St Aidan's Catholic Primary School

ST AIDAN’S CATHOLIC PRIMARY SCHOOL

Dates of inspection: 7 th -8 th November 2001

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ST AIDAN’S CATHOLIC PRIMARY SCHOOL

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 AIDAN’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 Aidan’s Catholic Primary School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Portnalls Road Coulsdon Surrey Postcode: CR5 3DE

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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: Fr Josef Doetsch

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: June 1997 St Aidan’s Catholic Primary School - 4

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Team members

8402 Vivien Johnston Registered inspector 19653 Libby Dickson Lay inspector 28069 David Mylroie Team inspector

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Team members

The inspection contractor was: e-Qualitas Ltd Langshaw Pastens Road Limpsfield Chart Oxted Surrey RH8 0RE

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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: The Complaints Manager Inspection Quality Division

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Team members

Alexandra House 33 Kingsway London WC2B 6SE St Aidan’s Catholic Primary 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 Aidan’s Catholic School is a voluntary aided, infant and junior school. It has 212 pupils on roll, with similar numbers of boys and girls. Most come from the parishes of Coulsdon and Old Coulsdon. The pupils’ socio-economic background is advantaged. No pupils need help with learning English. A few come from minority ethnic backgrounds. The proportion identified as having special educational needs is lower than in most schools; their needs relate mainly to learning difficulties, and are generally not severe. No pupil has a statement of educational need. The attainment of children on entry to the reception year is well above average. The school has experienced a high turnover of staff in the last two years, and one class was taught by a temporary teacher for the term during which the inspection took place.

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HOW GOOD THE SCHOOL IS

The overall effectiveness of the school is satisfactory. Standards are well above average, and pupils’ achievement is satisfactory. The leadership and management of the school are satisfactory, as is the quality of teaching. The school’s costs per pupil are above average. Overall, the school provides satisfactory value for money.

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What the school does well

• Standards in English, mathematics and science are well above the national average. • The good teaching sets pupils demanding activities that interest and motivate them. • Pupils enjoy school, are interested in learning and behave well. • Staff are caring of the pupils, and provide good support for their personal development.

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What could be improved

• The challenge provided to pupils by some of the teaching. • Curriculum planning and assessment of pupils’ learning, together with monitoring of their impact on pupils’ achievement. • The school’s relationship with parents. 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 June 1997. Its improvement since then is satisfactory overall, with some good developments recently. The quality of teaching is better than reported by the last inspection. Test results are broadly the same as in 1997, and standards in English, mathematics and science remain well above average. Curriculum planning has been improved, although more remains to be done. The assessment of pupils’ learning and the school’s relationship with parents remain weaknesses. The headteacher has carried out some good monitoring of the effectiveness of teaching, but other staff and governors are as yet insufficiently involved in checking how well the school is doing. The senior management team has been re-structured, giving a fresh impetus to several areas of the school’s work – including the provision for pupils with special educational needs. The new computer suite has significantly

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

improved the facilities for teaching information and communication technology (ICT). The staff now share the headteacher’s commitment to further change, and the school’s capacity for further improvement is satisfactory. St Aidan’s Catholic Primary School - 7

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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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Key

1999 2000 2001 2001 very high A* English A A* A C well above average above average A B mathematics A B A C average below average C D science B A* A B well below average very low E E* Almost all the children attain the early learning goals well before the end of the Reception year, and start on work based on the National Curriculum. This represents attainment that is well above average. The children’s achievement is satisfactory, when account is taken of the children’s attainment being well above what is expected nationally at the start of the Reception year. The results of the national tests at the end of Year 2 were well above average in 2001, in reading, writing and mathematics. In all three, the results are lower than the 1996 figures reported by the last inspection. However, the results in mathematics have risen for the last three years, faster than the national trend of improvement. Compared to similar schools, on the basis of the proportion of pupils known to be eligible for

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Key

free school meals, the 2001 results were average in reading and writing, and above average in mathematics. The school met its targets for Year 6 test results in 2001. These results were similar to those reported by the last inspection. The overall trend is in line with the national trend of improvement. However, comparing the results for 2001 with those attained nationally by schools with similar Year 2 test results for 1997, the English results were well below average, the mathematics results were below average, and the science results were average. In 2000, the results for English and science were in the top five per cent nationally. At the end of Years 2 and 6, the evidence of pupils’ work and the lessons observed showed that their attainment is also well above average in English and mathematics. In science, it is well above average at the end of Year 6. The older pupils have completed a lot of written work in all three subjects. Pupils are

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Key

articulate and have wide vocabularies. They are enthusiastic readers and write confidently, although some pupils are weaker in handwriting and spelling. In mathematics, pupils are particularly good at number work and algebra, and their factual knowledge is very strong in science. Pupils are weaker in investigations because of lack of experience of this approach to mathematics and science. Overall, pupils’ achievement is satisfactory in the infants and juniors, though some average- and higher-attaining pupils need more challenge to do even better.

