Other · Ofsted report

St Anne's Catholic Primary School

Inspected — · published 7 Feb 2001 · URN 110003

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No overall grade in this framework

Elizabeth Forster

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Inspectorssingle source
Elizabeth Forster
URN verified
110003

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Full report text

ST ANNE’S CATHOLIC PRIMARY SCHOOL

Dates of inspection: 30 October - 3 November 2000

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ST ANNE’S CATHOLIC PRIMARY SCHOOL

Inspection number: 224747 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 ANNE’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 Anne’s Catholic Primary School - 4

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INFORMATION ABOUT THE SCHOOL

School address: Washington Road Caversham Reading Berkshire Postcode: RG4 5AA

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The governing body

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 17/06/1996 St Anne’s Catholic Primary School - 5

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Team members Subject responsibilities Aspect responsibilities

Brian McCutcheon Registered inspector Mathematics Geography Information and communication technology Equal opportunities What sort of school is it? How high are standards? How well are pupils taught? How well is the school led and managed? Elizabeth Forster Lay inspector How well does the school work in partnership with parents? How well does the school care for its pupils? David Westall Team inspector Science Art and design Design and technology Music How good are curricular and other opportunities?

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Team members Subject responsibilities Aspect responsibilities

Sandy Wellsted Team inspector English History Physical education Special educational needs Attitudes, values and personal development

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Team members Subject responsibilities Aspect responsibilities

OASIS Waterstone Cottages Naunton Cheltenham Gloucestershire GL54 3AS

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Team members Subject responsibilities Aspect responsibilities

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 Subject responsibilities Aspect responsibilities

The Registrar Inspection Quality Division

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Team members Subject responsibilities Aspect responsibilities

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

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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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HOW HIGH ARE STANDARDS? 12

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

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INFORMATION ABOUT THE SCHOOL

There are 185 pupils on roll, aged from four to 11 years. The percentage of pupils known to be eligible for free school meals is below the national average; and ten pupils speak English as an additional language. The percentage of pupils on the school’s register of special educational needs is broadly in line with the national average, and no pupil has a Statement of Special Educational Need. On entry to the school, the overall attainment of most pupils is broadly average although there is significant variation from year to year.

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HOW GOOD THE SCHOOL IS

This is a sound school which has improved since the last inspection. The headteacher provides good leadership and a clear sense of direction for the school. Pupils’ attitudes and behaviour are good, and the school is a caring community. The quality of teaching is good, or very good, in Key Stage 1 and pupils in Year 6 benefit from teaching which is mainly good or better. Elsewhere in the school, teaching is mainly satisfactory. As a consequence, pupils make good progress in their learning in Key Stage 1 and in Year 6; and sound progress, overall, in other year groups. However, pupils’ progress in information and communication technology (ICT) and in design and technology is unsatisfactory across the school, and the standards they achieve are below average. Pupils with special educational needs do well throughout the school. The school provides satisfactory value for money.

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What the school does well

• Pupils achieve good standards in reading across the school. • Standards in mathematics and science are a little above average at the end of Key Stage 1 and above average, in science, at the end of Key Stage 2. • Standards are good in art and design, music, dance and gymnastics in Key Stage 1; in singing in Key Stage 2; and in history at the end of both key stages. • The headteacher has good leadership and management skills. • The teaching is good, or very good, in Key Stage 1 and mainly good or better in Year 6. • The school makes good provision for pupils with special educational needs. • Pupils’ attitudes to learning and their behaviour are generally good. • Good provision is made for pupils’ social development, and very good provision for their spiritual and moral development. • The school is a caring community, and pupils’ welfare is a high priority.

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What could be improved

• Pupils’ standards in ICT and in design and technology are below those expected. • Most subject co-ordinators need to develop more rigorous procedures for identifying the strengths and weaknesses in their subjects, across the school, in order to address areas for improvement. • The school development plan has insufficient detail about priorities beyond the current year, and not enough time is given to evaluating its success. • The governors need to develop their role as critical friend to the school. • Annual written reports for parents do not fully meet statutory requirements. • Pupils are given insufficient opportunities to express their ideas, make decisions and use their initiative, in some lessons, and this restricts their learning. • The quality and range of activities for children in the Foundation Stage should be improved and include more opportunities to develop children’s speaking skills.

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What could be improved

The areas for improvement will form the basis of the governors’ action plan. St Anne’s Catholic Primary School - 8 St Anne’s Catholic Primary School - 9

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The headteacher and governors have ensured that statutory requirements relating to the school prospectus, and to the annual governors’ report for parents, are now fully met. The school has made satisfactory progress in producing and adopting policies and schemes of work for the subjects of the National Curriculum. However, the recently introduced schemes for ICT, design and technology and geography have yet to make a significant impact on pupils’ progress; and standards in ICT and in design and technology remain below average. The last inspection found that pupils needed more opportunities to take responsibility for their work. Progress in rectifying this deficiency is barely adequate, and there remains work to be done in most classes to give pupils more opportunities to make decisions and to use initiative to promote their learning. The school has made sound progress in making better use of assessment information to inform planning, and work is now usually matched to the needs of

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

pupils of all abilities. The headteacher and governors have improved monitoring procedures by thoroughly analysing test results and using benchmark techniques to compare the school’s performance with national data and that of similar schools. The monitoring of core subjects by co-ordinators has also improved since the last inspection. However, the analysis of strengths and weaknesses, in other subjects currently lacks rigour.

