is good in all areas of learning and enables the children to make good progress. Teaching in personal, social and emotional development is very good in both reception classes.

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OTHER ASPECTS OF THE SCHOOL

Aspect Comment The quality and range of the curriculum Satisfactory: The curriculum is broad and provision is made for all subjects and personal and social education. The curriculum is not well balanced and lacks depth in science, art and design, physical education and design and technology. The school does not fully meet the statutory requirements for swimming.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils with special educational needs Good: The provision for pupils with special educational needs is satisfactory in reception and Key Stage 1, but provision for science, art and design, physical education and design and technology is unsatisfactory at Key Stage 2 and learning opportunities could be better.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils’ personal, including spiritual, moral, social and cultural development Very Good: The provision for pupils’ moral and social development is very good and the provision for cultural and spiritual development is good.

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OTHER ASPECTS OF THE SCHOOL

How well the school cares for its pupils The school continues to provide at least satisfactory, and often good, care for its pupils. Procedures for monitoring and promoting attendance are excellent. The school has good links with parents. Parents feel comfortable in approaching the school and have a very good involvement with the work of the school. St Patrick’s Catholic Primary School - 10

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HOW WELL THE SCHOOL IS LED AND MANAGED

Aspect Comment Leadership and management by the headteacher and other key staff Satisfactory: The school is in a state of transition after the retirement of the previous headteacher. The new headteacher and chair of governors have a clear vision for the educational direction of the school and are fast building good relationships and teamwork. The senior management team is developing the role of the co-ordinators, many of whom have recently taken over their role.

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HOW WELL THE SCHOOL IS LED AND MANAGED

How well the governors fulfil their responsibilities Satisfactory: The governors continue to give the school a good sense of direction and purpose. However, it does not yet hold the school to account for the standards and quality of education it achieves. The new chair of governors is working closely with the headteacher to ensure that the governors keep themselves informed about what is going on in the school and are aware of their responsibility for both the good and weaker aspects. The school’s evaluation of its performance Satisfactory: The monitoring, evaluation and development of teaching and standards in English and mathematics are good, but the school has not sufficiently identified the weaknesses in other subjects. The school has identified a weakness in music and appointed appropriately qualified staff.

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HOW WELL THE SCHOOL IS LED AND MANAGED

The strategic use of resources Satisfactory: Finances are now being targeted at the identified priorities for the school. The principles of best value are applied appropriately. Staffing and accommodation are good and there are adequate learning resources

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HOW WELL THE SCHOOL IS LED AND MANAGED

There is no regular programme for the professional development of staff in place, which is based on the priorities for school improvement and the outcomes of staff appraisal.

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

What pleases parents most What parents would like to see improved • The school has high expectations. • They feel comfortable about approaching the school with questions or a problem. • Their child likes school. • The pupils' personal development. • The quality of teaching. • Their child’s behaviour. • The range of activities outside lessons. • Homework • Information on how child is getting on.

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

Inspection evidence agrees with the positive views of parents. Parents answering the questionnaire and at the meeting expressed significant concern about the restructuring of the Year 1 and 2 classes. Inspection evidence found that pupils of all ages and abilities in these classes are making appropriate progress. There is a satisfactory range of extra-curricular activities, but there are no regular opportunities for older pupils to experience competitive games against other schools. Parents also have reason to desire improvement in the information they receive on their child's progress. Annual reports on pupils' progress give good information about standards in literacy, numeracy and personal development, but reports on other subjects are limited to what the child has studied rather than what the child has achieved. There are no opportunities for pupils or parents to contribute to the reports.

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

The homework policy is due to be further developed to give parents a clearer understanding of what is required. St Patrick’s Catholic Primary School - 11

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The school’s results and pupils’ achievements

1. Standards in English are higher than at the time of the previous inspection and those in mathematics have been maintained at the same good level. The school’s results have kept pace with the national improving trend in English and mathematics through challenging teaching and the successful introduction of national initiatives for literacy and numeracy. Standards in science, however, are not as high as previously reported for eleven-year-olds and have now fallen below the nationally expected standards. There is no significant difference between the performance of boys and girls.

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The school’s results and pupils’ achievements

2. Children are admitted to school in the September following their fourth birthday. Attainment on admission is above expected levels with children having advanced skills in their personal, social and emotional development and good early reading and mathematical knowledge. The children have benefited from pre-school education before they start school. They make good progress and, by the end of the reception year, they exceed the early learning goals in all of the areas of learning.

