St Elizabeth's Catholic Primary School

St Elizabeth’s Catholic Primary School

Dates of inspection: November 27 th – 28 th 2000

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St Elizabeth’s Catholic Primary School

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 Elizabeth’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 Elizabeth’s Catholic Primary School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Queen’s Road Richmond Surrey Postcode: TW10 6HN

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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: Rev. Philip Mathias

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: October 7 th 1996 St Elizabeth’s Catholic Primary School - 4

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Team members

6, Abbey Close Alcester Warwickshire B49 5QW

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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 Registrar Inspection Quality Division

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Team members

Alexandra House 33 Kingsway London WC2B 6SE St Elizabeth’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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PART C: SCHOOL DATA AND INDICATORS 17

St Elizabeth’s Catholic Primary School - 6

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INFORMATION ABOUT THE SCHOOL

St Elizabeth’s Catholic Primary School is situated in Richmond, an outer London borough with favourable socio-economic circumstances, and serves families from five parishes. The school is about the same size as other primary schools with 223 boys and girls on roll, including 29 children under five who presently attend part-time. The school is over-subscribed and enjoys the considerable support of parents and the local community. The vast majority of pupils start in the reception class and leave at the end of Year 6. Pupils come from diverse ethnic heritages, with a high proportion, mainly of white European heritage, speaking English as an additional language. A small number are at an early stage of speaking English. The percentage of pupils, who are known to be eligible for free schools meals, is below the national average. The percentage of pupils on the school’s register for special educational needs is below

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INFORMATION ABOUT THE SCHOOL

the national average and the percentage with a statement of special educational need is in line. When pupils start school their attainment is broadly in line with the borough’s average, and above the national average. The school was awarded Beacon Status in June 2000 with a focus on school self-review and the application of information and communication technology (ICT) in mathematics and science.

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HOW GOOD THE SCHOOL IS

This is a highly effective school. Very high academic standards have been maintained over the last five years under the excellent leadership of the headteacher and senior staff, and the support of the very effective and well-informed governing body. The school community is not complacent and continually strives to improve. The staff and governors do their utmost to ensure that the children are at the heart of every decision and that each and every one is enabled to reach their potential. The quality of teaching and learning is very good across the school. Pupils are involved in all aspects of school life and have excellent attitudes to their work. Their behaviour is of the highest standard and they treat each other with generosity and kindness. They leave the school at the age of eleven mature young people, who express their views confidently and with sensitivity. The school provides very good value for money.

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What the school does well

• The excellent partnership between the school and parents has created a very successful learning community with very high aspirations. • The very good curriculum promotes pupils’ academic and personal growth in equal measures. • Very good teaching and learning leads to very high standards in literacy and numeracy, and high standards in subjects across the curriculum. • The consistent implementation of the school’s aims and core values ensures that this is an inclusive school where each pupil is enabled to have equal access and opportunity in everything that the school provides.

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What could be improved

• Pupils could be more involved in assessing their own progress and in setting personal targets for the next steps in their learning. The area 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 1996 and has made very good progress since that time in addressing the key issues and in further improving the quality of provision in every area. Very high standards have been maintained and targets in English and mathematics have been exceeded. This has been brought about by rigorous self-evaluation and meticulous planning that have made a significant impact on all aspects of provision. What was good is now very good and what was very good has become excellent. Particular improvements include: additions to the building resulting in the provision of extra group teaching rooms and a Junior library; improved, planned opportunities for individual research; policies and schemes of work in place for all subjects; increased involvement of the governing body in strategic planning and the provision, teaching and use of information and communication technology, an area in

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

which the school has made impressive progress, turning a ‘satisfactory’ subject into a strength. St Elizabeth’s Catholic Primary School - 7

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STANDARDS

The table shows the standards achieved by 11 year olds based on average point scores in National Curriculum tests.

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Performance in: all schools similar schools

1997 1998 1999 2000 2000 Key English A A A* A A very high well above average A* A mathematics A A* A* A A* above average average B C science A A* A* A A below average well below average D E Similar schools are those with up to 8% of pupils eligible for free school meals.