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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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schools

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

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schools

The table shows that the school’s 2000 test results in Year 6 were in line with the national average, and the results of similar schools, in English and science. The school’s results were below both benchmarks in mathematics. Overall, the 2000 results were lower than those achieved in the previous two years, reflecting the lower proportion of more able pupils in this cohort.

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schools

Inspection findings for the 2001 cohort are more favourable and show that most pupils achieve above the nationally expected standard in English and science in Year 6. In mathematics, inspection findings show that most Year 6 pupils demonstrate average standards, but a significant minority do better. In ICT and design and technology, pupils’ standards are below average in Year 6. However, in history they are a little above average. In music, geography and some aspects of physical education, insufficient evidence was available during the inspection to make an overall judgement about pupils’ standards at the end of Key Stage 2. However, their singing is usually good. In other subjects of the National Curriculum standards match the expected levels at the age of 11. St Anne’s Catholic Primary School - 10 In relation to their prior attainments, pupils with special educational needs generally achieve

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schools

well across the school. The most able pupils generally attain good standards in Key Stage 1 and in English and history in Key Stage 2. However, they sometimes underachieve in lessons in mathematics in Years 3 and 4 and in science in Years 3, 4, and 5.

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Aspect Comment

Attitudes to the school Pupils generally demonstrate positive attitudes to learning and to all other aspects of school life. Attitudes are particularly good in Key Stage 1.

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Aspect Comment

Behaviour, in and out of classrooms Behaviour is mainly good in lessons and in the playground.

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Aspect Comment

Personal development and relationships Pupils form constructive relationships with one another, with their teachers and with other adults in the school. They take turns amicably and work well together on shared tasks.

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Aspect Comment

Attendance Levels of attendance are satisfactory.

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

Lessons seen overall Satisfactory Good Satisfactory, overall, but mainly good in Year 6 Inspectors make judgements about teaching in the range: excellent; very good; good; satisfactory; unsatisfactory; poor; very poor. ‘Satisfactory’ means that the teaching is adequate and strengths outweigh weaknesses.

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

The quality of teaching was satisfactory, or better, in 94 per cent of all lessons; and was good, and sometimes very good, in 54 per cent of all lessons. The most effective teaching is in Key Stage 1 and in Year 6.

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

Teaching in the Foundation Stage is satisfactory, overall, and the teaching of early literacy skills is good. However, in some lessons, children are given insufficient opportunities to develop their speaking skills; and some of the activities planned for these children do not provide a sufficiently broad and stimulating range of learning opportunities.

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

In English, the teaching is particularly good in Key Stage 1 and in Years 5 and 6; and is never less than sound. Strengths include thorough planning, high expectations, a brisk pace and constructive feedback which helps pupils to improve. As they move through the school, teachers ensure that pupils read and write for an increasingly wide range of purposes. However, there are insufficient opportunities for them to discuss and evaluate their work.

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

In science and mathematics, including the key skill of numeracy, the teaching is good in Key Stage 1 and in Year 6; and is sound, overall, in the rest of Key Stage 2. Insufficient lessons were observed to make secure judgements about the quality of teaching in ICT and design St Anne’s Catholic Primary School - 11 and technology. However, evidence shows that pupils make unsatisfactory progress in their learning in these subjects, and indicates the need for in-service training in design and technology and for more regular use of ICT across the curriculum.

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

Overall, pupils with special educational needs are taught well, and the planning for these pupils is good. The needs of the most able pupils are well addressed in Key Stage 1 and in Year 6. However, these pupils are sometimes given tasks which are insufficiently challenging in mathematics in Years 3 and 4 and in science in Years 3, 4 and 5.

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

Throughout the school, the teaching is characterised by good relationships between teachers and pupils, thoroughly prepared lessons and an orderly atmosphere in classrooms. As a consequence, pupils generally respond well, listen attentively to their teachers and concentrate on their tasks.

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Aspect Comment

The quality and range of the curriculum The curriculum has sufficient breadth and is reasonably balanced. However, children in the Foundation Stage need better provision for their physical development. Sufficient time is allocated for the teaching of literacy and numeracy but pupils need more opportunities to develop their ICT skills through work across the curriculum. The provision for design and technology does not enable pupils to achieve satisfactory standards.

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Aspect Comment

Provision for pupils with special educational needs The school makes good provision for pupils with special educational needs.

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Aspect Comment

Provision for pupils with English as an additional language Good; the school makes effective use of the local education authority service to support these pupils.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development The provision for pupils’ cultural development is sound and that for their social development is good. Very good provision is made for pupils’ spiritual and moral development.

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Aspect Comment

How well the school cares for its pupils The school places a high priority on pupils’ welfare and is a caring community. St Anne’s Catholic Primary School - 12

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Aspect Comment

Leadership and management by the headteacher and other key staff The headteacher has good leadership and management skills. She provides a clear sense of direction for the school and knows the pupils well. Her good interpersonal skills have enabled her to promote a positive team spirit amongst staff and to move the school forward. The deputy headteacher makes a valuable contribution to the leadership and management of the school. The co- ordinators for English and mathematics, together with the headteacher, monitor pupils’ standards and the teaching in these subjects; and the recently appointed science co- ordinator has undertaken some initial monitoring. However, the school recognises the need for a more rigorous approach to the future monitoring of these subjects; and the need to establish effective procedures for monitoring all other subjects.

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Aspect Comment

How well the governors fulfil their responsibilities The school benefits from a committed governing body; and statutory requirements, apart from those relating to the content of pupils’ annual reports, are fully met. Governors work well with the headteacher, and appropriate committees are established to help to guide the school’s work. They take a keen interest in the work of the school and have a broad understanding of the main strengths and weaknesses. However, governors need to develop their knowledge of the school in action in order to act more effectively as critical friends of the school.

