St Catharine's Catholic Primary School

ST CATHARINE'S RC PRIMARY SCHOOL

Dates of inspection: 4 – 5 February 2002

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ST CATHARINE'S RC 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 CATHARINE'S RC PRIMARY SCHOOL

Further copies of this report are obtainable from the school. Under the School Inspections Act 1996, the school must provide a copy of this report and/or its summary free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. St Catharine's RC Primary School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Lower High Street Chipping Campden Gloucestershire

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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 M Whitehouse

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: October 1997 St Catharine's RC Primary School - 4

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Team members

15064 Paul Bamber Registered inspector 11094 Ian Blair Lay inspector 27895 Margaret Skinner Team inspector

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Team members

Open Book 6 East Point High Street Seal Sevenoaks TN15 0EG

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Team members

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

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Team members

The Complaints Manager Inspection Quality Division

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Team members

Alexandra House 33 Kingsway London WC2B 6SE St Catharine's RC Primary School - 5

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REPORT CONTENTS

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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PART B: COMMENTARY

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER? 16

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PART B: COMMENTARY

PART C: SCHOOL DATA AND INDICATORS 17 - 20 St Catharine's RC Primary School - 6

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INFORMATION ABOUT THE SCHOOL

St Catharine's Roman Catholic Primary School is housed in a listed building in the heart of a small Cotswold town. The school draws pupils from the town and surrounding villages. Many come from socially advantaged backgrounds. There are 158 pupils (26 more girls than boys) on roll, including ten children aged under five. Children enter the school with above- average standards. There are three pupils for whom English is an additional language (about average). Two pupils are entitled to free school meals (well below average). There are 19 pupils (12 per cent) registered as having special educational needs (below average). No pupils have a Statement of Special Educational Need. The school is currently over- subscribed.

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HOW GOOD THE SCHOOL IS

St Catharine's is a very effective school. Pupils attain very high standards in English, mathematics and science. The quality of teaching and learning is very good. Pupils achieve extremely well and have very positive attitudes to their learning. The quality of the school's leadership and management is very good. The school offers very good value for money.

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What the school does well

• By the time they leave the school, pupils attain high standards in English, mathematics and science. • The school provides a very wide range of musical experiences, and pupils in Years 3 to 6 attain very high standards in the subject. • Overall, the quality of teaching and learning is very good. This contributes significantly to the high standards that pupils attain. • The school's perceptive assessments of what pupils need to do to improve, and the action taken to ensure their improvement, are most effective in helping them attain very high standards. • Pupils have very positive attitudes to learning, are extremely co-operative and behave maturely. • The school is led and managed very effectively.

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What the school does well

There are no major areas for improvement .

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school has made good improvement since the last inspection in October 1997. Standards in English, mathematics and science are now higher. The quality of teaching and learning is much better. The curriculum for children aged under six meets national guidelines. These children attain all the national early learning goals set for them by the time they enter Year 1. Pupils attain at least average standards in information and communication technology. They often work independently and use new technology to research aspects of their work. Procedures to monitor attendance are effective and parents receive all relevant information. St Catharine's RC 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

very high A* well above average A above average B average C below average D well below average E

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Key

The table reflects the very high standards pupils attain by the time they leave the school. When the school's results, in the Year 6 national tests in 2001, are compared with schools of a similar type, standards are very high in English and well above average in mathematics and science. In 2001, overall standards were in the top five per cent of schools in the country. Over time, boys and girls have performed equally well in all three subjects.

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Key

Pupils in the present Year 6 attain standards which reflect the 2001 test results in English, mathematics and science. In most other subjects, pupils are attaining above-average standards. Standards in information and communication technology are average. The school has acknowledged that pupils' progress in information and communication technology is not as good as in other subjects because there are only two computers in each classroom. It is thus planning to create an information and communication technology suite to provide pupils with more access to computers to accelerate their progress.

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Key

In the 2001 Year 2 national tests, standards were well above average in reading, writing and mathematics. When compared with schools of similar type, standards were above average in reading and mathematics and average in writing. The school has acknowledged that writing, especially amongst boys, has been a relative weakness in Years 1 and 2, and has successfully implemented strategies to raise standards. As a result, standards in writing are now much better. The assessments made by teachers indicate that, in 2001, standards in science, in Year 2, were above average.

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Key

The present Year 2 are attaining well above average standards in reading and writing and above-average standards in mathematics and science. In most other subjects of the National Curriculum they attain above-average standards. In information and communi- cation technology they attain average standards.

