Other · Ofsted report

St Patrick's Catholic Primary School

Inspected — · published 17 Sept 2003 · URN 100045

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Full report text

ST PATRICK’S PRIMARY SCHOOL

Dates of inspection: 16 th to 19 th June 2003

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ST PATRICK’S PRIMARY SCHOOL

Full inspection carried out under section 10 of the School Inspections Act 1996 This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated.

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ST PATRICK’S PRIMARY SCHOOL

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

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INFORMATION ABOUT THE SCHOOL

School address: Holmes Road Kentish Town London

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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: Mr John Dixon

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: October 1997 St Patrick’s Primary - 4

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responsibilities

10428 Tom Simpson Registered inspector Art and design Music Provision for children in the Foundation Stage English as an additional language The school’s results and pupils’ achievements How well is the school led and managed?

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responsibilities

09391 Norma Ball Lay inspector Pupils’ attitudes, values and personal development How well does the school care for its pupils? How well does the schoolwork in partnership with parents? 14997 Val Emery Team inspector English Geography Physical education 12367 Anthony Green Team inspector Mathematics Design and technology History Special educational needs How well are pupils taught?

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responsibilities

31029 Peter Thrussell Team inspector Science Information and communication technology Educational inclusion How good are the educational and other opportunities offered to pupils? St Patrick’s Primary - 5 The inspection contractor was:

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responsibilities

Herringston Barn Herringston Dorchester DT2 9PU

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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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responsibilities

The Complaints Manager Inspection Quality Division

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responsibilities

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

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PART A: SUMMARY OF THE REPORT 7

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 pupils’ achievements Pupils’ attitudes, values and personal development

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INFORMATION ABOUT THE SCHOOL

St Patrick’s is an average sized Roman Catholic Primary school serving part of Kentish Town in the London Borough of Camden. The pupils come from a mixture of private and rented accommodation and there are some pockets of social deprivation in the area served by the school. There are 225 pupils on roll – including 58 who are in the nursery and reception classes. This latter group is described as being in the Foundation Stage. There are slightly more girls than boys on roll. Approximately 58 percent of the pupils are from ethnic minority groups and around 18 percent are from refugee families. Nearly half of the pupils speak English as an additional language, with a small number of these being at an early stage of English language acquisition. The percentage of pupils entitled to free school meals is above average. The percentage with special educational needs – including those with a Statement of Special

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INFORMATION ABOUT THE SCHOOL

Educational Needs – is average. Attainment on entry varies, but overall is around average. The school has experienced difficulties in recruiting and retaining staff, particularly in Years 3 to 6, where a number of temporary teachers were in school during the inspection. A new headteacher was appointed in 2001.

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HOW GOOD THE SCHOOL IS

The effectiveness of this school is satisfactory overall with some very good features. It is improving dramatically under the new headteacher. It is well managed and most pupils have positive attitudes towards it. The school is very popular with parents. Standards are above average in the Foundation Stage and in Years 1 and 2, and are broadly average by the end of Year 6. Teaching is satisfactory overall, but there are weaknesses in teaching between Years 3 and 6 and these have adversely affected pupils’ achievement. The school provides satisfactory value for money.

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What the school does well

• Teaching in the Foundation Stage is very good and as a result these children achieve well. • The leadership of the headteacher and key staff is very good and this is leading to clear improvement. • Provision for personal development – including spiritual, social, moral and cultural development - is very good and this impacts very well on relationships at all levels. • Links with the community are very good and these contribute very well to pupils’ learning. • Provision for extra-curricular activities is very good and supports the overall curriculum very well. • The pupils are very well cared for.