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The school’s results and pupils’ achievements

3. In the 2001 national tests for pupils in Year 2, standards in reading and writing were average and standards in mathematics were above average. When compared to schools with a similar intake, standards in reading were well below average, standards in writing were below average and standards in mathematics were average. In reading, basic skills such as strategies for tackling difficult words when reading are not clearly embedded. However, teachers this term are planning good opportunities in literacy lessons to teach these skills. Although inspection evidence has to agree with the overall picture given by the tests in writing it finds from close scrutiny of pupils’ work that the disappointing picture is mainly because of a lack of attention to technical aspects, such as handwriting, spelling, presentation and punctuation. Pupils do not do well enough in these areas. However, the ability of pupils in Year 2 to write creatively and use imagination is well above average and

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The school’s results and pupils’ achievements

pupils are doing very well indeed. In teachers’ assessments of seven year-olds in science, results were average as they were last year and pupils make satisfactory progress.

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The school’s results and pupils’ achievements

4. In the 2001 national tests by the end of Year 6, standards in English were well above average and standards in mathematics were above average. When compared to schools with a similar intake, standards in English were above average and those in mathematics were average. The main strength in English is the high quality of the creative and imaginative extended writing throughout the school and similar high standards in speaking and listening. Pupils have a very good command of vocabulary. They speak articulately and with confidence in a variety of settings. In mathematics, teachers have a good knowledge of the subject and apply the numeracy hour well in all classrooms. As a result the pupils are confident and well motivated. Pupils have a good range of calculation strategies and make good use of these to solve problems.

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The school’s results and pupils’ achievements

5. Standards in science, based on the average point scores achieved, were below the national average, and well below those of similar schools. Pupils are attaining average standards for those expected for eleven year olds nationally but not enough pupils are achieving the higher Level 5, where they are performing below schools nationally. The results in science have fallen steadily over the last three years from above average in 1999 and have not kept up with national trends. Considering the ability of the pupils and comparing performance in science with those in English and mathematics, it is apparent St Patrick’s Catholic Primary School - 12 that pupils have not achieved the results in science of which they are capable. There is very little investigation work to develop skills of enquiry, which form a large part of the programme of study. Pupils do not produce the depth of work needed to attain the higher

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The school’s results and pupils’ achievements

6. In other subjects the main strength is in history. Standards are well above average and pupils make very good progress in their learning. Teachers make the subject interesting and direct for their pupils. The high standard of work seen in pupils’ books and on display shows teachers’ high expectations, as does the breadth and depth of their studies. Pupils are keen to learn and have a very good attitude to their work. They willingly engage in their own research during lessons and out of school.

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The school’s results and pupils’ achievements

7. Geography was a key issue at the last inspection and provision has not improved sufficiently until this year, when the new co-ordinators carried out a complete audit of the curriculum and resources. Standards in geography are currently in line with those expected of seven and eleven year olds.

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The school’s results and pupils’ achievements

8. It is a matter of concern for the school, however, that the pupils’ performance in subjects such as information and communication technology (ICT), art and design, design and technology and physical education has declined since the previous inspection. Weaknesses in ICT are because pupils still do not have sufficient and regular opportunities to use the computer and have not been enjoying the potential of the Internet and email. Resources for both hardware and software are unsatisfactory and there are not enough computers for the pupils to use in lessons. The reason for the weaknesses in the other subjects is mainly due to the fact that the school has not kept up to date with national developments and changes in the curriculum. Pupils’ progress in art and physical education is satisfactory in Years 1 and 2, but unsatisfactory in Years 3 - 6. The progression in pupils’ skills knowledge and understanding is unsatisfactory. There is no

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The school’s results and pupils’ achievements

clear distinction between the curriculum for design and technology and art. The school does not fully meet the statutory requirements for swimming. In design and technology, standards of attainment at both Year 2 and Year 6 are below those expected nationally for pupils of this age. The curriculum is appropriately covered but it lacks depth. Pupils do not undertake an increasingly complex range of design and make assignments over time and they do not generate and develop their own ideas sufficiently. The new headteacher has already identified these weaknesses and has introduced new guidelines for teachers following national recommendations. However, these have yet to make an impact on pupils’ learning and progress as they move through the school.