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Aspect Comment

Attitudes to the school Very good. Pupils of all ages are interested in learning, and keen to be involved in school activities.

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Aspect Comment

Behaviour, in and out of classrooms Good. Pupils are co-operative, and follow the school rules. The introduction of playground equipment has improved behaviour at lunchtime, and pupils play well together. Bullying happens infrequently, and pupils feel that it is dealt with well. One pupil was temporarily excluded from school last year, for misbehaviour.

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Aspect Comment

Personal development and relationships Good personal development. Pupils are confident, and have a good understanding of right and wrong. The oldest pupils carry out their responsibilities very well, but younger pupils are given too few opportunities for taking responsibility. Relationships are very good – St Aidan’s Catholic Primary School - 8 pupils are friendly and polite, to each other and to adults.

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Aspect Comment

Attendance Good. Attendance has improved since the last inspection. There is now no unauthorised absence.

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

Quality of teaching Satisfactory Satisfactory Satisfactory

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

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. All the teaching observed during the inspection was satisfactory or better. In almost three-quarters of the fourteen lessons seen, teaching was good. However, the evidence of the pupils’ written work contributed to the judgement that teaching and learning are satisfactory overall, including in English and mathematics. Strengths in teaching include the high expectations of pupils’ behaviour, effort and concentration, and of the quantity of work they will do. Class activities are generally managed well, and teachers have good relationships with pupils. When teaching was good, the work was challenging to all in the class, with a good variety of interesting activities that encouraged the pupils to work hard. Although the skills of

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

literacy, numeracy and ICT are taught successfully in English, mathematics and ICT lessons, teachers miss opportunities to apply and extend these skills through the work in other subjects. Pupils enjoy learning, and they generally work productively and confidently. Their knowledge of how well they are doing is limited by the lack of informative marking, although teachers give praise and oral feedback in lessons. Pupils respond enthusiastically to independent and investigative work when they have opportunities for it. Teachers generally are most successful in meeting the needs of the lower- attaining and special educational needs pupils. Sometimes, teachers do not expect enough of the other pupils and so the work is too easy for them.

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Aspect Comment

The quality and range of the curriculum Satisfactory overall. Planning for the children in the Foundation Stage enables them to move on to National Curriculum work as soon as they are ready for it. In the infants and juniors, the time given to the various National Curriculum subjects is not balanced well enough, and the planning makes too little provision for the skills of literacy, numeracy and ICT to be promoted. Specialist teaching of music, and a range of visits enhance the curriculum.

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Aspect Comment

Provision for pupils with special educational needs Satisfactory. Classroom assistants and teachers work together to ensure that the pupils do as well as the others in their classes. The Reading Recovery programme is successful in enabling weaker readers to catch up.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Good. Pupils are given clear guidance on moral principles and how to behave with consideration for others, and staff provide a good role model. The oldest pupils have good opportunities to take responsibility, for example as reading partners with children in the Reception class.

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Aspect Comment

How well the school cares for its pupils Teachers know pupils well, and the systems for ensuring that they are well looked after are good. The arrangements for assessing pupils’ learning, and using the information from this to help them do better, are St Aidan’s Catholic Primary School - 9 unsatisfactory.

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Aspect Comment

Leadership and manage- ment by the headteacher and other key staff Satisfactory overall. The headteacher has a good understanding of what needs to be done. A strong senior management team has recently been created and is beginning to have a good impact on the work of the school. In several areas, subject leaders are also beginning to make changes that are having a positive impact on pupils’ learning.

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Aspect Comment

How well the governors fulfil their responsibilities Governors are very supportive. They have a clear understanding of the key areas in which improvements are needed, and are committed to helping the school with this. The governing body is insufficiently involved in monitoring the quality of education the school provides. Statutory requirements are met, and overall the governing body fulfils its responsibilities satisfactorily.