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Performance in: all schools similar schools

Pupils attained well above average standards in English and science when compared with schools nationally and with schools that have similar numbers of pupils eligible for free school meals. In mathematics, they achieved well above average standards when compared with schools nationally and in the top five per cent when compared with similar schools. The school has matched the trends in improvement of schools nationally over the last five years, but at a much higher level. The school’s targets have become sharper and more challenging as a result of very good assessment procedures and the tracking of individual pupils. Writing has been identified as an area for improvement and standards of work observed during the inspection indicate that this is being tackled very effectively and is already beginning to promote higher standards.

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Aspect Comment

Attitudes to the school Excellent. Pupils love learning and are often excited by it. From a young age they are eager to become involved in a wide range of activities. Behaviour, in and out of classrooms Behaviour is of a very high standard in lessons and around the school. Pupils show a keen awareness of how their actions affect others and do their best to make amends when they hurt each other’s feelings. Personal development and relationships Pupils of all ages work and play very well together. They grow in maturity as they move through the school, assuming greater responsibility for their own actions and showing high degrees of personal initiative. Attendance Very good. Levels of attendance have improved at a faster rate than schools nationally over the last three years and are well above the national average. There is no unauthorised absence and pupils get to school on time.

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Teaching of pupils: aged up to 5 years aged 5-7 years aged 7-11 years

Lessons seen overall 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: aged up to 5 years aged 5-7 years aged 7-11 years

During the inspection, no unsatisfactory teaching was observed. Ninety-four per cent of lessons were judged to be good or better and 41 per cent were very good or excellent. The quality of teaching in English and mathematics is very good. Teaching is of a consistently high standard across the school with particular strengths in the interesting and varied learning experiences that enable pupils to make connections between past, present and future learning. Teachers establish purposeful learning environments where working relationships with pupils and between pupils are equally productive. Planning is very effective in setting the right level of challenge for pupils whatever their skills and understanding. The skills of literacy, numeracy and ICT are very well taught and enable pupils to become St Elizabeth’s Catholic Primary School - 8 increasingly independent as they move through the school. Pupils with special educational needs are

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Teaching of pupils: aged up to 5 years aged 5-7 years aged 7-11 years

taught very well, alongside their peers in class, in small groups or in a one-to-one relationship with the special needs co-ordinator. Although teachers move learning along well by setting writing targets, they could also consistently develop pupils’ understanding of what they do well and where there is room for improvement when marking work in other areas.

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Aspect Comment

The quality and range of the curriculum Very good with excellent contributions from the community. The curriculum is rich and relevant for every pupil, reflecting the thoughtfulness of the planning. A very wide range of extra-curricular opportunities gives pupils stimulating experiences outside lessons. Provision for pupils with special educational needs Excellent. The highly effective partnership between the special needs co-ordinator, teachers and the special needs assistants from the local authority provides learning and support that is tailor-made for each individual. This ensures that they make very good progress in lessons. Provision for pupils with English as an additional language Very good. Pupils’ progress is monitored carefully and those who are at an early stage of learning English are rapidly enabled to play a full part. Bilingual pupils achieve at the same high level as others. Provision for pupils’ personal

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Aspect Comment

development, including spiritual, moral, social and cultural development Excellent. The school’s core values transcend all aspects of school life and underpin all relationships within the wide school community. The school not only embraces the Catholic mission, but also looks intentionally outward to celebrate other faiths and beliefs. How well the school cares for its pupils The thoroughness and consistency with which the school implements policies and procedures is very good. The children are at the heart of all school decisions. Pupils could be more involved in assessing their own progress and in setting personal targets for the next steps in their learning. How well the school works in partnership with parents Very close relationships between school and home make a significant impact on pupils’ personal and academic development.