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The school’s results and pupils’ achievements

9. Pupils identified as having special educational needs make good progress in their learning. The school uses a range of school based and national tests to determine the provision. Individual education plans contain clear targets identifying areas for improvement. Early identification of difficulties and the provision of appropriate targets and good support enable pupils to make good progress in their learning and the achievement of targets . Once pupils are identified, they have support within or outside the classroom and this contributes to the good results pupils achieve for their ability. Targets are reviewed regularly and programmes of work are adjusted according to need.

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Pupils’ attitudes, values and personal development

10. Pupils' attitudes, behaviour, relationships, personal development and attendance have been maintained at the same high standards which were reported at the last inspection. These qualities make a significant contribution to the very calm and purposeful atmosphere for learning which pervades the school. Parents are very pleased with this St Patrick’s Catholic Primary School - 13 aspect of the school's work. They comment very favourably on their children's social skills, the care they show for each other and the good level of discipline around the school.

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Pupils’ attitudes, values and personal development

11. Pupils' attitudes to school and to learning are very good. Parents confirm that their children like school. From the youngest age, pupils arrive happily and promptly to their classrooms at the start of the school day. Children in the foundation stage are keen to talk about their experiences. They choose books from the school library with independence and enthusiasm. They are very articulate, curious and imaginative when they go outside the reception area for their first walk in the school's grounds. Throughout the school, pupils of all abilities listen well to their teachers and to each other. They are eager to contribute to question and answer sessions at the beginnings and ends of lessons. They work confidently and independently and concentrate with impressive perseverance on their tasks. This was seen, for example, in a Year 4 mathematics lesson, when all pupils worked very industriously because they were confident that the tasks matched their needs and they

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Pupils’ attitudes, values and personal development

could receive appropriate help from the teacher, learning support assistant or each other.

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Pupils’ attitudes, values and personal development

12. Pupils' behaviour in lessons and around the school is very good. A notable feature is the way in which pupils of all ages and abilities are very well behaved, quiet and polite at morning registration periods. These high standards are maintained throughout the school day and enable pupils to make good progress in their learning. The few pupils with challenging behaviour are managed very well both in classrooms and at lunch-time in the playground. Very occasionally, a small group of older pupils can become a little silly and excitable in lessons, but the teacher is highly skilled in encouraging them to develop self- control. Year 6 pupils report that that there was some bullying last year, but are confident that the school dealt with this well. There have been no exclusions.

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Pupils’ attitudes, values and personal development

13. Pupils' personal development and relationships are very good. A high level of mutual respect permeates the school. Pupils want to do well to please their teachers and they respond very well in assemblies led by the new headteacher. Their ability to work with each other without any tension means that there is a highly productive climate for learning throughout the school. Boys and girls in the reception class play very well together at the water tray. They are developing good independence when changing their books in the library or putting on wellington boots for a walk in the grounds. Parents particularly appreciate the opportunities given for their children to develop their personal skills by speaking and reading in public. These were seen frequently during the inspection, for example in the 'plenary' sessions at the ends of lessons when pupils of different ages and abilities explained their work to the rest of the class. Pupils in all classes carry out their

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Pupils’ attitudes, values and personal development

responsibilities seriously and with enthusiasm. As they move up the school, pupils develop an increasing maturity in reflecting on their own progress and expressing their views. For example, Year 3 pupils were eager to use a circle-time session to ask the teacher about the recent changes in the school. Year 6 pupils are very clear on the strengths and weaknesses of their current work. Pupils are increasingly becoming involved in taking responsibility for their learning through the setting of targets, which have started in literacy. They are not involved in commenting on their progress as part of the annual report process. There is at present no school council, but the headteacher and governors are aware that this is an area for development.