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Aspect Comment

The school’s evaluation of its performance The results of statutory and non-statutory tests are analysed carefully and appropriate targets are set for improvements. The quality of teaching is evaluated in English, mathematics and science, but co-ordinators do not evaluate pupils’ standards or progress with enough rigour in most subjects. More time should be given to evaluating the success of the school’s development plan and to planning strategically over a longer period.

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Aspect Comment

The strategic use of resources The school budget is analysed carefully by the headteacher, the finance officer and the governors; and financial planning is appropriately linked to the priorities identified in the school development plan. Overall, the school makes sound use of its resources. St Anne’s Catholic Primary School - 13

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What pleases parents most What parents would like to see improved

• The school has high expectations of pupils’ learning and attitudes. • The teaching is good. • Children make good progress. • Children are happy at school. • Closer links with parents. • More information about what is taught and pupils’ progress. • More opportunities for out of school activities. • Greater consistency in the setting of homework.

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What pleases parents most What parents would like to see improved

Inspection findings generally support parents’ positive views of the school. They do not support the view of some parents that the school does not work closely with them. Parents receive termly information about their children and find that staff are easy to talk to. The school often consults parents when changes to arrangements are being considered and positively encourages them to help in classes or with clubs. A summary of work to be undertaken by pupils, in the current academic year, has recently been provided for parents so that they are better informed about what is taught. However, the school accepts that there is scope to increase the monitoring of homework tasks. The school provides a reasonable range of extra-curricular activities, similar to that in most primary schools. St Anne’s Catholic Primary School - 14

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The school’s results and achievements

1. On entry to the school, the majority of children demonstrate broadly average attainment, although there is considerable variation from year to year. Children in the Foundation Stage make mainly sound progress in most aspects of their learning. However, in communication, language and literature their progress is mainly good, and sometimes very good. The development of children’s gross motor skills is unsatisfactory as they do not have access to a secure outside area to enable them to run freely, climb and balance; or the opportunity to control large wheeled toys. On entry to Key Stage 1, the overall attainment of most pupils is broadly average.

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The school’s results and achievements

2. In Key Stage 1, the results of the 2000 Statutory Assessment Tests (SATs) were above the national average in reading and well above the results achieved by similar schools. In writing, the results were well above the national average, overall, and also above those of similar schools. Inspection findings reflect the good test results and show that all Key Stage 1 pupils make good progress in their knowledge, understanding and use of English. They acquire a very secure foundation in initial literacy and, by the end of the key stage, most read simple texts aloud confidently and fluently, use inference well and recognise the organisational and stylistic features of many different kinds of text. Standards of handwriting and presentation are high. Most pupils in Year 2 punctuate simple sentences accurately and can formulate a convincing set of instructions. There are some weaknesses in pupils writing which

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The school’s results and achievements

are also apparent in Key Stage 2. These are mainly related to spelling, insecurities in relation to sentence structure, grammatical inconsistencies, or to the organisation of ideas and language.

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The school’s results and achievements

3. The results of the 2000 SATs in English, at the end of Key Stage 2, were in line with the national average and the results achieved by similar schools. The proportion of pupils who exceeded the national standard was considerably lower than in 1999 which the school attributes to the lower percentage of more able pupils in this cohort. Inspection findings show that most Year 6 pupils now demonstrate above average standards in English. Pupils make good progress in Years 5 and 6 and sound progress in the younger half of the key stage. In both key stages pupils do well in reading and, by the end of Key Stage 2, all pupils read aloud competently to adults and in class. The more able readers tackle complex texts with confidence and assurance, are particularly well read for their age and bring a high level of critical appreciation to bear in their study of texts. They write confidently, in a mature and

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The school’s results and achievements

accomplished way, for a wide range of purposes and with a high degree of technical control over punctuation, grammar and spelling. The high standards of handwriting and presentation established in Key Stage 1 are continued in this key stage.

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The school’s results and achievements

4. In mathematics, the results of the 2000 Key Stage 1 SATs indicate that the percentage of pupils achieving Level 2, or above, was close to the national average. However, only a small number of pupils exceeded this level and, overall, the school’s results were below the national average and those achieved by similar schools. The school’s 1999 results were significantly better and, following a careful analysis of the 2000 results, specific weaknesses in the mathematical skills of the 2000 cohort have been identified. Inspection findings are more favourable than the most recent SATs results and indicate that Key Stage 1 pupils make good progress in acquiring key St Anne’s Catholic Primary School - 15 numeracy skills; and slower, but broadly satisfactory, progress in using and applying these skills. Overall, standards are mainly a little above those expected nationally at the end of Key Stage 1.

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The school’s results and achievements

5. The results of the 2000 SATs in Key Stage 2, in mathematics, were below the national average and those achieved by similar schools. The percentage of pupils reaching Level 4, and above, was close to the national average but few pupils exceeded this level. The school’s results were better in 1999 and an analysis of the 2000 results revealed that some pupils in this cohort did not have a secure understanding of shape, data handling and probability. Inspection findings support the school’s view that the 2000 cohort contained a lower proportion of more able mathematicians. Pupils make good progress in their mathematical learning in Year 6 and sound progress in Year 5. Progress is slower but satisfactory, overall, in the younger half of Key Stage 2. Across the key stage, pupils need more opportunities to apply their skills in solving real-life problems. The majority of pupils in the current Year 6 class demonstrate average attainment and a significant minority do better.