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Key

Throughout the school, pupils apply their literacy and numeracy skills well to their work in all areas of the curriculum. This is particularly the case in subjects such as history, science and information and communication technology. Pupils achieve very well because expectations are high throughout the school. Particular strengths in pupils' achievements are in the fluency of their reading, in the range and depth of their writing, especially in Years 5 and 6, and in their ability to articulate their ideas by using a rich and wide ranging vocabulary.

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Key

Children in the reception class make good progress in their learning and most exceed the St Catharine's RC Primary School - 8 standards expected of them by the time they enter Year 1. Their language and communication skills are particularly well developed.

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Key

The school consistently sets challenging targets for its performance in the national tests. Indications are that the school's targets for 2002 will be exceeded and that the present Year 6 will achieve very high standards in English, mathematics and science. Pupils with special educational needs achieve very well and consistently attain the standards expected for their age in the national tests. Pupils who are gifted or talented also achieve very well and attain very high standards. Pupils who use English as an additional language are amongst the highest attaining in the school.

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Aspect Comment

Attitudes to the school Very good. Pupils very much enjoy coming to school and have a thirst for knowledge and learning.

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Aspect Comment

Behaviour, in and out of classrooms Very good. Pupils are very attentive in lessons, act maturely and play very amicably together at break and lunchtime.

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Aspect Comment

Personal development and relationships Very good. A strength of the school is the quality of relationships between pupils and between pupils and adults. Pupils respect each other's views and beliefs.

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Aspect Comment

Attendance Good. The rate of attendance is slightly above the national average. Unauthorised absence is lower than average.

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Aspect Comment

Pupils are confident and welcoming to visitors. They assume responsibilities willingly and older pupils take care of younger ones at lunchtime and in the playground. Teachers promote pupils' self esteem well and have very warm relationships with them.

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

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

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

Overall, the quality of teaching and learning is very good and contributes significantly to the high standards the pupils attain and to their very good achievement. Teachers expect pupils to achieve very well. Because the staff assess individual pupils' progress carefully, they are able to plan and implement lessons which challenge all pupils to attain their highest standards. A feature of the lessons observed was the good humour with which lessons were conducted. This results in warm relationships between pupils and teachers, and in pupils having the confidence to commit themselves and to contribute ideas. Teachers manage pupils' behaviour calmly and effectively, which means that lessons proceed at a good pace and that pupils work purposefully and productively. Teachers' high expectations extend to the homework tasks they set for pupils. Some parents feel that younger pupils receive too much

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

homework. However, the quality of tasks set effectively reinforces younger pupils' knowledge and understanding of basic skills and contributes well to the high standards they attain. The quality of teaching and learning in music, for pupils in Years 3 to 6, is excellent and pupils St Catharine's RC Primary School - 9 attain very high standards as a result. Teachers encourage pupils to apply their literacy and numeracy skills in many areas of the curriculum. This enhances the quality of pupils' work in many subjects. Teachers use information and communication technology effectively to support learning in many subjects, notably science, mathematics, English, art and design and music. The quality of teaching and support for pupils with special educational needs is also very good. As a result, the vast majority of these pupils attain average standards in national tests.

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Aspect Comment

The quality and range of the curriculum Pupils are given a well-balanced curriculum. Particular strengths are the range of musical experiences provided, and after-school clubs which pupils attend in good numbers.

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Aspect Comment

Provision for pupils with special educational needs Very good. Pupils' needs are identified early, and appropriate and challenging targets are set for their improvement. Their success in meeting these targets is regularly evaluated and parents are fully informed about the progress their children make.

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Aspect Comment

Provision for pupils with English as an additional language Those pupils to whom this applies have a good mastery of English and are able to play a full part in the school's curriculum without specific support. They achieve very well.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Very good overall. The school ensures that pupils have a very good understanding of right and wrong. Pupils are encouraged to relate well to each other and adults, and to take responsibility. Teachers provide pupils with many opportunities, both in assemblies and in lessons, to reflect upon the significance of events and nature. The school could do more to make pupils aware of the multi-cultural nature of society.

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Aspect Comment

How well the school cares for its pupils Very good. Pupils are safe in school. All staff are qualified to administer first aid.