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Pupils’ attitudes, values and personal development

14. Attendance and punctuality are very good. Attendance rates have been consistently above, and sometimes well above, the national average over the last few years. Unauthorised absence is below average. In the first half term of the new school year, attendance was very good in all classes. Children in the foundation stage are developing very good habits of regular attendance. Pupils are only absent from school for very short periods when they are ill or taking part in external music or drama activities. St Patrick’s Catholic Primary School - 14 Parents do their best to avoid taking their children away on holidays during term-time, although there are difficulties when the half-term holiday dates are different in neighbouring counties. The attendance pattern enhances the pupils’ achievement and personal development.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

15. The quality of teaching and learning is good overall. The pupils are very productive and independent workers and this is strength throughout the school. In over three-quarters of the lessons, teaching was good or better. The very good teaching is in English and mathematics in Key Stage 2. Teaching in two science lessons was unsatisfactory because of weaknesses in a full understanding of the requirements of the programme of study. Teaching has improved since the last inspection. Teachers are now very clear about the purpose of the activity, and have high expectations. These areas were criticised in the previous report. Currently, the main strengths in teaching are in the management of pupils. This enables lessons to progress at a good pace and helps in achieving the learning objectives that are set. Teachers also have high expectations of all their pupils, including those with special educational needs and the more able pupils. Pupils’ work is marked promptly and areas for

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

16. The basic skills of literacy and numeracy are taught well. Teachers plan activities that are appropriately matched to differing abilities and ages of all pupils. This term, targets are being set for individual pupils and the pupils know what they have to do to improve. The use of literacy to support other curriculum areas is good, but it could be better. Pupils in Year 1 and 2 prepare questions to ask Florence Nightingale and pupils demonstrate good historical knowledge. In Year 6, pupils prepare an application letter written as if they were Mary Seacole or Florence Nightingale applying for a job as a nurse. Use of literacy could be better in art and design when pupils evaluate their work and suggest areas for improvement. Drama is used in history in infant classes but older pupils have no recollection of ever having done any drama. There is some use of information and communication technology, but this area is not used sufficiently in composition, planning

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

and the drafting of work. Pupils do type up work and use the Internet for research at home. To improve standards further, the school is planning weekly booster classes for pupils to improve their literacy and numeracy skills. In numeracy, there is a fast and challenging pace in the sessions at the beginning and end of lessons. Teachers have a good knowledge and understanding of the subject and pupils work at a good rate, concentrating well.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

17. Teaching and learning in science is satisfactory, though much better in Years 1 and 2, where most was very good. In Years 3 - 6, aspects of the subject are being covered in too little or too much detail. Investigative and experimental work have not featured prominently. Questioning to encourage pupils to explain what they think might happen, and to begin to draw conclusions is being used this term, but it is clear from talking to the pupils that they are not used to this. Teachers have lacked professional development and clear guidelines on how to plan for improvement. The new guidelines have yet to make an impact on the standards achieved by the pupils.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

18. Teaching over time in ICT has been unsatisfactory because insufficient opportunities have been planned to give pupils regular experience in all aspects of the subject. However, currently, when the computers are used the teaching and learning is good. Teachers give good attention to the building up of a good technical vocabulary and give very clear directions to the pupils on what is expected. Teaching assistants provide very good support in Years 1 and 2 and have a good knowledge of the subject. Older pupils show a frustration in not being able to use the computer regularly. The school is St Patrick’s Catholic Primary School - 15 currently reviewing the planning for ICT and national guidelines are due to be integrated with present practice.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

19. In history, teaching and learning are consistently good and often very good. Teachers have a very good subject knowledge and use imaginative ways to make the subject interesting and direct for their pupils. Pupils show very good levels of interest in the subject and willingly engage in their own research during lessons and out of school. They are very productive; they find the work challenging, but are capable of it, and often move on to extension work.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

20. Teaching in physical education is good in Years 1 and 2. The lesson observed in Key Stage 2 was satisfactory. Discipline and control is very good and pupils work very hard listening to their teacher. However, the teachers’ subject knowledge is not as good as it could be. Whole school planning has not ensured curriculum coverage and progression of skills, knowledge and understanding in all areas.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

21. The teaching of design and technology and music have also been affected by weaknesses in planning for the progression of skills, knowledge and understanding. This term, half of the teaching staff are new to the school and are bringing with them additional good practice in these areas. New guidelines from subject leaders are also beginning to have a positive impact. As a consequence, the current quality of teaching and learning is good. Lessons in design and technology take good notice of health and safety issues and the evaluation and improvement of the pupils’ work. However, more opportunities should be planned for pupils to generate and develop their own ideas. Lessons seen in music show that teachers have a good knowledge of the subject. Little or no teaching of art and design and geography was seen during the inspection, but inspection evidence indicates that currently it is at least satisfactory overall.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

22. Teaching in the foundation stage is good in all areas of learning and enables the children to make good progress. Teaching in personal, social and emotional development is very good in both classes. Teaching in mathematical development is very good in the mixed age class because higher attaining children are appropriately challenged. Teaching is good overall in the reception class and could be better if higher attaining children were challenged more in their work. At the time of the inspection initial assessments of the children new to the school had not been finished and teachers were still in the process of finding out how what the children can do. However, it was clear in lessons in number that a significant number of the children are very able and are being given tasks that were too easy.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

23. The setting of homework is inconsistent. Some pupils do extensive and detailed research at home. Parents listen to their children read at home and support the homework that is set. The homework policy is due to be further developed to give parents a clearer understanding of what is required.