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Aspect Comment

The school’s evaluation of its performance Satisfactory. The school development plan identifies many of the areas to be improved, but lacks criteria against which to evaluate how well the planned changes are implemented. Some good monitoring has taken place, but is insufficiently systematic and does not involve all staff with management responsibilities.

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Aspect Comment

The strategic use of resources Satisfactory use of resources. Staff are suitably deployed, and good use is made of the accommodation. The application of the principles of best value is satisfactory – the school budget is managed carefully; parents’ views have been sought on how well the school is doing; staff compare the school’s performance with that of other schools locally; and appropriate targets have been set.

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What pleases parents most What parents would like to see improved

• Their children like school. • Behaviour is good. • The school has high expectations of their children. • The teaching is good, particularly for children in the Reception year. • The school helps their children become mature and responsible. • The amount of homework that is given. • The information about how well their children are getting on. • The approachability of the school when they have questions or a problem, and the closeness with which the school works with them. • The leadership and management of the school. • The range of activities outside lessons. The inspection team agreed with almost all the positive views expressed by parents, though the teaching of children in the Reception year was found to be satisfactory overall. The expectations of pupils are higher in relation to their attitudes and behaviour than their academic attainment. The team found that pupils are given sufficient homework, although the amount varies from class to class. The leadership and

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What pleases parents most What parents would like to see improved

management of the school were found to be satisfactory. The team agreed with parents that reports are not informative enough, and that the approachability of the school and the closeness with which it works with parents could be improved. The available evidence suggested that the school provides a reasonable range of activities outside lessons, especially sports. St Aidan’s Catholic Primary School - 10

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Standards in English, mathematics and science are well above the national average

1. The school’s assessment of children’s attainment at the start of the Reception year shows that most are attaining at a level well above that found nationally. For example, they know the names of colours and parts of their bodies, many count confidently to ten and beyond, and most have begun to write. Their personal and social development is good, and they are confident learners. This represents attainment that is well above average overall. By the end of the Reception year, standards are also well above average. For example, many read simple texts fluently, write confidently and legibly, and add and subtract numbers to twenty. They are helped in this by the good support from their parents, as well as curriculum planning that enables them to make steady progress onto work based on the National Curriculum. For many children, this happens at the start of the spring term. 2. Pupils in the infants and juniors have built steadily on this foundation. In English, standards

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Standards in English, mathematics and science are well above the national average

at the end of Years 2 and 6 are well above average in speaking and listening, reading and writing. Pupils of all ages are confident and articulate orally. They listen well to others, and their responses are thoughtful and relevant. Pupils read widely at school and at home, which provides a good basis for the work they do in school. For example, pupils in Year 6 showed a good understanding of the story of the Shakespeare play they have been studying, in preparation for a theatre visit. They recognised significant differences between extracts from the original text, a simplified story version, and the video recording, and were keen to find out what happened next. 3. The major strength in mathematics is in number and algebra. By the end of the infants, pupils add and subtract numbers up to a hundred confidently. Pupils have a good knowledge of the vocabulary associated with addition and subtraction. They understand the

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Standards in English, mathematics and science are well above the national average

value of each digit in each column up to a hundred, and use this knowledge to solve number problems correctly. 4. Pupils’ understanding of number and algebra also develops well in the juniors. Year 3 pupils count forwards and backwards in twos confidently, from both even and odd numbers. Pupils know the difference between odd and even numbers, and explain their answers well. They were seen learning how to multiply and divide numbers by ten and a hundred. This activity was challenging as it is not normally covered until Year 5. Work seen in their books showed that Year 4 pupils have learned how to round numbers up and down and to estimate answers. They order numbers up to a thousand, and solve money problems correctly. Year 5 pupils are beginning to see how ratio links with fractions. By the end of Year 6, most pupils know how to explore number patterns, solve simple algebraic equations successfully and calculate correctly to two decimal places.

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Standards in English, mathematics and science are well above the national average

5. In science, pupils cover a good quantity of work, and their knowledge and understanding of the topics covered is above average by the end of Year 2. For example, pupils look carefully at what they see in the world around them and make sensible suggestions as to why certain events take place. They know what to eat for a healthy diet, and they name commonly-found materials and list their properties correctly. 6. Pupils’ scientific knowledge is built on systematically in the juniors. The strength in pupils’ knowledge has led to the results of the national tests at the end of Year 6 being well above average. Standards at the end of Year 6 are also well above average, although pupils have done too little investigative work. Evidence of good research skills being developed in science was seen in a topic carried out by Year 5 on ‘The Earth and Planets’. Pupils produced their own files, and the work was attractively presented.