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Aspect Comment

Music is a strength of the school. Visits made by pupils into the local and wider community enhance their learning, especially in history, geography, the arts and in their physical and personal development. Pupils learn French in Years 3 to 6 which enriches their curriculum and promotes their cultural awareness. Staff know pupils very well and assess their personal and academic needs extremely well. As a result the school is well placed to tailor the curriculum to suit individual needs. St Catharine's RC Primary School - 10

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Aspect Comment

Leadership and manage- ment by the headteacher and other key staff Very effective. The headteacher provides strong, pragmatic leadership and sets a clear vision for the school. He is very well supported by the deputy headteacher and subject co-ordinators in promoting high standards.

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Aspect Comment

How well the governors fulfil their responsibilities Good. The governors have a strong committee structure and are keenly aware of the strengths and weaknesses of the school. Several are involved in the work of the school on a daily basis. Others have specific expertise in health and safety and in financial control.

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Aspect Comment

The school’s evaluation of its performance Excellent. It is a major factor contributing to the pupils' high standards. The school's procedures for identifying pupils' strengths and weaknesses and the action it takes to help them improve are highly effective.

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Aspect Comment

The strategic use of resources Very good. Funds available to support pupils with special educational needs are used very effectively to improve their standards. Financial planning is linked very closely to priorities in the school's improvement plan. Budget monitoring is rigorous and ensures that spending is in line with forecasts. Reserves are being built up to fund an information and communication technology suite in order to raise standards in the subject even further.

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Aspect Comment

Governors apply the principles of best value well. They consult with parents and ensure value for money when buying goods and services. They compare results rigorously with schools nationally, locally and of similar type. The deployment of well-qualified staff enhances pupils' learning, particularly in music. Learning resources adequately support classroom teaching. Some classrooms are rather small, which restricts the range of teaching strategies that can be employed in lessons. However, the school makes good use of its present accommodation, for example, in using the hall for teaching music and carrying out science investigations. Plans to improve the school's accommodation are at an advanced stage. The school's administration is unobtrusively efficient, supports the work of the school well and enhances the close partnership with parents.

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What pleases parents most What parents would like to see improved

• Children like the school. • The school is well led and managed. • Teaching is good and there are high expectations. • Children are helped to become mature and responsible. • The school is very approachable. • Behaviour is very good. • A wider range of extra-curricular activities. • Some of the younger children have too much homework.

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What pleases parents most What parents would like to see improved

The views of the parents who attended a meeting held before the inspection were unanimously positive, as were the vast majority of responses to a questionnaire. Inspectors concur with the positive views of the parents. Homework is set regularly and even for the youngest pupils contributes well to their understanding of basic skills. For older pupils, homework is effective in encouraging independent work, consolidating learning and preparing St Catharine's RC Primary School - 11 them for the next stage of their education. The range of activities outside lessons is as wide as in most other similar schools. St Catharine's RC Primary School - 12

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By the time they leave the school, pupils attain high standards in English,

1. Throughout the school, pupils listen attentively to teachers' explanations and instructions. As a result, they begin work promptly without fuss and are clear about what they have to do. Because they listen so well they learn from each other. This was well illustrated in a Year 2 literacy lesson, when pupils worked in pairs to edit text which contained deliberate mistakes of tense and gender.

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By the time they leave the school, pupils attain high standards in English,

2. Pupils' standards in speaking are high throughout the school. They respond to questions in sentences, articulate their thoughts clearly and imaginatively using a wide range of vocabulary. Older pupils express their opinions confidently and argue persuasively. For example, in a music lesson for Year 4 and 5, pupils lucidly explained how they thought their performance might be improved.

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By the time they leave the school, pupils attain high standards in English,

3. The quality of pupils' reading is very good and many are fluent readers by the time they reach Year 4. By the time they leave the school, pupils read with excellent expression and respond to punctuation to convey meaning and mood. Older pupils read a wide range of fiction and non-fiction. They make good use of classification systems and new technologies when researching topics in history, such as 'Britain in the 1950s and 60s'.

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By the time they leave the school, pupils attain high standards in English,

4. By the time they leave the school, pupils attain very high standards in writing. They write very imaginatively and use language most effectively in order to affect readers' emotions and feelings. Higher-attaining pupils in Year 6, for instance, write poignant stories based on the events of September 11 th , and humorous poems, such as limericks based upon their own experiences. Their handwriting is generally very clear and well formed. Older pupils with special educational needs present their work well, write at length and attain at least average standards by the time they leave the school.