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Aspect Comment

Leadership and management by the headteacher and other key staff Excellent. The clear vision and commitment of the headteacher, and the excellent working partnership with the deputy head, inspire teamwork of the highest order. There is a very strong commitment to developing the potential of every staff member; each and every one strives to do their utmost. How well the governors fulfil their responsibilities Very good. The governors take their responsibilities seriously and fulfil them very well. They are very well informed and are not afraid to challenge decisions in the best interests of the children. The school’s evaluation of its performance Excellent. High quality management systems are refined through a continuous and rigorous process of self-evaluation. The monitoring of standards, teaching and learning is very thorough and impacts daily on the work of the school. The strategic use of resources Excellent. A thorough understanding of the school’s aims by staff and

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Aspect Comment

governors ensures that resources are of the highest quality and are targeted closely on key priorities. The school applies the principles of best value very well. St Elizabeth’s Catholic Primary School - 9

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What pleases parents most What parents would like to see improved

• Their children like school. • The school is well led and managed. • The school works closely with parents who feel comfortable approaching staff if they have a concern. • Teaching is good and children are expected to work hard and do their best. • Children are helped to become mature and responsible and, as a result, they behave well. • Almost every parent is very satisfied.

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What pleases parents most What parents would like to see improved

The inspection team fully supports the very positive views of parents who know their school very well. Whilst the response to the questionnaire in 1996 was also positive, the proportion of parents who strongly agreed with the statements was significantly higher this time. St Elizabeth’s Catholic Primary School - 10

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The excellent partnership between the school and parents has created a very successful learning

1. The first thing that strikes a visitor to St Elizabeth’s Catholic Primary School is how eager the pupils are to learn and how keen and committed the staff are to achieving the highest possible standards. This is a family of learners where everyone associated with the school is drawn into achieving its paramount aim of each child reaching his or her potential.

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The excellent partnership between the school and parents has created a very successful learning

2. Excellent relationships between school and home make a significant impact on pupils’ personal and academic development. Each term parents receive an excellent summary of the work that their children will be engaged in. This not only includes details of the visits and visitors that will enrich the curriculum, but ideas of ways in which they can support their children at home and suggestions of places that they might visit with them. The large number of parents who attended the meeting held prior to the inspection spoke knowledgeably about the school and appreciated the hard work and commitment demonstrated by the headteacher and her staff. In reply to the questionnaire, on an issue where there is rarely consensus, parents were overwhelmingly in agreement that their children get the right amount of work to do at home. There was not one dissenting voice to the statement ‘The school expects my child to work hard and achieve his or

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The excellent partnership between the school and parents has created a very successful learning

her best’ with 84 per cent of parents strongly agreeing. Governors have also given thought to the best ways to work with parents and each year they present the annual report to parents at a very well attended supper, where a governor sits at every table.

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The excellent partnership between the school and parents has created a very successful learning

3. These excellent relationships do not happen by accident. Parents are welcomed into school and many work with children in the classroom, supporting them with their reading and in practical activities. The school provides good guidance to them in this work. Parents also accompany children on visits and attend assemblies and concerts in large numbers. The school works tirelessly to understand and address any concerns that parents may have about their own child or a school policy. Teachers are readily available to discuss concerns and parents at the meeting gave examples of the thoughtful ways in which pupils and staff respond to individual circumstances. For example, on one occasion when a pupil damaged her leg and a crutch was provided by the school and a senior pupil was assigned to look after her.

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The excellent partnership between the school and parents has created a very successful learning

4. A high level of concern for pupils and parents would not result in the very high standards the school achieves if the same concern was not shown for the staff. It is a top priority for the headteacher that her staff receive the best possible induction into the workings of the school. New teachers are welcomed into the school and provided with a wide range of support. The school recognises that young teachers need every opportunity to hit the ground running. Therefore, the governing body budgets for those teachers new to the profession to spend two weeks in school the term before they start. This enables them to spend time with the children they will be teaching, to begin planning with the teacher who will be their mentor, and to familiarise themselves with school routines.