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What could be improved

• Whilst teaching is satisfactory overall in Years 3 to 6, some is unsatisfactory and this is holding back pupils’ achievement. • Attendance and punctuality are not good enough. The areas for improvement will form the basis of the governors’ action plan.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school was last inspected in October 1997. Its improvement since then has been good. The attitudes of most pupils have improved. Provision for pupils with special educational needs and leadership and management are significantly better than previously reported, and there is less unsatisfactory teaching. There have also been improvements in links with parents, the community and other schools. Assessment strategies are now more comprehensive and provision for extra-curricular activities is stronger. Standards in English, mathematics and science in Year 6 are now higher than the National Curriculum assessment results for the year of the last inspection. There are no areas where there has been a significant decline. St Patrick’s Primary - 8

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STANDARDS

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

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Key

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

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Key

This table shows that in the most recently published assessments of pupils at the end of Year 6 in 2002, standards were below the national average in English and science and well below it in mathematics. In the same year’s tests of pupils at the end of Year 2, standards were well above average in reading and mathematics but below average in writing. In the teacher assessments in science, the percentage of pupils gaining the expected Level 2 was above the national average, although the percentage gaining the higher Level 3 was well below it. Although the results at Year 6 were above average in English and science in comparison with similar schools (a measure related to the percentage of pupils entitled to free school meals) the pupils concerned did not achieve as well as they should have as they proceeded through Years 3 to 6. The school carried out extensive analyses of data, identified specific areas of weakness and groups of pupils who were particularly underachieving, and established a

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Key

comprehensive range of strategies for raising standards at the end of Year 6. These are already proving successful and current standards are average in English and mathematics. In science, which has not had such a high profile as English and mathematics, they are still below average – although preliminary results from the 2003 tests indicate that they are also improving. At the end of Year 2, standards are currently above average in English and mathematics and broadly average in science. By the time they reach the end of the Foundation Stage, most children will have reached the expected standards in all areas except for communication, language and literacy and mathematics, where they will have exceeded them. The school’s trend in improvement is in line with the national trend. It has set appropriately challenging targets for further improving standards in literacy and numeracy and is on course to meet these.

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Key

As pupils enter and leave the school with broadly average levels of attainment, their achievement is satisfactory overall. Achievement, however, is inconsistent as pupils move through the school. It is good in the Foundation Stage and in Years 1 and 2. It is often unsatisfactory between Years 3 and 6. This is mostly due to high staff mobility and inconsistencies in the quality of teaching. Nevertheless, there have been significant improvements in achievement in Year 6 over the past year. Standards in most of the remaining subjects at the end of both Year 2 and Year 6 are at the expected levels, except for information and communication technology at the end of Year 6, where they are still below average despite recent improvements in the provision. It was not possible to judge standards in design and technology or physical education.

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Aspect Comment

Attitudes to the school Good – the pupils like coming to school and are interested and involved in all its activities. St Patrick’s Primary - 9 Behaviour, in and out of classrooms Good overall – most pupils work hard and are keen to learn and to please their teachers. There are examples of poor behaviour by a minority of pupils in some lessons – which are not always related to the quality of the teaching.

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Aspect Comment

Personal development and relationships Personal development is good and relationships are very good at all levels. The pupils have a very good understanding of the impact of their actions on others.

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Aspect Comment

Attendance Unsatisfactory overall – absence is above the national average and there are examples of poor punctuality.

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Aspect Comment

In most lessons, the pupils work hard and are keen to learn. They co-operate well in pairs and small groups. At play and around the school they behave well and show respect for each other and for the adults who care for them. They enjoy talking responsibility and sharing in decision-making – through the school council, for example. There is not enough evidence available to judge the effect on standards of the above average absence rate, but it is inevitable that it will have a negative impact.

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Years 1 – 2 Years 3 – 6

Quality of teaching Very good Good Satisfactory 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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Years 1 – 2 Years 3 – 6

Although the overall quality of the teaching at the school is satisfactory, there are significant variations in it – particularly between Years 3 to 6. This is partly due to the high level of teacher mobility and specifically due to difficulties in recruiting and retaining experienced teachers. Weaknesses in teaching have an adverse impact on pupils’ achievement. There are, however, examples of good teaching at all stages of education in the school. Teaching in Year 6, for example, is good. Particular strengths in the teaching at the school include the consistent way that the pupils are managed. This results in generally good behaviour and very positive relationships. Strengths in some lessons, however, are weaknesses in others. For example, better lessons are usually conducted at a good pace with a good variety of learning activities that keep the pupils engaged and help them to concentrate well. In some lessons, however,