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By the time they leave the school, pupils attain high standards in English,

5. The school has recognised that the standards achieved by boys, by Year 2, have not been as high as in reading and mathematics. As a result, it has targeted writing, especially for boys, as a priority for improvement, and implemented support strategies to help raise attainment. These are proving successful, especially in helping younger boys to form letters correctly, to write in joined script and to spell more accurately. It is clear from samples of Year 2 pupils' work that they now progress very well from writing in print, when they enter the class, to using full joined script after one and a half terms.

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By the time they leave the school, pupils attain high standards in English,

6. In mathematics, in Year 6, pupils have an excellent grasp of a variety of strategies for calculating long multiplication and division. Their understanding of algebra is very good and they apply this well to formulae, when compiling spreadsheets in information and communication technology. Pupils calculate mentally at good speed and they use this skill well when estimating answers before working out complex problems. Many pupils work confidently with negative numbers, for instance, when plotting negative co-ordinates in all four quadrants on a graph.

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By the time they leave the school, pupils attain high standards in English,

7. A feature of pupils' high standards in science is their ability to organise and implement scientific investigations. In a Year 6 lesson pupils set up an inquiry into how pulse rates differed before and after exercise. They made a sensible prediction before they St Catharine's RC Primary School - 13 began, set conditions for the test to ensure fairness and reasonable accuracy. Their results were recorded in graphical form and pupils used their mathematical knowledge well to interpret results accurately. Throughout the school, pupils have very good knowledge and understanding of life processes, changes in materials, the effects of forces and of human physiology.

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The school provides a very wide range of musical experiences and pupils in Years 3

to 6 attain very high standards in the subject.

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The school provides a very wide range of musical experiences and pupils in Years 3

8. Music is a strength of this school. Many pupils receive instrumental tuition and are members of the school choir. The school regularly organises musical and dramatic productions in which all pupils in the school are included. Singing features strongly in lessons, especially for younger pupils, to enhance learning in literacy and numeracy, for example, in practising counting and letter sounds.

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The school provides a very wide range of musical experiences and pupils in Years 3

9. Pupils in Years 3 to 6 are all taught by a member of staff who has excellent expertise in music. As a result, the standard of singing is very high. All sing tunefully and many participate in three-part harmony and singing in the round. During singing and performing lessons, members of the school band accompany their fellow pupils, playing flutes, recorders and violins. All pupils in Years 3 to 6 follow pulse and rhythm well and play untuned percussion instruments, such as 'djembe' drums, with enthusiasm and in time.

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The school provides a very wide range of musical experiences and pupils in Years 3

10. Throughout the school, pupils' standards in speaking and listening are promoted through their involvement in musical productions. They gain self-confidence through singing, playing and speaking to an audience and in expressing themselves both musically and dramatically.

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Overall, the quality of teaching and learning is very good. This contributes

significantly to the high standards that pupils attain.

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Overall, the quality of teaching and learning is very good. This contributes

11. One of the major strengths of the teaching is the very high expectation teachers have of pupils' standards and behaviour. As a result, pupils strive to do their best on all occasions, take a pride in the presentation of their work and behave very sensibly in lessons. Teachers frequently insist that pupils use the correct vocabulary when responding to questions. They constantly encourage and support lower-attaining pupils to reach their highest standards. All pupils, but especially those who are less confident, respond to such encouragement by accepting challenge in their work. This was well illustrated in a Year 5 and 6 numeracy lesson when pupils who 'were not sure' were still prepared to try to work through a complex mathematical problem in front of the class, with success.

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Overall, the quality of teaching and learning is very good. This contributes

12. Teachers make good use of high quality resources to clarify concepts to pupils and to make learning real. In a Year 1 numeracy lesson, pupils made very good progress in their understanding of 'heavier' and 'lighter' through testing out the relative weights of objects that they regularly use in the classroom on a pair of balance scales. In a Year 5 science lesson, the teacher had taken much trouble to provide the pupils with a flower to dissect, in order to reinforce their knowledge of the specific parts of a flower's anatomy.

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Overall, the quality of teaching and learning is very good. This contributes

13. The rigorous way in which pupils' attainment is assessed and their progress monitored means that teachers are very knowledgeable about their needs. They use this information well to plan work for pupils to extend their knowledge. Teachers share with pupils the targets set for their improvement in literacy and numeracy. As a St Catharine's RC Primary School - 14 result, all pupils, but particularly those with special educational needs, are very motivated to achieve well. Those staff who work in and out of classrooms to support pupils with special educational needs contribute significantly to their very good achievements. They work closely with class teachers to ensure that targets for improvements in their attainment are successfully reached.