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The excellent partnership between the school and parents has created a very successful learning

5. The headteacher provides exemplary leadership. Her clear vision and commitment, and the excellent working partnership with the deputy head, inspire teamwork of the highest order. There is a very strong commitment to developing the potential of every staff member. This is achieved through a continuous and rigorous process of self-evaluation, whether through the appraisal of individual staff members or in relation to the monitoring of standards, teaching and learning in subjects across the curriculum. The effectiveness of the school’s staff development plan shines through in the way in which staff confidently take on new roles and responsibilities, the success of staff in gaining promotion and the very low rate of absence. A parent summed it up when she said that the school continued to run smoothly when staff left and others took their place. The school looks outward in its work to training the Catholic headteachers of the future as well as to

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The excellent partnership between the school and parents has created a very successful learning

provide the best possible education for the pupils at St Elizabeth’s. St Elizabeth’s Catholic Primary School - 11

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Very good teaching and learning leads to very high standards in literacy and numeracy, and high

standards in subjects across the curriculum.

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Very good teaching and learning leads to very high standards in literacy and numeracy, and high

6. The school is not a ‘hot house’ of learning where children are put under unnecessary pressure, but one where teachers plan interesting and varied learning experiences that enable pupils to make valuable connections between personal experiences and what they have learned in the recent and less immediate past. Pupils are expected to make active contributions in lessons and from an early age are encouraged very successfully to discuss their ideas in small groups. This was evident in an Infant 3 lesson when pupils explored times when their feelings had been in turmoil. The children had already discussed at length ‘Peace at Last’, a familiar story, which drew expressive vocabulary from them in describing the emotions of Father Bear - ‘grouchy, exhausted, shattered, anxious’, to name a few. They then worked industriously in small mixed ability groups with roles allocated and showed maturity beyond their years in completing the challenging task to a tight

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Very good teaching and learning leads to very high standards in literacy and numeracy, and high

7. Teachers are particularly adept at planning for all groups of pupils, whatever their abilities, so that each group is able to demonstrate their understanding and make a worthwhile contribution to the lesson as a whole. In a religious education lesson in Infant 2 on the theme of ‘Visitors’, the teacher’s calm and supportive approach enabled even the least confident child to contribute ideas about what preparations to make. The teacher then built on pupils’ growing understanding by setting them a range of activities, all purposeful and appropriately challenging: the most able had to plan a visit from start to finish, a majority of the class made a list to ensure no detail was omitted and the group who found it difficult to put their ideas down on paper had the task of laying a table for their visitor to show how welcome they were.

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Very good teaching and learning leads to very high standards in literacy and numeracy, and high

8. The strategies for literacy and numeracy have been implemented very effectively. Teachers have a very good understanding of the underlying principles and exploit their potential to the full. They are not constrained by the structure of the literacy and numeracy hours and draw on existing good practice to make learning both demanding and enjoyable. One striking feature of the literacy hour is the importance given to the plenary session. In a Junior 4 lesson where the class had been examining the motives of the Pied Piper and the citizens of Hamlyn, ten worthwhile minutes were spent when one pupil donned the Pied Piper’s hat and was put in the hot seat to answer open ended questions that were put to her by the rest of the class:- “What are you planning to do with the children?”, “Why did you take the children away?” The teacher skilfully posed supplementary questions to encourage even more developed answers and extended the plenary by calling on the

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Very good teaching and learning leads to very high standards in literacy and numeracy, and high

Mayor to step into the firing line. This enabled pupils to stretch their ideas and to dig deep to find the best expression. This is just one example of the very effective way in which the very high standards of speaking and listening are achieved.

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Very good teaching and learning leads to very high standards in literacy and numeracy, and high

9. In the numeracy lessons, teachers get lessons off to a brisk start by a quick fire session of questions pitched at the right level for individual pupils that encourages them to recall number facts rapidly and to grow in confidence. Very good emphasis is placed on the active use of mathematical vocabulary when asking pupils to explain which strategy they used to solve a problem. Wherever possible pupils are presented with interesting contexts in which to apply their understanding, for example, when pupils produced conversion graphs before their visit to France. Pupils in Junior 4 who are gifted mathematically are working at level 6, for example, using data on the attributes of pyramids to develop their own formulae.