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The school’s results and achievements

6. In science, the results of the 2000 teacher assessments, at the end of Key Stage 1, were above the national average and the results of similar schools. In the science tests at the end of Key Stage 2, the school’s results were in line with the national average and the results of similar schools. The results achieved in 1999 were higher, overall, at the end of both key stages. Inspection findings show that pupils generally achieve well in relation to their starting points at the beginning of Year 1, and their overall standards are mainly a little above those expected nationally at the end of the key stage. Pupils’ achievements are satisfactory, overall, in Years 3, 4, and 5 and are good in Year 6. As a consequence, pupils’ standards are generally above average at the end of Key Stage 2.

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The school’s results and achievements

7. Pupils with special educational needs and those with English as an additional language make good progress in their learning, especially in the core subjects of English, mathematics and science. When account is taken of their starting points and of their individual learning needs, most achieve good results. It is by no means unusual for these pupils to gain lost ground and to achieve the standards expected nationally of pupils of their age in the national tests, at the end of both key stages. The most able pupils make good progress in Key Stage 1 and in Year 6, but sometimes mark time in other year groups. They make very good progress in literacy lessons taught by the headteacher in Year 6.

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The school’s results and achievements

8. In ICT, pupils’ progress is unsatisfactory, overall, across the school. At the end of each key stage, the attainment of most pupils is below average, as a consequence. The school has improved the provision it makes for this subject but this is only just beginning to have an impact on teaching and learning.

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The school’s results and achievements

9. In art and design, pupils generally achieve well in Key Stage 1, and their standards are mainly good. In Key Stage 2, pupils’ progress varies from sound to good, but is mainly sound. As a result, their standards are mainly in line with those expected nationally at the end of Key Stage 2. In history, pupils in both key stages make good progress in developing their historical knowledge and understanding and achieve standards which are a little above those expected for their age. More able pupils in Years 5 and 6 often develop a particular enthusiasm for the subject and do even better. Insufficient evidence was available to make an overall judgement about pupils’ standards in geography, and in music in Key Stage 2. In Key Stage 1, pupils achieve well in music, and their standards are above average; and pupils have good singing skills in both key stages. In physical education, pupils achieve good standards in

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The school’s results and achievements

St Anne’s Catholic Primary School - 16 dance and gymnastics in Key Stage 1. Pupils in Key Stage 2, make good progress in swimming and all pupils regularly achieve, and many exceed, the standard expected at the end of the key stage. Pupils’ progress and attainment were unsatisfactory in one games lesson in Year 3. However, too few lessons, in any one aspect of physical education, were seen to allow for secure judgements about standards across the key stage as a whole. Overall, pupils make insufficient progress in developing their design and technology skills, and their standards are below those expected at the end of both key stages.

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Pupils’ attitudes, values and personal development

10. Almost all pupils, at all times, have positive attitudes to learning and to all other aspects of school life. Attitudes are particularly good in Key Stage 1 where consistently good teaching secures their interest and commitment to their work. Pupils in both key stages concentrate well during discussions, listen carefully to their teachers and their peers, and, in most lessons, are ready to volunteer answers to questions that are raised. When required to work independently, for example during the literacy hour, they apply themselves conscientiously to the task in hand. They make ready use of the resources made available to them, try hard to apply the skills they have already mastered, and take pains with their handwriting and with the presentation of their work, doing their best to meet their teachers’ high expectations in this regard. In practical subjects such as physical education, they move in a

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Pupils’ attitudes, values and personal development

disciplined way, exercising considerable control and observing rules related to safety. Whatever their ability, pupils in most lessons strive to use their individual talents wisely and well, and to produce their best efforts. Many pupils are keen participants in extra-curricular activities, particularly sports, enjoying both friendly and competitive matches and tournaments involving other schools.

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Pupils’ attitudes, values and personal development

11. Most pupils are consistently polite, helpful, friendly and outgoing at all times. They quickly establish trusting relationships with one another, with their teachers, and with other adults in the school. They observe the social conventions of turn-taking well, for example when queuing for lunch and when answering questions in discussions. With very few exceptions, pupils behave well in lessons and in the playground. Occasionally, however, when familiar or secure routines are changed, a very few pupils in Key Stage 2 classes allow their self-discipline to slip, lose concentration, and do not behave as well as they might. All pupils are guided by a strong moral code acquired in part from home, in part from their schooling, and in part from their religious faith. They are very familiar with the school rules and with classroom rules, and they understand very well what constitutes right and wrong behaviour both within,

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Pupils’ attitudes, values and personal development

12. The seriousness with which pupils respond to spiritual and moral issues is nowhere more evident than in assemblies and in church. Reverent attitudes on the part of all staff and pupils, and a strong sense of ‘family’ unity inspired by faith make these occasions truly spiritual experiences. Even in their singing, pupils communicate their spirituality: they sing harmoniously and with feeling, and they clearly understand the meaning behind the words of the hymns. At relevant times in their studies, they make explicit comments that demonstrate their religious beliefs. For example, pupils in Year 1 comment on the snails they are studying, without any prompting, as ‘God’s creatures’.

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Pupils’ attitudes, values and personal development

13. Elsewhere, pupils work and play together well when given the opportunity to do so, and boys and girls co-operate happily on joint tasks. Bullying is very rare. Support for one another, team effort, and the appreciation of others’ talents are the norm, and St Anne’s Catholic Primary School - 17 pupils’ very positive responses to others’ achievements during merit assemblies reflect these principles most vividly.