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Standards in English, mathematics and science are well above the national average

St Aidan’s Catholic Primary School - 11 The good teaching sets pupils demanding activities that interest and motivate them. 7. The evidence of teachers’ planning and records, displays in classrooms and other work completed by pupils, together with the fourteen lessons observed, showed that teaching is satisfactory overall, with some that is good. During the inspection, good teaching was observed in several classes, including Years 2 and 6 and the Reception class – as parents said. 8. The best teaching was lively and stimulating, and involved pupils in thinking for themselves. For example, in a physical education session, the Reception children were encouraged to suggest movements that they could combine as they travelled round the hall. The teacher used the opportunity to teach new vocabulary, such as ‘swaying’, and gave plenty of praise. This contributed to the children’s high levels of motivation and effort.

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Standards in English, mathematics and science are well above the national average

9. In several lessons, teaching and learning were good because the teacher had planned clear, specific, challenging objectives for pupils’ learning. These objectives were shared with the class, and the work built systematically towards attaining them. This meant that the pupils understood the purpose of the various activities, which helped them to do well. The pace of pupils’ work was fast. For example, all in the class were involved when individual whiteboards were used in mental mathematics activities. Teachers’ questioning tested pupils’ understanding as well as their knowledge, and in several lessons the teacher adapted the work when the pupils’ answers showed that they had not grasped the point. In most lessons, the key vocabulary was taught well, and sometimes displayed on the board to help pupils remember it. When the teaching was good, the pupils worked hard and concentrated well. Most were keen to answer the teacher’s questions. Occasionally, pupils

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Standards in English, mathematics and science are well above the national average

were stimulated to go beyond what the teacher had prepared, as when Year 6 pupils asked about names and places in ‘Twelfth Night’. 10. Other strengths in teaching include the consistent expectation that pupils will try hard and behave sensibly. The learning activities are generally managed well, resources are at hand, and little time is wasted. Teachers are good role models for pupils, both in their use of language and in their interactions with them, and so relationships are very good. This contributes to the pupils’ confidence and their positive attitudes towards learning.

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Pupils enjoy school, are interested in learning and behave well

11. The children in the Reception class thoroughly enjoy learning. They are very good at listening and remembering what to do, and their behaviour is very good at all times of the day. They interact well with adults and older pupils, and behave responsibly. 12. In most lessons, pupils in the infants and juniors also show good interest in their work, and they concentrate well. They listen carefully in class discussions, and follow instructions willingly. In individual and group activities, they generally settle quickly to the tasks set, and work hard. They are keen to complete their work, and from the earliest years are sensible in clearing up at the end of lessons. The pupils who have extra help for learning difficulties and those who attend Reading Recovery sessions are appreciative of the help they receive, and make good gains in their confidence and independence in reading and writing activities.

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Pupils enjoy school, are interested in learning and behave well

13. Around the school and in the playground, pupils’ behaviour is good. Boys and girls play well together, and the few who come from ethnic minority backgrounds are integrated well. Pupils of all ages are friendly, and courteous and confident in their interactions with adults. These relationships contribute to a climate in which pupils enjoy learning and want to do well, and are keen to take part in all aspects of school life. Although some parents reported that there had been incidents of bullying which had not been followed up effectively by the staff, the pupils who were interviewed said that bullying happens infrequently. They felt confident that any such occurrences would be dealt with promptly and effectively. St Aidan’s Catholic Primary School - 12 14. Pupils respond positively to opportunities to show initiative and responsibility, though these are mainly offered to the oldest pupils. Many belong to extra-curricular clubs such as

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Pupils enjoy school, are interested in learning and behave well

football, netball and choir. Paired reading sessions in which each Reception child is partnered with a Year 6 pupil are looked forward to by both. Very good relationships between the partners were observed, both during the reading activities and when they met at other times of the day, particularly in the playground and when Year 6 pupils did their lunchtime duties.