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Overall, the quality of teaching and learning is very good. This contributes

14. The warm relationships which exist between staff and pupils contribute well to the very positive attitudes pupils have to their work. Teachers manage pupils' behaviour firmly but not oppressively and good humour is a feature of many lessons. Such an atmosphere promotes confidence amongst pupils and encourages them to express themselves openly.

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Overall, the quality of teaching and learning is very good. This contributes

15. Throughout the school, teachers encourage pupils to apply their very good literacy and numeracy skills to their work in other subjects. Pupils' writing in history reflects their high literacy standards and their effective use of graphs in science and formulae in information and communication technology contributes well to their learning and provides opportunities to apply their numeracy skills practically.

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Overall, the quality of teaching and learning is very good. This contributes

16. In some lessons teachers miss opportunities to increase pupils' awareness of the multi-cultural nature of our society.

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action taken to ensure their improvement, are very effective in helping them attain

17. Because the school has excellent procedures for assessing pupils' attainment, monitoring their progress and for setting relevant and demanding targets for improvement, pupils make very good progress and achieve very well.

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action taken to ensure their improvement, are very effective in helping them attain

18. Pupils' work is carefully marked. Teachers very effectively use their formal and day- to-day assessments of pupils' knowledge, understanding and skills to plan work that ensures consistent progress in their learning.

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action taken to ensure their improvement, are very effective in helping them attain

19. Teachers rigorously analyse pupils' performance in national and other tests in order to identify weaknesses in their attainment. They use this information very well to target areas of pupils' work which need to be improved, for instance, younger boys' writing, and then very successfully implement strategies to raise standards in these areas.

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action taken to ensure their improvement, are very effective in helping them attain

20. In the same way, teachers identify individual pupils who struggle in aspects of their work and the school provides resources, usually learning support assistants, to help those pupils to improve their attainment. Significantly, many pupils with special educational needs attain standards in line with those expected for their age by the time they leave the school.

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action taken to ensure their improvement, are very effective in helping them attain

21. When pupils are identified as having special talents, the school encourages them by setting more challenging work, providing specialist tuition or work for pupils to complete whilst participating in national sports squad coaching.

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action taken to ensure their improvement, are very effective in helping them attain

22. The school's 'Standards Report' very effectively focuses on pupils' standards, achievements, progress and improvements. It contains pertinent information about the school's comparative performance and comprehensive reviews written by subject co-ordinators and pinpoints future actions required to bring about further improvement. The document is very helpful for staff in providing recognition for their successes and a process for further action. It is equally helpful for governors to St Catharine's RC Primary School - 15 explain the school's strengths and weaknesses and inform them about strategies for improvement. Most importantly the report is a working document which is a powerful tool for improvement.

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Pupils have very positive attitudes to learning, are extremely co-operative and

23. Pupils' very good attitudes and behaviour contribute significantly to their quality of learning and to the high standards they achieve.

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Pupils have very positive attitudes to learning, are extremely co-operative and

24. All pupils enjoy their work and participating in the activities provided for them. They are very attentive in lessons and listen with respect to their peers and adults. Little time is wasted in lessons as a result of teachers or pupils having to repeat themselves. Because pupils respond promptly to instructions, take a pride in their work and strive for success, their quality of learning is very good.

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Pupils have very positive attitudes to learning, are extremely co-operative and

25. Pupils behave maturely, particularly in Years 5 and 6. Most have a thirst for knowledge and are extremely keen to demonstrate what they know and can do. However, they do not try to dominate in lessons and listen carefully to all contributions. They help each other willingly and delight in each other's successes. This was well illustrated in a Years 4 and 5 music lesson in which pupils congratulated a classmate for singing a solo.

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Pupils have very positive attitudes to learning, are extremely co-operative and

26. Older pupils willingly take responsibility for younger ones in the dining hall and in the play-ground. They act as 'helpers' on dining tables, ensuring that very young pupils eat sensibly and in sufficient quantity. In the playground, older pupils 'look out' for the younger ones and often include them in their play.

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Pupils have very positive attitudes to learning, are extremely co-operative and

27. Because pupils behave so well, teachers trust them to work independently in the library or at the computer. This means that pupils learn to use reference books and information and communication technology to support their topic work.

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Pupils have very positive attitudes to learning, are extremely co-operative and

The school is led and managed very effectively.