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Pupils’ attitudes, values and personal development

14. Pupils of all ages undertake routine duties and responsibilities willingly and reliably within their classes, and rise well to the challenge of leadership roles as captains and deputies. Older pupils assume responsibilities within the wider school, for example as librarians or as ‘managers’ of resources and equipment. Many volunteer to help in the dining hall at lunch-times, working with a will as they help younger pupils, set up and put away the tables, supervise queues or help staff by sweeping the floors. They respond with compassion and generosity to the school’s efforts to raise funds for local and global charities, sometimes initiating their own fund-raising activities. They are sensitive to the needs and to the feelings of others, and this is evident in their work as much as in their attitudes. For example, in history, the written work of pupils in Year 6 reveals a great deal of empathy for people who suffered hardship and

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Pupils’ attitudes, values and personal development

15. Pupils with special educational needs are fully integrated into every aspect of school life and are valued members of the community. They work hard to improve their work, and relate well to their peers and to all adults who work with them. In return, they receive warm support, the encouragement they need to succeed and genuine praise for their efforts from their classmates as well as from staff.

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Pupils’ attitudes, values and personal development

16. Levels of attendance at the school are satisfactory. The high levels of unauthorised absence are accounted for, to some extent, by the school’s requirement for written explanations for absence from parents. The school has recently reminded parents that verbal messages are not sufficient and the level of unexplained absence is beginning to drop and is likely to be in line with national levels by the end of the academic year. The school properly records holidays taken in term time as unauthorised if parents have not sought prior permission from the headteacher. Registration procedures meet statutory requirements and some registration sessions are used well to encourage learning and set a good start for the day. Punctuality at the start of the day is good but some teaching time is lost by having pupils line up before the start of sessions during the school day.

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HOW WELL ARE PUPILS TAUGHT?

17. The quality of teaching was sound, or better, in 94 per cent of all lessons; and was good, and sometimes very good, in 54 per cent of all lessons. One excellent literacy lesson was taught by the headteacher. When the school was last inspected, in 1996, a similar overall judgement was made about the quality of teaching. The most effective teaching is in Key Stage 1 where all of the teaching observed was good, and sometimes very good. In Key Stage 2, four out of every ten lessons were judged to be good, or better, and these were mainly in Year 6.

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HOW WELL ARE PUPILS TAUGHT?

18. The quality of teaching for children in the Foundation Stage is satisfactory, overall, and enables children to make mainly sound progress in their learning. The teaching of early literacy skills is good, and mathematics teaching is sound. Weaker elements of the teaching are demonstrated in some lessons when children are given insufficient opportunities to develop their speaking skills by talking about their ideas and feelings; and when there is not enough class discussion to celebrate children’s achievements and to summarise what has been learned. In addition, the sessions when children are able to choose the activities they undertake do not provide a sufficiently broad and stimulating range of learning opportunities which are carefully planned to promote St Anne’s Catholic Primary School - 18 specifically identified areas of children’s development. The reception teacher has started to use some elements of the guidance provided by the Qualifications and

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HOW WELL ARE PUPILS TAUGHT?

Curriculum Authority about the Foundation Stage, but recognises the need to become more familiar with the good framework it provides.

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HOW WELL ARE PUPILS TAUGHT?

19. The teaching of English has many strengths and enables pupils to make mainly good progress in the subject. Teaching is particularly good in Key Stage 1 and in Years 5 and 6, and is never less than sound elsewhere. Strengths in the teaching include thorough planning for pupils of all abilities, high expectations, a brisk pace and constructive feedback which helps pupils to improve further. The work related to shared texts is particularly effective and, as pupils move through the school, teachers provide opportunities for pupils to read and write for an increasingly wide range of purposes. However, teachers rarely extend pupils’ understanding of the organisation and structure of different kinds of writing; or provide enough opportunities for them to evaluate their writing for weaknesses, particularly in sentence structure and grammar. The National Literacy Strategy is being implemented successfully across the school;

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HOW WELL ARE PUPILS TAUGHT?

and the Additional Literacy support materials are very well taught and are having a significant impact on the achievement of pupils in Years 3 and 4. Sustained, structured discussions by pupils occur too rarely in English and in other subjects.

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HOW WELL ARE PUPILS TAUGHT?

20. In mathematics, the teaching is good in Key Stage 1 and sound, overall, in Key Stage 2. However, pupils in Year 6 benefit from good teaching by the subject co-ordinator and from good input by the headteacher. Throughout the school, teachers plan conscientiously to reflect the requirements of the National Numeracy Strategy. In the best lessons, the pace of the oral and mental activities is brisk, all pupils are involved through the use of well differentiated questioning and opportunities are provided for pupils to explain their mental calculations. In some lessons, particularly in lower Key Stage 2, the pace of the lesson is slow and more able pupils, in particular, mark time. In less effective lessons, pupils are given few, if any, opportunities to offer their methods and solutions for discussion.

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HOW WELL ARE PUPILS TAUGHT?

21. In science, the quality of teaching is good in Key Stage 1 and in Year 6; and is satisfactory in Years 3, 4 and 5. Across the school, teachers’ subject knowledge is at least satisfactory and is often good. Opportunities for pupils to use their initiative and to develop decision making skills are missed in some lessons, particularly in Key Stage 2.

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HOW WELL ARE PUPILS TAUGHT?

22. The teaching of physical education is good in Key Stage 1 where well organised lessons allow pupils time to practise, demonstrate and evaluate their own work and that of their peers. In Key Stage 2, teaching ranges from good to unsatisfactory but is sound, overall. The teaching of swimming, in Year 4, is good and that of gymnastics is generally sound. One unsatisfactory games lesson was observed in Year 3.

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HOW WELL ARE PUPILS TAUGHT?