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PUPILS OR STUDENTS?

24. The quality and range of learning opportunities are satisfactory. The curriculum is broad; provision is made for all National Curriculum subjects and personal and social education. The curriculum is not well balanced, however, since the science curriculum contains too much biological science and not enough on materials and physics. There is little evidence of sufficient importance attached to the development of scientific enquiry. The planning for the progression in pupils’ skills knowledge and understanding from year to St Patrick’s Catholic Primary School - 16 year is unsatisfactory in art and design, physical education and design and technology. Statutory requirements are not fully met in swimming. Since the start of this term, the school has prioritised the curriculum and plans to review and improve the provision are in place, but at a very early stage.

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PUPILS OR STUDENTS?

25. Policies for all National Curriculum subjects are adequate, and medium term plans have been used instead of schemes of work for individual subjects. The balance of the curriculum, however, has been lost because it was based on topics, until the recent past, which has made it difficult to show progression in subject skills and knowledge. The curriculum has not been adequately monitored to ensure that all teachers give sufficient time to a subject nor teach it at the correct level; art, for example, is not taught in some classes. Furthermore, there is confusion between some subjects. Art and design and design and technology, for example, have been treated as one subject, and only art and design is reported to parents.

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PUPILS OR STUDENTS?

26. The provision for pupils with special educational needs is satisfactory in reception and Key Stage 1 but provision for science, art and design, physical education and design and technology is unsatisfactory at Key Stage 2 and learning opportunities could be better. The school fully meets the requirements of the Code of Practice for pupils identified with special educational needs. Pupils with special educational needs have the same access to the curriculum as others through a programme of work matched to their needs.

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PUPILS OR STUDENTS?

27. Provision for literacy and numeracy is good. They are both taught well in a designated time each day with consequent high standards. Good use is made of extended writing as, for example, in history, where pupils have researched topics and written extensively. However, in science there is generally far too much reliance on the worksheet. Provision for history is good. The new co-ordinators have put the national guidance in place to ensure that history and geography have sufficient time and there is progression of skills. Co-ordinators for other subjects are beginning to emulate both these practices.

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PUPILS OR STUDENTS?

28. Provision for extra-curricular activities is satisfactory with a reasonable variety of sport, including netball and football although there are insufficient opportunities for older pupils to experience competitive games against other schools. Pupils less interested in team games also have dance, judo and skipping to choose from. Young musicians learn to play together in guitar or trumpet groups, and a recorder club and choir are due to start after half term. Unfortunately, problems with the drainage in the field have made it difficult to play matches. There was a lack of interest in the French club.

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PUPILS OR STUDENTS?

29. All pupils are able to take part in every activity. The provision for personal and social education is satisfactory. The scheme of work is taught regularly for one week each term and most class teachers add to this in weekly ‘circle time’. There are sufficient opportunities for sex education and to educate pupils about the dangers of drugs. The contribution of the community to pupils’ learning is satisfactory. The school has good relationships with the parish and its partner secondary school, but few business links.

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PUPILS OR STUDENTS?

30. Provision for spiritual, moral, social and cultural education is very good overall. Spiritual development is carried out well. The ethos of the school is one in which pupils enjoy learning and they are constantly reminded of the Gospel values of their Catholic faith so that there are very good relationships and respect for self and others. Pupils explore their feelings when listening to music, and express themselves verbally with words such as ‘graceful’ and ‘cheerful’ to describe Handel’s Water Music. They marvel at the wonder of creation as they study the various stages of the river Blackwater, and when they see magnified pictures of insects in science. St Patrick’s Catholic Primary School - 17 31. Provision for moral education is very good. Pupils are taught very effectively to understand the difference between right and wrong. The school’s behaviour code is based on its strong Catholic tradition and pupils’ conduct in lessons and around the school is

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PUPILS OR STUDENTS?

consequently very good. Good behaviour is rewarded; pupils are proud to receive awards of merit in assembly every week. All teachers have high expectations of behaviour and are good role models; the few recalcitrant pupils are swiftly dealt with and do not interrupt other pupils’ learning. School and class rules are displayed in every classroom, and pupils play a full part in devising them for their own class, understanding them thoroughly. The behaviour policy is extended to cover lunch times, when supervisors can issue red and yellow cards to signify unacceptable behaviour.