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Very good teaching and learning leads to very high standards in literacy and numeracy, and high

10. The school has made impressive progress in the teaching of information and communication technology (ICT) since the previous inspection. All staff are confident and competent users and communicate their enthusiasm to their pupils. The school’s recently awarded Beacon Status is enabling ICT to be planned effectively into mathematics and is already paying dividends. A group of pupils in Junior 3 set about designing their dream bedroom with relish, showing a very good understanding of scale, and importing and rotating shapes to achieve their desired layout. Pupils were given every opportunity to observe and discuss the task, familiarising themselves with new concepts, skills and terminology. This was also the case with children in the reception class who were working with a programmable toy for the first time. The teacher introduced a game that motivated them and encouraged them to ‘have a go’. They were expected to work

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Very good teaching and learning leads to very high standards in literacy and numeracy, and high

logically, ‘think of the order’ and no opportunity was missed to develop their mathematical St Elizabeth’s Catholic Primary School - 12 vocabulary, ‘count on, count back’. This was a highly effective lesson that enthused each and every one and the thorough planning and preparation enabled them to understand what they had learned.

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Very good teaching and learning leads to very high standards in literacy and numeracy, and high

11. In spite of the high standards achieved, the school is not complacent and has targeted writing as an area for development. The inspection found substantial evidence to indicate that this aspect is being addressed well through whole-class or group guided writing sessions. Regular opportunities are planned each week to ensure that writing is given prominence and each pupil has writing targets, which they refer to during lessons. Pupils are motivated to write because teachers provide imaginative and relevant contexts for them. For example, in Junior 3, pupils were confronted with the front pages of three broadsheet newspapers, all leading on the stalemate of the American election. They were engaged in a high level discussion on democracy and constitutional matters before writing their own account, importing a photograph from the candidates’ websites and finding a pithy headline to fit.

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Very good teaching and learning leads to very high standards in literacy and numeracy, and high

The very good curriculum promotes pupils’ academic and personal growth in equal measures.

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Very good teaching and learning leads to very high standards in literacy and numeracy, and high

12. Every aspect of the pupils’ school life is planned with much care and thoughtfulness reflecting the school’s strong belief that academic and personal growth are equally important if a child is to make a worthwhile contribution to society. Staff recognise the importance of developing basic skills, and do this very well, whilst recognising the importance of providing an education that is broad, rich and relevant to the pupils’ experiences and abilities. To this end the curriculum takes account of the needs of all pupils by providing interesting and stimulating situations for learning well matched to their abilities. Support for pupils with special educational needs is excellent, providing adaptations that allow all pupils to have similar experiences and contribute fully to the learning and social structure of the class. All pupils are constantly challenged to do their best and to work hard to increase their understanding and develop their skills.

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Very good teaching and learning leads to very high standards in literacy and numeracy, and high

13. The school provides excellent opportunities for learning beyond that outlined in required programmes, for example through teaching French in Junior 4 and enabling pupils to practise their linguistic skills on a trip to France. The Latin club is enjoyed by a large group of the oldest pupils, and many pupils of all ages receive music tuition in a very wide range of instruments. These, and a wealth of other experiences, stimulate pupils’ imagination and enjoyment of learning, whilst complementing and balancing the main emphasis on literacy and numeracy. For example, role play in the reception class provides good opportunities for the children to develop their language and social skills by ‘cooking’, serving and eating food together in the home area or by helping ‘Mrs Mopple’ to get the washing done.

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Very good teaching and learning leads to very high standards in literacy and numeracy, and high

14. The school broadens the curriculum further by inviting a range of visitors into school and by arranging visits, which enable the pupils to make connections increasingly between their learning and the outside world. Trips to museums, art galleries, the park and the Victorian school, for example, bring subjects alive and contribute towards high standards. Residential visits for pupils in Junior 2, 3 and 4 are planned not only to extend activities in subjects such as geography, but also to develop the pupils’ independence, and social and decision-making skills. A group of Junior 4 pupils talked enthusiastically about their French visit, demonstrating a keen awareness of the forthcoming challenges. They recognised that they were trusted to make increasingly important decisions about how to organise their time, money, eating and rooming arrangements. These and many other events encourage pupils to respect and value each other’s contributions,

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Very good teaching and learning leads to very high standards in literacy and numeracy, and high

and their care for each other is evident. They have high expectations of themselves and feel it is very important not to let others down.