23. As a result of timetabling arrangements, insufficient teaching of other subjects was observed to make a secure judgement about the quality of teaching. In ICT, staff confidence and competence are improving through training and teachers are beginning to provide more opportunities to involve pupils in the subject. However, they currently make insufficient use of ICT across the curriculum and, as a consequence, standards are below average at the end of both key stages.

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HOW WELL ARE PUPILS TAUGHT?

24. In art and design, the work completed by pupils in Key Stage 1 suggests that teaching is particularly effective in this key stage. The good standards achieved in Year 4 also indicate well informed teaching. In design and technology, pupils make insufficient progress in developing their skills, and their standards are below those expected at St Anne’s Catholic Primary School - 19 the end of both key stages. The last inspection identified weaknesses in teachers’ confidence and knowledge as key factors in restricting pupils’ achievements in design and technology, and this remains the case.

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HOW WELL ARE PUPILS TAUGHT?

25. In history, teaching is good in Key Stage 1 and in Years 5 and 6, and at least sound in lower Key Stage 2. Visits to places of historical interest, and the use of interesting resources and activities, engage pupils’ interest and bring the subject to life. Only one geography lesson was taught during the inspection and, as very little other evidence was available, it is not possible to make a secure judgement about the quality of teaching in this subject.

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HOW WELL ARE PUPILS TAUGHT?

26. The music co-ordinator has good subject knowledge and makes an important contribution to the development of pupils’ singing skills across the school. The quality of teaching is good in Key Stage 1; and pupils in both key stages benefit from effective teaching by the co-ordinator during weekly singing practices.

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HOW WELL ARE PUPILS TAUGHT?

27. The teaching of pupils with special educational needs, including those with English as an additional language, is good. Teachers plan suitably matched work or identified adult support for the range of pupils with special educational needs. Teaching assistants are well briefed about the lesson content, about what these pupils are intended to learn, and about what they might reasonably be expected to achieve. All class teachers know their pupils well. They take particular care to involve pupils with special educational needs positively in all activities, and value the contributions they make in lessons. The pupils are invited to demonstrate, and take pride in, their achievements. The special educational needs teacher provides particularly good support for those pupils who are occasionally withdrawn from classes for work related to specific targets; and effective use is made of the local authority service for

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HOW WELL ARE PUPILS TAUGHT?

pupils with English as an additional language. Individual education plans for pupils with special educational needs are both precise and rigorous, with challenging but achievable targets.

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HOW WELL ARE PUPILS TAUGHT?

28. The teaching of more able pupils is good in Key Stage 1, and in Year 6, and is otherwise mainly satisfactory. However, these pupils are sometimes given tasks which are insufficiently challenging in mathematics in Years 3 and 4, and in science in Years 3, 4 and 5.

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HOW WELL ARE PUPILS TAUGHT?

29. Across the school, teaching is characterised by good relationships between teachers and pupils and an orderly atmosphere in lessons. Resources are carefully prepared, tasks are clearly explained and teachers generally organise their lessons efficiently. The learning objectives of lessons are clearly defined and, in most lessons, are appropriately shared with pupils. Teaching assistants are well briefed and appropriately deployed, and provide good support for pupils. All staff demonstrate a satisfactory awareness of equal opportunities.

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PUPILS?

30. The curriculum for children in the Foundation Stage is broadly satisfactory. Good provision is made for the development of children’s early literacy skills, although they need more opportunities to express their ideas and feelings in some lessons. Children sometimes require tasks which are planned and implemented more rigorously to promote specifically identified elements of their learning, including through well-focused practical and play activities; and they do not have opportunities St Anne’s Catholic Primary School - 20 to develop their physical skills by using large toys and apparatus in a secure outside area. The early years teacher has started to use the Early Learning Goals in her planning but recognises the need to become more familiar with the guidance about provision in the Foundation Stage. Overall, however, the curriculum for the youngest children provides them with a satisfactory foundation for their work in Key Stage 1.

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PUPILS?

31. In Key Stages 1 and 2, the curriculum meets statutory requirements. It has sufficient breadth and is reasonably balanced. Sufficient time is allocated for literacy and numeracy, and this is used particularly well in English lessons across the school, and in mathematics lessons in Key Stage 1. However, pupils need more opportunities to develop their ICT skills through work across the curriculum; and the provision for design and technology does not enable pupils to achieve satisfactory standards.

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PUPILS?

32. The school has made satisfactory progress since the last inspection in producing and adopting policies and schemes of work for the subjects of the National Curriculum. However, the recently introduced schemes for ICT, design and technology and geography have yet to make a significant impact on pupils’ progress and standards. The school has plans to develop a policy for early years, and this is particularly appropriate given the reservations included in a previous paragraph. The last inspection found that pupils needed more opportunities to take responsibility for their work. The school’s progress in rectifying this deficiency is barely adequate, and there is still work to be done in most classes to give pupils more opportunities to make decisions and to use initiative to promote their learning.

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PUPILS?

33. Provision for pupils with special educational needs is good. Work planned for the pupils draws variously on the skills and expertise of class teachers, the special educational needs teacher, teaching assistants, the headteacher, and, where relevant, outside specialists. Support for pupils with learning difficulties associated with literacy is particularly effective. There is a limited amount of support for pupils experiencing learning difficulties in mathematics, an aspect of special educational needs work which the school is keen to develop. The few pupils with medical, physical, and emotional and behavioural needs all receive good support .

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PUPILS?