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Pupils have very positive attitudes to learning, are extremely co-operative and

28. The headteacher provides strong and pragmatic leadership. He is an extremely positive model for other teachers in the school through his very good quality teaching in Years 5 and 6.

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Pupils have very positive attitudes to learning, are extremely co-operative and

29. Central to all the school's work are the maintenance of high standards, a determination to improve further and the inclusion of all pupils in the activities and experiences it offers. The deputy headteacher and key subject co-ordinators make a significant contribution to the high standards attained by the pupils and the very good quality of teaching and learning.

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Pupils have very positive attitudes to learning, are extremely co-operative and

30. Individual governors contribute significantly to the work of the school by supporting pupils in the classroom, ensuring that pupils are safe and healthy and visiting the school on a regular basis. Through the headteacher's regular reports, by analysing test data and by close scrutiny of the school's Standards Report, the governing body is well informed about the work of the school and comparative standards.

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Pupils have very positive attitudes to learning, are extremely co-operative and

31. The school's procedures for self-evaluation are excellent. Much of the exemplary practice in this aspect is referred to in other sections of the report but the very close analysis of pupils' standards and the action taken by the school's management as a result are major factors in the school's high performance. St Catharine's RC Primary School - 16 32. Financial management is very good. Extra resources have been made available to support pupils with special educational needs. This has had a very positive impact upon the standards that these pupils attain. Very effective use is made of teachers' specialist knowledge to improve standards and enhance learning in subjects such as music, science and French. In science and music lessons, very good use is made of accommodation to make learning more interesting and productive.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

33. Although there are no major areas for improvement, the headteacher and governors should consider providing pupils with further experiences and awareness of the multi- cultural diversity of our society. St Catharine's RC Primary School - 17

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 32

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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 five 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) 158

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Information about the school’s pupils

Number of full-time pupils known to be eligible for free school meals 2

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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 18

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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 3

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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 9

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 1

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Attendance

% % St Catharine's RC Primary School - 18 School data 5.4 School data 0.1

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Attendance

National comparative data 5.6 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 Catharine's RC Primary School - 19

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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 10 15 25

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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 10 10 10 Numbers of pupils at NC level 2 and above Girls 14 13 15

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

Percentage of pupils School 96 ( 85) 92 ( 90) 100 ( 95) 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 10 10 9 Numbers of pupils at NC level 2 and above Girls 13 13 15

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

Percentage of pupils School 92 ( 95) 92 ( 95) 96 ( 90) 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 6 8 14

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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 * Numbers of pupils at NC level 4 and above Girls

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

Percentage of pupils School 100 (95) 100 (95) 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 * Numbers of pupils at NC level 4 and above Girls

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

Percentage of pupils School N/A (95) N/A ( 90) N/A ( 95) at NC level 4 or above National 72 ( 70) 74 ( 72) 82 ( 79) St Catharine's RC Primary School - 20 Percentages in brackets refer to the year before the latest reporting year. *Reporting requirements mean that where the total number of boys and girls is less than 20, their performance is not identified separately. St Catharine's RC Primary School - 21

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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 0 Black – African heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group 5 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

Qualified teachers and classes: Yr R– Y6

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 6 Financial year 2000-2001

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Teachers and classes Financial information

Number of pupils per qualified teacher 26

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Teachers and classes Financial information

Education support staff: YR – Y6 Total income 306316

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Teachers and classes Financial information

Total number of education support staff 5 Total expenditure 296441

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Teachers and classes Financial information

Total aggregate hours worked per week 84 Expenditure per pupil 1964

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Teachers and classes Financial information

Balance brought forward from previous year 4515

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Recruitment of teachers

Number of teachers who left the school during the last two years 1

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Recruitment of teachers

Number of teachers appointed to the school during the last two years 2

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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) 2

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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 Catharine's RC Primary School - 22

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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. 66 30 3 1 0

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Percentage of responses in each category

Behaviour in the school is good. 69 29 1 0 0

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Percentage of responses in each category

My child gets the right amount of work to do at home. 46 42 12 0 0

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 50 38 10 0 1

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 72 27 1 0 0

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 71 27 0 0 1

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Percentage of responses in each category

The school works closely with parents. 58 31 6 0 4

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Percentage of responses in each category

The school is well led and managed. 79 21 0 0 0

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Percentage of responses in each category

The school is helping my child become mature and responsible. 78 19 1 0 1

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 43 38 14 1 4

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