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development

15. The school provides good care and support for its pupils. Teachers know the pupils in their classes well, and show a caring concern for their welfare. There are good systems for ensuring that pupils are well looked after, including the arrangements for first aid and for health and safety. 16. Staff provide sought-after rewards for good work and behaviour, including certificates and awards given at the school assembly on Fridays. The school rules are displayed prominently, and staff apply them consistently. As a result, the pupils know what is expected of them and are clear about the consequences of not following the rules. Personal, social and health education lessons provide good opportunities for the older pupils to explore issues that promote their personal development, and the younger pupils have ‘circle time’ in which issues that concern them can be explored. Pupils are given many opportunities to work together in lessons and extra-curricular activities, and are taken

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development

on a variety of visits including to the theatre. All these promote pupils’ confidence, and their moral and social development.

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The challenge provided to pupils by some of the teaching

17. The school has improved the overall quality of teaching, but some weaknesses that were identified by the previous inspection remain. In several classes, the work in English, mathematics and science is not adapted well enough to meet the needs of all in the class, and the average-attaining and high-attaining pupils find it too easy. For example, the scrutiny of pupils’ work showed that several teachers have made too much use of worksheets and tasks that involve copying and completing sentences. These give pupils too few opportunities to think for themselves. In English, the younger pupils have completed many exercises but have not been given enough chances to apply the skills practised in their own writing. This slows the rate of pupils’ learning. 18. Pupils are not given sufficient opportunities for investigative approaches, such as in mathematics to explore how numbers work and to explain the strategies they use when

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The challenge provided to pupils by some of the teaching

solving problems. A start has been made in Year 6 to overcome this weakness. In an example of good practice observed during the inspection, the pupils were asked to explain how they had worked out the perimeter of a shape. The teacher linked this to algebra, and the pupils gave various formulae for working out the answer, for example: l + l + w + w and (l +W)x2 and 2l + 2w. The approach led to pupils making good gains in their understanding. 19. All the work seen during the inspection was marked, and some had encouraging comments. However, marking is unsatisfactory overall. Most teachers have not identified what pupils have done well, nor commented on what they need to do to improve in future. Some work was marked with ticks that showed the teacher had looked at it, but mistakes had not been corrected. This has contributed to some pupils not achieving as well as they might. For example, the quality of ideas expressed by some pupils in the juniors is better

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The challenge provided to pupils by some of the teaching

than their spelling, partly because mistakes have not been pointed out. Many pupils learn to present their work very neatly and well, in good legible handwriting, but other pupils’ untidy St Aidan’s Catholic Primary School - 13 presentation and uneven handwriting have not been commented on when their work has been marked.

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their impact on pupils’ achievement

20. Although the school has made some improvements to the curriculum since the last inspection, more remains to be done. A curriculum map has been devised, identifying the content or topics to be covered in each half term, some planning has been developed for the various subjects, and the national literacy and numeracy strategies have been introduced successfully. The planning still does not show clearly enough what pupils of different levels of attainment are expected to learn, and has not been linked to the assessment of their learning. 21. The time allocated to the various subjects is not as well balanced as it should be. English activities are given a very high priority, and take up a third of the teaching time – which is more than in most schools. Mathematics and science have less time than in most schools. In some classes in the juniors, numeracy lessons are timetabled for only forty-five minutes. This limits the amount of work that it is possible for the teacher to cover, and

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their impact on pupils’ achievement

contributes to the comparative lack of focus on investigative approaches to mathematics and science. 22. The curriculum planning does not identify how literacy and numeracy are to be developed across the curriculum, nor how computers may enhance pupils’ learning other than in ICT lessons. However, a few links between subjects are made. For example, in science pupils in Year 2 have read a passage on teeth and carried out a comprehension activity, and pupils in Year 4 have used their mathematical knowledge to construct bar charts to show the length of bones. 23. Teachers check pupils’ written work regularly and carry out informal observations of their learning. However, in general they pay too little attention to evaluating the quality of pupils’ work and recording the findings. The staff have only recently begun to keep the kind of assessment information needed to check pupils’ progress, to set them targets, and to

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their impact on pupils’ achievement

track their learning from year to year. Teachers have not checked that their judgements of how well pupils have done are consistent and accurate in relation to National Curriculum levels, nor developed guidance on what is expected in the curriculum planning, such as portfolios of pupils’ work to exemplify the work expected. 24. Some monitoring of the quality of teaching and learning has been introduced, and more is planned. The headteacher has carried out some good monitoring, but most subject co- ordinators have not been sufficiently involved in this. Consequently, they have not been well-enough informed about how effectively their plans and policies are implemented across the school, and have not been able to identify which aspects of pupils’ learning need improvement. However, the recent staff changes and revision of their responsibilities have provided a good basis for introducing more systematic monitoring arrangements, and

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their impact on pupils’ achievement

the staff are now committed to this process.