34. More able pupils are identified through assessments and observations very early in their time at the school. All teachers try hard to make sure their needs are met through the provision of differentiated work although some tasks lack sufficient challenge in mathematics and science in Key Stage 2. More able pupils in Year 6 benefit from particularly challenging work in English and in mathematics when they are taught in special groups during the literacy and numeracy hours.

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35. The school makes good use of a range of community opportunities to enrich the curriculum. The very close parish links, including the use of the parish hall and participation in parish celebrations and events, help pupils feel part of their local community.

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PUPILS?

36. The school welcomes volunteer helpers from the parish and the wider community and they make a significant contribution in information and communication technology, and in the sustained support for less able readers. Additional computers have recently been donated to the school by the Education Business Partnership. Good use is made of the local area when studying history and environmental issues, and visits to the library and museum help to broaden pupils’ horizons. Pupils have opportunities to mix with others in local sporting events, and participated in the recent Reading Catholic Schools Pageant at Mapledurham. The school liaises effectively St Anne’s Catholic Primary School - 21 with linked nursery schools which ensures that children’s particular educational needs are known before they start school. 37. The school makes sound provision for pupils’ personal and social education, including health education and sex education. The importance of taking care with medicines

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PUPILS?

and the dangers of smoking and drug misuse are appropriately emphasised in some assemblies. However, the school needs to develop more systematic procedures for raising pupils’ awareness, particularly about drug misuse. The school provides a satisfactory range of extra-curricular activities, including for football, netball, cricket, art, drama, French and recorder playing.

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PUPILS?

38. The school makes very good provision for pupils’ spiritual and moral development, good provision for their social development, and sound provision for their cultural development.

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PUPILS?

39. The school’s aims place the Christian faith at its centre, and a strong spirituality pervades all aspects of its work. The headteacher and other staff establish a very secure spiritual tone in their assemblies. So effectively do they combine spiritual concepts with the practicalities of life that Christian principles are made accessible even to the youngest children. Assemblies address a range of religious, moral and social themes, and fully meet the requirements for a daily act of worship. Strong links with the church reinforce the spiritual dimension of pupils’ development. The whole school attends Mass in the church at significant points in the Christian calendar. For example, during the inspection, Mass was celebrated in the church on the Feast of All Saints. Such occasions unite school and community as one family within the Christian faith and reinforce the reverence and the value of prayer so well promoted in

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PUPILS?

the school itself. In assemblies and throughout the school day, pupils are given frequent opportunities to pray and to reflect on matters of personal concern and of concern to others. In curriculum subjects, pupils are taught to use empathy when learning about others, for example in history and English. They are taught to value spirituality in others, to recognise human achievements, and to appreciate displays of courage in adversity. In science lessons, teachers draw their attention to the wonders of the natural world, for example through close scrutiny of the humble but marvellous snail in the Year 1 class.

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PUPILS?

40. The school is fortunate in being able to build on the strong moral foundation already established in pupils’ home lives. Through its aims, policies, rules and practices, and above all else through its Christian ethos, the school provides very effective moral guidance. Staff value each individual child. Nowhere is this more evident, perhaps, than in the school’s provision for pupils with special educational needs, where as much care is taken to respond to pupils’ individual personalities as to their academic or other needs. Staff provide exemplary models for relationships and behaviour in their daily interactions with their classes. Pupils are taught the difference between right and wrong, and they are appropriately involved in drawing up classroom rules which inform their behaviour and their manners on a daily basis. Through their work and through fund-raising activities, they are taught to reflect on mankind’s moral

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responsibility for the care of the planet and for others less fortunate than themselves.

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PUPILS?

41. Pupils are given frequent opportunities to develop social awareness and social responsibility. They work together in class, and they co-operate in groups and small teams, for example in physical education lessons. Membership of school ‘houses’ and participation in a range of sporting activities, in particular, develop their understanding of the importance of individual effort and collective responsibility. The award of house points and of various ‘merits’ to individuals promotes appropriate behaviour and social responsibility just as surely as it promotes and rewards St Anne’s Catholic Primary School - 22 academic achievement. All pupils are encouraged to assume responsibilities within the classroom, and, as they grow older, to take on wider responsibilities, for example for the care of equipment, in the school as a whole. Pupils in Key Stage 2 are encouraged to volunteer for lunch-time duties in the dining room. Leadership roles

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are strongly encouraged through the responsibilities delegated to even the youngest pupils in Key Stage 1 as ‘captains’ and ‘deputies’. Church and community links further develop pupils’ roles as ‘leaders’ and as useful citizens within a wider social context.

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PUPILS?

42. Pupils’ cultural development is promoted satisfactorily through the curriculum, through a number of educational visits, and through a suitable range of extra- curricular activities. Literacy lessons familiarise pupils with both classic and contemporary fiction, and a love of reading is strongly promoted. School drama productions contribute to both social and cultural development, while history lessons give pupils valuable insights into different societies. The celebration of Christian festivals and readings from the Bible develop pupils’ awareness of their religious and cultural heritage, and also, to some extent, of their linguistic heritage. Music, and especially singing, is an enjoyable experience for very many pupils, and art introduces pupils to the work of some well known artists. However, most cultural experiences presented to pupils reflect West-European traditions. Pupils’ awareness of the

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PUPILS?

multicultural dimensions of British society, in the broadest sense, is relatively underdeveloped and this aspect of provision needs to be addressed.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