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Very good teaching and learning leads to very high standards in literacy and numeracy, and high

15. The warm, loving family atmosphere that prevails throughout the school reflects the respect and excellent relationships that exist between all members of the school community. A religious education lesson with Infant 2 pupils explored very effectively how friendship and community life brings joy and pupils know, quite clearly, that ‘we are one’. An excellent range of extra- curricular activities further develops and stimulates pupils’ talents, for example in music and sport, and gives them a heightened awareness of being part of the school and wider community. St Elizabeth’s Catholic Primary School - 13 16. The school takes very seriously its commitment to helping its pupils develop spiritually. Staff have an excellent understanding of spirituality and the shared, explicit, core values of home and school transcend all aspects of school life and underpin all relationships. Consideration of these

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Very good teaching and learning leads to very high standards in literacy and numeracy, and high

values is the touchstone for all decisions. A family walk in Richmond Park gave pupils and adults time to be together to appreciate the natural world and their part in it. A visit to a farm and Pets Day enable pupils to demonstrate their care for other beings. When pupils bring their imaginations to bear they extend their learning successfully, such as a Junior 4 group exploring relationships between the properties of two-dimensional shapes, or the Infant 3 class using news reports of Remembrance Day to think about special people they remember.

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Very good teaching and learning leads to very high standards in literacy and numeracy, and high

17. The school not only embraces the Catholic mission wholeheartedly and sincerely, but also looks intentionally outward to celebrate other faiths and beliefs. As a result of the relevant and rich curriculum pupils are eager, and very well prepared to play their part in all aspects of school life and in the wider community.

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school where each pupil is enabled to have equal access and opportunity in everything that the

18. The governors and staff are committed to the right of children to have access to a broad, balanced and relevant curriculum, thus enabling them to reach their full potential and aid their development towards independence in the community. Extensive examination of the school’s core values has ensured that adults and pupils alike understand what this means for them in terms of what they can expect and where their responsibilities lie.

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school where each pupil is enabled to have equal access and opportunity in everything that the

19. The school has implemented an excellent policy for special educational needs that lays out a coherent set of principles and procedures, and with it a strong commitment to work in partnership with parents. The school’s admissions policy reinforces the commitment to welcoming pupils with medical, emotional and social need. Pupils on the school’s register of special educational need receive high quality support both in class and when withdrawn to be taught in small groups or on a one-to-one basis. Teachers take the needs of each individual into account when planning lessons and will always go the extra mile to ensure that everything is done to give children the best possible chance. For example, writing aids are provided for those pupils whose fine motor skills are less well-developed and the school even went as far as shortening the legs on chairs so that children could have the correct posture when writing.

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school where each pupil is enabled to have equal access and opportunity in everything that the

20. The provision for special educational needs is a significant strength of the school. The governors ensure that their aims can be met by providing time for the co-ordinator to fulfil her management responsibilities and by allocating sufficient money for resources. The highly effective partnership between the special needs co-ordinator, teachers and the special needs assistants from the local authority provides learning and support that is tailor-made for each individual. Everyone works tirelessly to enable each pupil to play a full part in every aspect of school life. If an activity or visit is not accessible to every child, an alternative is arranged. Staff always check out venues for day and residential visits in order to make all the necessary preparations for any children with physical disability or sight or hearing impairment. Such attention to detail ensures that they make very good progress in learning and in their personal development.

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school where each pupil is enabled to have equal access and opportunity in everything that the

21. The teaching of pupils with special educational needs is very good overall and on an individual basis it is excellent. Planning and preparation is thorough and a warm working relationship is established that enables children, who often lack confidence in a large group, to be forthcoming. In one lesson observed the teacher’s clarity in explaining each learning point led to a dialogue between pupil and teacher where each was involved in setting new challenges and in taking pleasure in their achievement. An impressive aspect of teaching is the way in which pupils’ self- esteem is built systematically by listening carefully to their views and enabling them to shine in safe situations.