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PUPILS OR STUDENTS?

32. Social education is very good. Pupils are encouraged to think of others, and regularly give generously to many different charities. Classes have ‘circle time’ in which they reflect on such issues as friendship, and decide what this means. Pupils in Years 5 and 6 take responsibility as house captains, but there is no school council. Junior pupils show very good responsibility in planning Mass in school and in church; Year 3 recently presented a Harvest Mass. Year 6 pupils learn how to take responsibility for themselves in a residential visit to the Isle of Wight. Most events organised by the Parents’ Association are centred on the family, and this is a good aid to both social and cultural education.

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PUPILS OR STUDENTS?

33. Provision for cultural development is good. The school prepares pupils for life in a culturally diverse society. The school organises visits by theatre companies, and children go on field trips locally, gaining a good idea of the culture that surrounds them. They acquire a good sense of British culture by studying history in depth, and learn about other cultures in the past, such as Ancient Egypt and Greece. They keep up with current events in the world by the ongoing geography topic ‘global news’, in which news items are regularly discussed. The school provides good opportunities to develop pupils’ understanding of the effects of prejudice and racism and forms of discrimination. A good example of this was in a Year 5 English lesson, where pupils discussed the policy of apartheid that used to exist in South Africa. The school also makes good provision for learning about other cultures through modules of work on other faiths, such as Judaism

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PUPILS OR STUDENTS?

and Islam and their cultures in the syllabus for religious education. There are a wide variety of books in the library about life traditions and stories from other parts of the world.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

34. The school continues to provide at least satisfactory, and often good, care for its pupils. Some procedures have been strengthened since the last inspection; others are currently less effective because of recent changes in staffing and the curriculum.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

35. Arrangements for ensuring pupils' welfare remain satisfactory. There are effective procedures for dealing with pupils when they become ill or have an accident at school. Appropriate staff have sufficient expertise and there are plans to train more staff in first aid. Good records are now made on all requests for treatment and parents are kept well informed. Three members of the senior staff have received training in child protection, and the new headteacher is appropriately taking on the role of the designated teacher. The lunchtime supervisory assistants provide good care and supervision of pupils in the dining room and the playgrounds. The health and safety policy is still a very brief statement of intent, with no procedures published either in the policy or in the staff handbook. The new governing body is now aware of its responsibilities for health and safety and has made a vigorous start in addressing some of the weaknesses in procedures which have occurred in

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

the past. For example, key governors and staff have recently undertaken a health and St Patrick’s Catholic Primary School - 18 safety check of the whole premises and identified points for action on a short, medium and long term basis. The caretaker has dealt with the most immediate repairs. The administrative officer keeps good records on fire safety issues and is arranging for the required fire risk assessment to be carried out. No health and safety hazards were identified during the inspection.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

36. Procedures for monitoring and promoting attendance, which were a key issue for action at the last inspection, have improved very significantly and are now excellent. The school has an attendance policy, which includes clear guidance on notifying and recording absence, the taking of holidays in term-time and the closure of registers. These guidelines have been updated this year and are followed very consistently by all staff. The administrative officer plays a key role by keeping meticulous records of all lateness and communications with parents. This ensures that patterns of irregular attendance and punctuality can be spotted quickly and followed up, for example, by referral to the Education Welfare Officer. The school is also assisted by a very effective form supplied by the local education authority which parents have to complete when applying to take their child away for a holiday during term-time.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

37. Procedures for monitoring and promoting behaviour are very good. There is an effective behaviour policy and also guidelines on bullying. Pupils in lessons respond well to teachers' high expectations and fair use of rewards. The school has employed very effective strategies to deal with the small number of pupils with challenging behaviour, for example by using a home-school record book and involving the Educational Psychologist. The new headteacher and senior supervisory assistant have successfully introduced a 'red card, yellow card' system this term to improve behaviour in the playgrounds at lunchtimes.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