43. Overall, the school has sound arrangements for assessing pupils’ attainment and progress. The last inspection identified the need for teachers to make better use of assessment information to inform planning. The school has made satisfactory progress in addressing this issue, and work is usually matched to the needs of pupils of all abilities. Sensible use is made of statutory and non-statutory testing to inform planning, and teachers make pertinent notes of the significant achievements or needs of individuals through ongoing assessments. Baseline assessment helps to identify children with special educational needs, and informs early planning for the youngest children in the school. In the vast majority of lessons, teachers’ planning identifies what pupils are expected to learn, and this enables them to assess pupils’ standards and progress with clearly identified objectives in mind. In the most effective lessons,

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

particularly in Years 1 and 6, teachers make skilful use of questions to probe pupils’ understanding and to assess their future needs. The last inspection found the school had few examples of pupils’ work which were assessed against National Curriculum levels to promote accuracy and consistency in teachers’ assessments. Teachers have discussed examples of pupils’ writing, and agreed appropriate standards for the work seen. As a consequence, there is a useful portfolio of assessed work in writing. However, there needs to be more discussion about pupils’ work to assess and agree the standards which are reached in other subjects.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

44. St Anne’s is a caring community where each child is valued and effective support is provided. The teachers and other adults get to know the pupils well and they are alert and sympathetic to their particular pastoral needs. Children with specific behavioural or other needs receive appropriate specialist support. Relationships in the school are based firmly in the Catholic tradition of care and respect, and pupils are positively encouraged to give of their best and to be mindful of the needs of others. Pupils and parents are confident that their concerns will receive a sensitive hearing and this ensures that problems are dealt with at an early stage. St Anne’s Catholic Primary School - 23 45. The management of pupils’ behaviour is carried out well and is a strength of the school. There is a good policy for behaviour and discipline which emphasises the importance of positive praise. The detailed guidelines for acceptable conduct are

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

clearly set out and pupils respond positively to the system of rewards and sanctions. The staff regularly review the implementation of the policy to ensure the consistency of its application across the school. The weekly merit assembly recognises pupils’ achievements, not only in academic work but also in their helpfulness and courtesy, and pupils are proud to receive their awards. This makes a positive contribution to their personal development and attitudes to school. Any occasional incidents of poor behaviour or bullying are appropriately recorded and dealt with fairly and promptly, with pupils being expected to reflect on their actions.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

46. Staff are alert to the needs of all pupils and regularly remind them about issues of personal safety. However, there is no school policy, or guidelines for procedures, for child protection. The headteacher is aware of these deficiencies and has recently attended appropriate local authority training before embarking on a programme aimed at raising staff awareness. Procedures for monitoring attendance are sound and the school has recognised the need to clarify absence reporting with parents.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

47. The school has no policy or planned programme for personal and social education but most aspects such as healthy eating and sex education are appropriately covered as part of the science curriculum. Pupils have some opportunities to learn about personal safety, for example, when speakers from the fire or police service visit the school, but this does not yet include issues relating to drugs. Most teachers plan for a regular ‘circle time’ when pupils have the opportunity to reflect on feelings or to discuss problems, and this helps pupils to improve their feelings of self worth.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

48. The school has sound procedures for medical matters, accidents and emergencies; and many adults in the school have up-to-date training in first aid. The premises and grounds, which are clean, tidy and well maintained, are regularly inspected by the headteacher, caretaker and governors to identify any health and safety hazards. The school is already aware of the need for further safety improvements in the corridor leading to some infant classrooms. Risk assessments for particular events such as the Parents’ Association bonfire party are appropriately carried out. There is a well designed security system to limit access to the school buildings.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

49. St Anne’s is a school that works hard to encourage a strong Catholic family ethos and this forms the basis for a firm partnership with parents. Parents have positive views about the school and most find that the headteacher and staff are friendly, open and caring. The school makes particular efforts to consult parents on changes, such as the timings for parent consultations or the costs of the school residential visit, and, as a consequence, the majority feel that the school works closely with them and takes their views into account.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

50. Parents are encouraged to share any concerns with the staff and they are confident that they will receive a sympathetic hearing. The school maintains good communication by giving parents brief reports on their children’s progress each half term and this acts as an early warning system to identify any problems in learning or behaviour. Parents also have regular opportunities to discuss their children’s progress and targets for improvement throughout the year. Although annual written reports are detailed, many do not report separately on all subjects in the National St Anne’s Catholic Primary School - 24 Curriculum; this does not meet statutory requirements. Similarly, in the Foundation Stage, reports do not always comment on all the Early Learning Goals.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

51. Parents receive regular newsletters about school activities and the well-presented prospectus includes a satisfactory range of information about the teaching, expectations and routines in the school. Occasional meetings are held to explain new educational strategies, such as for numeracy, and these are reasonably well attended. The school has recognised that there is scope to increase the amount of information given to parents about what is to be taught and has recently provided them with a summary of work to be undertaken by pupils during the current academic year.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

52. Many parents have long standing connections with the school and they welcome the opportunities to maintain these links by joining in with the school’s celebratory worship. Some parents are also able to spare the time to help regularly in classes or to help run extra-curricular clubs. The active parents’ association successfully raises significant amounts of money to support school initiatives such as the furnishing and stocking of the new library.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

53. The home/school agreement has been fully supported by the parents and their commitment to their children’s education is evident in the support they give in helping their children with work at home. Parents’ commitment to the school and to learning provides a good role model for pupils, and this is a significant factor in developing their positive attitudes and in maintaining the school’s ethos.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

54. The school works hard to establish positive links with all the parents of children with special educational needs. They are informed of their child’s needs when these are first identified, and are subsequently informed, and wherever possible consulted, when the child’s progress is reviewed and new targets are set. Most parents support the school well in their efforts to help their children. Almost all parents help their children with reading at home, and some help their children with work specifically matched to their targets.

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