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The school’s relationship with parents

25. Many parents are satisfied with the school and all it provides. However, the responses to the parent’s questionnaire and at the pre-inspection meeting showed that a significant number have concerns about various aspects of the school. Over a third of those who completed a questionnaire indicated that they do not feel well informed about their children’s progress. Almost half said that they do not feel that the school works closely enough with them. About a quarter do not feel that the school is approachable, and a similar proportion expressed concerns about how well the school is led and managed. Parents also feel that the school does not do enough to inform them about the work that St Aidan’s Catholic Primary School - 14 their children are covering, and a widespread view at the parents’ meeting was that the tone of communication in letters is not appropriate. 26. To a large extent, the inspection findings support parents’ concerns about the school’s

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The school’s relationship with parents

relationship with them. It was found to be unsatisfactory, for several reasons. Letters sent home to parents tend to adopt a rather authoritative tone, instructing parents rather than informing them. While some curricular information is provided, much is not in a form that is readily accessible to parents – such as pages photocopied from the national literacy and numeracy strategies. Some good, clear information is provided to parents of children in the Reception class, however. Evening meetings showing parents how a subject is taught have not been held recently. Pupils’ annual reports are completed from computer- generated statements. These tend to describe what has been covered, and are not evaluative of individuals’ learning. Identical statements are produced in some cases. The headteacher generally responds promptly to individual parents’ concerns, and good relationships between a few of the class teachers and parents were observed. However,

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The school’s relationship with parents

overall there is not a strong feeling that parents are welcome in the school. 27. Despite these weaknesses in the school’s links with parents, they are keen to support their children’s learning. For example, most read with their children regularly, and encourage them to do their homework. This helps them to maintain a good standard of work in English and mathematics. The School Association is very supportive, and has recently raised a large sum to provide the school with a sports wall.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

28. To raise standards and pupils’ achievement, the governors, headteacher and staff should: (1) improve the challenge provided to pupils by some of the teaching [paragraph 17] , by: • ensuring that the work is adapted to the range of needs of the pupils in the class [paragraph 17] ; • giving pupils more opportunities for thinking for themselves, writing independently and carrying out investigative work [paragraphs 17, 18] ; • making marking more informative and helpful to pupils [paragraph 19] .

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(2) improve curriculum planning, the assessment of pupils’ learning and the monitoring of their impact on pupils’ achievement [paragraph 20] by: • improving the amount of time allocated to the various subjects [paragraph 21] ; • planning for links between subjects, including for the promotion of literacy, numeracy and the use of ICT across the curriculum [paragraph 22] ; • assessing pupils’ learning systematically, keeping records and using this information for target-setting, tracking their progress and checking that they are doing as well as they should [paragraph 23] ; • monitoring how well the curriculum is taught and pupils’ learning is assessed, and using the information to improve both [paragraph 24] .

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(3) develop the school’s relationship with parents [paragraph 25] , by: • providing more easily-understood information on what their children are learning [paragraph 26] ; • making pupils’ annual reports more individualised, with clearer information on what they have learned in the various subjects and the standard attained, and what to work on next [paragraph 26] ; • making letters to and other communications with parents more welcoming, including giving parents more opportunities to liaise with staff [paragraph 26] . St Aidan’s Catholic Primary School - 15

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 15

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactor y Poor Very Poor

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Summary of teaching observed during the inspection

The table gives the number and percentage of lessons observed in each of the seven categories used to make judgements about teaching. Care should be taken when interpreting these percentages as each lesson represents more than seven percentage points.