38. Procedures for assessing pupils' academic attainment and progress are sound and the information gained is used satisfactorily to guide future work. Provision is not as good as it was at the time of the last inspection because of the turnover in staff and the very recent adoption by the school of new schemes of work in all non-core subjects and science. The new headteacher is very aware of the need to improve the consistency of assessment and its use across the whole school by, for example, sharing good practice and transferring all assessment information onto an easily accessible computer database. The school has sound systems in place on which to build these improvements. Baseline assessment of children in the foundation stage is carried out thoroughly and used well to set targets which are shared with parents. In Key Stages 1 and 2, teachers assess pupils' progress in literacy and numeracy weekly. They predict and track progress from Reception to Year 6 in

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

number, spelling, writing and reading, using their clear knowledge of National Curriculum levels in English and mathematics. Many use the information to modify their planning for the following week or to set particular targets for the class, for example to improve punctuation in Year 3 or handwriting in Year 4. Assessment procedures for the non-core subjects and science are less consistent and rigorous. Many teachers have devised their own tick-lists to help them measure pupils' progress in these areas.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

39. The school provides good educational and personal support and guidance to raise pupils' achievements. Parents appreciate the caring and committed environment established by the school. They feel that the individual needs of pupils are well known by all staff. The school has a well-established culture of setting and reviewing targets for groups of pupils. This is now being developed into the setting of individual targets for pupils in literacy, with numeracy targets planned for introduction in the spring term. Stickers, merits and house points are used effectively to motivate pupils to work hard and behave well. Learning support assistants provide very effective support in classrooms and St Patrick’s Catholic Primary School - 19 for small groups of pupils who need extra help, for example to achieve higher levels in literacy.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

40. Parents express good levels of satisfaction with the school. A considerable number of them attended the meeting with inspectors and there was a high return rate of the parents' questionnaire. Parents are very pleased to be able to send their children to St Patrick's. They value what the school provides for their children, particularly in terms of their personal development. At the beginning of term, they were a little apprehensive about the future under a new headteacher whom they had not yet got to know, although they were keen to give her their support. They were also concerned about the restructuring of classes in Key Stage 1 and the way in which they had been consulted and informed about this change at the end of last term. Parents are now showing every confidence in the new headteacher and looking forward to helping her bring about improvements. The headteacher shares many of the concerns voiced by parents at the meeting, for example,

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

about the weaknesses in sport and music and the inconsistencies in homework. Over a third of parents responding to the questionnaire did not agree that the school provides an interesting range of activities outside lessons. The inspection team found that provision is satisfactory.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

41. The school has good links with parents. Parents feel comfortable in approaching the school. They welcome the opportunity to meet their child's teacher early in the autumn term when they are given an outline of the year's programme. The headteacher has written a good introductory letter at the start of term giving clear and useful information about school events and expectations. Annual reports on pupils' progress give good information about standards in literacy, numeracy and personal development and where pupils could improve. Reports on other subjects are limited to what the child has studied rather than what the child has achieved. There are no opportunities for pupils or parents to contribute to the reports. A fifth of parents responding to the questionnaire said they were not satisfied with the information they receive on their child's progress. Some would like more consultation or open evenings to supplement the one they get in the spring term.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

Inspection evidence finds that the information parents receive on their child's progress could be better. The prospectus and governors' annual report to parents provide sound information but do not include all the details required by law.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

42. Parents have a very good involvement with the work of the school. The parent teacher association (PTA) is very active and raised over £7,000 last year from events such as the summer fete. The money is spent on a range of resources for the school, as well as major premises projects; for example, the PTA is now raising money towards a new school field. Parents play a significant role on the governing body and they help in the school when they can, for example with the library, netball club, the school production, and computer and music provision when required. Parents' contribution to their children's learning is good. They work very closely with the school to set high expectations of work and behaviour. Parents of children in the foundation stage are involved well in the setting and reviewing of targets for their children. Parents listen to their children read at home and support the homework that is set. However, their support could be harnessed even further

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

by establishing a clearer homework policy, which gives consistent guidance on the different types of homework that will be set in each year and how long pupils of different ages should spend on it. The headteacher intends to consult parents on a future revision of the homework policy.

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