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school where each pupil is enabled to have equal access and opportunity in everything that the

22. The school has a significant number of pupils who speak English as an additional language. Their needs and abilities are carefully assessed and their progress is monitored carefully. Those pupils who are at an early stage of learning English are rapidly enabled to play a full part in lessons and St Elizabeth’s Catholic Primary School - 14 bilingual pupils achieve at the same high level as others. The school also recognises that these pupils bring a wealth of different linguistic and cultural experiences with them and ensures that the important contributions to lessons and school life are valued.

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next steps in their learning

23. The school has excellent systems for regularly gathering information on the pupils’ knowledge and understanding of what they have been taught. These systems are particularly detailed for English and mathematics. They enable the school to evaluate the progress each child makes in these subjects and to set targets for attainment at the end of each academic year from Infant 3 to Junior 4. An increasingly rigorous and analytical approach has enabled the school to aim more accurately at achieving high standards in end of Key Stage 2 national tests. Very good teaching, based on clearly identified objectives for learning for all groups of pupils in all classes, is ensuring that these targets are met, or even exceeded. In all subjects the purposes of the learning are shared very clearly with the pupils at the start of each lesson and referred to at opportune times to help them understand what they are doing. Teachers make useful assessments of what

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next steps in their learning

pupils understand as lessons progress and adjust the pace and content accordingly. At the end of lessons teachers sum up what has been learnt by skilful questioning of the pupils so that they can check how well these purposes have been achieved.

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next steps in their learning

24. Teachers make clear to pupils their very high expectations of intellectual efforts and behaviour in order that learning should be successful. However, pupils are capable of being more involved in recognising their own strengths and in setting targets for development in a systematic way in areas other than writing. Teachers’ marking of written work is consistent in adhering to the school policy and comments are frequently supportive of effort and presentation. Successive comments such as ‘excellent’ give no indication to the pupil what features of the work make it so and do not encourage extra thought and effort by setting greater challenge. The best marking aims to extend pupils’ thinking by asking questions, such as ‘What do you notice about those numbers?’ so that a dialogue develops. As yet this practice is inconsistent within subjects and across classes.

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next steps in their learning

25. Folders of collections of each pupil’s work enable staff to discuss individual pupils’ progress over time and to judge standards. Although pupils contribute insights into their own learning, an opportunity is missed for all partners in learning to share these in a formal way in order to build up an effective illustrated summary of progress and achievement. The folders relate to academic work and do not celebrate other facets of a pupil’s personal development, which they could be invited to select.

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next steps in their learning

26. Annual reports to parents are of good quality and parents welcome the informal discussion that accompanies them and which more fully addresses their child’s strengths and areas for improvement. The recent introduction of targets for English and mathematics is a positive move. There is no space on the report forms for considered parental contribution to be recorded or for pupils to review their own learning during the year or describe their own personal goals. This does not allow the excellent partnership the school enjoys with parents to be developed to the full. St Elizabeth’s Catholic Primary School - 15

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

The school is highly effective in providing a very good education for pupils, achieving very good standards, developing well-rounded individuals and giving very good value for money. The headteacher has maintained a freshness of approach over the many years she has been at the school, constantly questioning how things could be better. The senior management team holds very accurate insights into the overall effectiveness of the school. They not only lead by example but also bring out the very best from the team.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

The area identified below is one aspect of the school’s work that could help the school raise its standards still higher:

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progress by:

• Ensuring that marking consistently promotes a dialogue between teachers and pupils that clearly identifies what has been done well and where there is need for improvement;

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progress by:

• Further developing portfolios by annotating selected work and including signposts to personal growth and breadth of learning;

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progress by:

• Including sections in pupils’ annual reports for parents and pupils to comment on strengths and areas for development. (Para 24,25,26) St Elizabeth’s Catholic Primary School - 16

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Summary of the sources of evidence for the inspection

Number of lessons observed 18 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 Unsatisfactory Poor Very Poor 18 23 53 6 0 0 0 The table gives the percentage of teaching observed in each of the seven categories used to make judgements about lessons.