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 212

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Information about the school’s pupils

Number of full-time pupils known to be eligible for free school meals 9

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Information about the school’s pupils

Number of pupils with statements of special educational needs 0

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 14

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Information about the school’s pupils

English as an additional language No of pupils

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Information about the school’s pupils

Number of pupils with English as an additional language 1

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Information about the school’s pupils

Pupil mobility in the last school year No of pupils

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Information about the school’s pupils

Pupils who joined the school other than at the usual time of first admission 5

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 2

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Attendance

National comparative data 5.2 National comparative data 0.5

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Attendance

Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. St Aidan’s Catholic Primary School - 16

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Attainment at the end of Key Stage 1 (Year 2)

Number of registered pupils in final year of Key Stage 1 for the latest reporting year 2001 15 17 32

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Attainment at the end of Key Stage 1 (Year 2)

National Curriculum Test/Task Results Reading Writing Mathematics

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Attainment at the end of Key Stage 1 (Year 2)

Boys 14 14 15 Numbers of pupils at NC level 2 and above Girls 16 16 17

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Attainment at the end of Key Stage 1 (Year 2)

Percentage of pupils School 94 (94) 93 (91) 100 (97) at NC level 2 or above National 84 (83) 86 (84) 91 (90)

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Attainment at the end of Key Stage 1 (Year 2)

Teachers’ Assessments English Mathematics Science

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Attainment at the end of Key Stage 1 (Year 2)

Boys 14 15 15 Numbers of pupils at NC level 2 and above Girls 16 17 17

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Attainment at the end of Key Stage 1 (Year 2)

Percentage of pupils School 94 (97) 100 (100) 100 (100) at NC level 2 or above National 85 (84) 89 (88) 89 (88)

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Attainment at the end of Key Stage 1 (Year 2)

Percentages in brackets refer to the year before the latest reporting year.

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Attainment at the end of Key Stage 2 (Year 6)

Number of registered pupils in final year of Key Stage 2 for the latest reporting year 2001 12 21 33

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Attainment at the end of Key Stage 2 (Year 6)

National Curriculum Test/Task Results English Mathematics Science

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Attainment at the end of Key Stage 2 (Year 6)

Boys 11 11 12 Numbers of pupils at NC level 4 and above Girls 19 16 21

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Attainment at the end of Key Stage 2 (Year 6)

Percentage of pupils School 91 (100) 82 (90) 100 (100) at NC level 4 or above National 75 (75) 71 (72) 87 (85)

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Attainment at the end of Key Stage 2 (Year 6)

Teachers’ Assessments English Mathematics Science

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Attainment at the end of Key Stage 2 (Year 6)

Boys 8 11 12 Numbers of pupils at NC level 4 and above Girls 18 18 20

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Attainment at the end of Key Stage 2 (Year 6)

Percentage of pupils School 78 (97) 87 (93) 96 (100) at NC level 4 or above National 72 (70) 74 (72) 82 (79)

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Attainment at the end of Key Stage 2 (Year 6)

Percentages in brackets refer to the year before the latest reporting year. St Aidan’s Catholic Primary School - 17

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 0 Black – Caribbean heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Black – African heritage 4 Black – African heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

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

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Ethnic background of pupils Exclusions in the last school year

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.

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 10 Financial year 2000-2001

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Teachers and classes Financial information

Number of pupils per qualified teacher 23

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Teachers and classes Financial information

Education support staff: YR – Y6 Total income 508,270

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Teachers and classes Financial information

Total number of education support staff 4 Total expenditure 498,856

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Teachers and classes Financial information

Total aggregate hours worked per week 74 Expenditure per pupil 2,218

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Teachers and classes Financial information

FTE means full-time equivalent. Balance brought forward from previous year 72,252

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Teachers and classes Financial information

Balance carried forward to next year 81,666

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Recruitment of teachers

Number of teachers who left the school during the last two years 6

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Recruitment of teachers

Number of teachers appointed to the school during the last two years 6

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Recruitment of teachers

Total number of vacant teaching posts (FTE) 1

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Recruitment of teachers

Number of vacancies filled by teachers on temporary contract of a term or more (FTE) 1

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Recruitment of teachers

Number of unfilled vacancies or vacancies filled by teachers on temporary contract of less than one term (FTE) 0

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Recruitment of teachers

FTE means full-time equivalent. St Aidan’s Catholic Primary School - 18

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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. 44 35 11 2 8

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Percentage of responses in each category

Behaviour in the school is good. 36 51 3 0 10

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Percentage of responses in each category

My child gets the right amount of work to do at home. 33 43 17 5 2

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 26 33 30 9 2

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 41 34 10 14 1

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 47 48 2 0 3

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Percentage of responses in each category

The school works closely with parents. 23 26 33 14 4

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Percentage of responses in each category

The school is well led and managed. 40 30 13 12 5

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Percentage of responses in each category

The school is helping my child become mature and responsible. 42 42 5 1 10

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 25 24 27 10 14

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