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Information about the school’s pupils

Pupils on the school’s roll YR – Y6 Number of pupils on the school’s roll (FTE for part-time pupils) 209 Number of full-time pupils eligible for free school meals 19 FTE means full-time equivalent.

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Information about the school’s pupils

Special educational needs YR – Y6 Number of pupils with statements of special educational needs 2 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 Number of pupils with English as an additional language 36

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Information about the school’s pupils

Pupil mobility in the last school year No of pupils Pupils who joined the school other than at the usual time of first admission 4 Pupils who left the school other than at the usual time of leaving 5

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Authorised absence Unauthorised absence

% % School data 4.1 School data 0.0 National comparative data 5.6 National comparative data 0.5 Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. St Elizabeth’s Catholic Primary School - 17

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Attainment at the end of Key Stage 1

Year Boys Girls Total Number of registered pupils in final year of Key Stage 1 for the latest reporting year 2000 17 16 33

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National Curriculum Test/Task Results Reading Writing Mathematics

Numbers of pupils at NC Boys 17 17 17 level 2 and above Girls 15 15 16 Total 32 32 33

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National Curriculum Test/Task Results Reading Writing Mathematics

Percentage of pupils School 94 (94) 94 (94) 100 (97) at NC level 2 or above National 84 (82) 85 (83) 90 (87)

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Teachers’ Assessments English Mathematics Science

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

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Teachers’ Assessments English Mathematics Science

Percentage of pupils School 100 (94) 100 (100) 100 (100) at NC level 2 or above National 84 (82) 88 (86) 88 (87) Percentages in brackets refer to the year before the latest reporting year.

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Attainment at the end of Key Stage 2

Year Boys Girls Total Number of registered pupils in final year of Key Stage 2 for the latest reporting year 2000 17 5 22

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National Curriculum Test/Task Results English Mathematics Science

Numbers of pupils at NC Boys 16 16 17 level 4 and above Girls 5 5 5 Total 21 21 22

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National Curriculum Test/Task Results English Mathematics Science

Percentage of pupils School 95 (100) 95 (100) 100 (100) at NC level 4 or above National 75 (70) 72 (69) 85 (78)

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Teachers’ Assessments English Mathematics Science

Numbers of pupils at NC Boys 13 14 14 level 4 and above Girls 5 5 5 Total 18 19 19

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Teachers’ Assessments English Mathematics Science

Percentage of pupils School 82 (76) 86 (88) 86 (84) at NC level 4 or above National 70 (68) 72 (69) 79 (75) Percentages in brackets refer to the year before the latest reporting year. St Elizabeth’s Catholic Primary School - 18

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 3 Black – Caribbean heritage Black – African heritage 1 Black – African heritage Black – other 3 Black – other Indian 3 Indian Pakistani Pakistani Bangladeshi Bangladeshi Chinese Chinese White 167 White Any other minority ethnic group 16 Other minority ethnic groups 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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Qualified teachers and classes: YR – Y6

Total number of qualified teachers (FTE) 11.2 Financial year 99/00

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Qualified teachers and classes: YR – Y6

Number of pupils per qualified teacher 26:1

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Qualified teachers and classes: YR – Y6

Average class size 29.9 £ Total income 447,831 Education support staff: YR – Y6 Total expenditure 440,163 Total number of education support staff 7 Expenditure per pupil 2020

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Qualified teachers and classes: YR – Y6

Total aggregate hours worked per week 149 Balance brought forward from previous year Balance carried forward to next year 63252 St Elizabeth’s Catholic Primary School - 19

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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. 74 23 1 0 2

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Percentage of responses in each category

Behaviour in the school is good. 83 17 0 0 0

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Percentage of responses in each category

My child gets the right amount of work to do at home. 66 27 6 1 0

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 66 30 3 1 0

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 82 17 1 1 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. 84 16 0 0 0

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Percentage of responses in each category

The school works closely with parents. 72 26 2 0 0

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Percentage of responses in each category

The school is well led and managed. 94 5 0 0 1

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Percentage of responses in each category

The school is helping my child become mature and responsible. 82 16 0 0 2

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 48 42 8 1 1

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