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Years 1 – 2 Years 3 – 6

too long is spent on introductory discussions - with the result that some pupils become restless and lose interest. Likewise, in the best lessons teachers discuss the objectives with the pupils at the beginning so that they know what they are intended to learn and return to them during the lesson so that they can assess how they are getting on. However, in some lessons, the objectives are not shared with the pupils. In some lessons the work set is not matched closely enough to the needs and aptitudes of different groups of pupils in the class, which leads to boredom and adversely affects the achievement of pupils of all levels of attainment. Teaching assistants – including their team leader – have a significant role in all aspects of school life. The teaching of English – including literacy – and mathematics – including numeracy – is satisfactory. Pupils with special educational needs are taught satisfactorily,

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Years 1 – 2 Years 3 – 6

while those with English as an additional language are taught well. Overall, teaching at the school meets the needs of the pupils in a satisfactory way.

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Aspect Comment

The quality and range of the curriculum Good overall – the school provides a rich curriculum. Very good links with the community contribute well to overall provision. St Patrick’s Primary - 10 Provision for pupils with special educational needs Satisfactory overall. These pupils are soundly supported and the Code of Practice for Special Educational Needs is fully implemented.

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Aspect Comment

Provision for pupils with English as an additional language Good – these pupils have good access to the curriculum, supported where appropriate.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Very good in all areas. The school greatly values the different cultures represented by its pupils and prepares them well for life in a culturally diverse society. This is an inclusive school.

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Aspect Comment

How well the school cares for its pupils There are good procedures in place for assessing and monitoring pupils’ academic progress. However, there is not enough use of assessment data to inform planning and provision of work in a minority of lessons. Procedures for monitoring and promoting good behaviour are very good.

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Aspect Comment

Links with parents are good overall and the parents have a high regard for the school. Procedures for child protection and ensuring pupils’ welfare are very good. The requirements of the National Curriculum are fully met, and a very good range of extra-curricular activities contributes well to the overall provision. The pupils are very well cared for by staff and feel happy and secure in school.

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Aspect Comment

Leadership and manage- ment by the headteacher and other key staff The headteacher provides strong and dedicated leadership and has already made a significant impact on the life and work of the school in the relatively short time that she has been in the post. She is well supported by the senior management team.

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Aspect Comment

How well the governors fulfil their responsibilities The governing body has a very good understanding of the school’s strengths and areas for further development. It fulfils its statutory duties well.

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Aspect Comment

The school’s evaluation of its performance The school is constantly evaluating its performance and taking appropriate action. There is a rigorous system of monitoring teaching in place and the subject co-ordinators have a well-developed role in this.

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Aspect Comment

The strategic use of resources Good – the budget is constructed fully in response to the school’s needs and available resources are used effectively to support pupils’ learning.

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Aspect Comment

Resources are sufficient overall and the school is well staffed. The accommodation is satisfactory. There is good regard for the principles of best value – with pupils and parents being consulted on a range of issues, major purchases only being made after a process of competitive tendering and some comparisons made with similar local schools.

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What pleases parents most What parents would like to see improved

• The school works closely with parents • Their children are making progress. • They are kept well informed. • No significant concerns were expressed. St Patrick’s Primary - 11 • Their children like school. • They feel comfortable about approaching the school with questions or a problem.

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What pleases parents most What parents would like to see improved

The inspection team agreed with most of the positive comments – but noted that the progress made by pupils between Years 3 and 6 was not always as good as it should be. St Patrick’s Primary - 12

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The school’s results and pupils’ achievements

1. The previous report described standards in English as above average at the end of both Year 2 and Year 6 and standards in all the other subjects as being at the expected levels throughout the school. However, in the National Curriculum assessments taken by the Year 6 pupils at the end of the same academic year, results were well below the national average in English, mathematics and science. Current standards in all three subjects, while still not as high as they should be, are higher than they were at the time of the previous inspection. A year ago, after detailed analyses of results and provision were carried out by the school, an action plan was drawn up with the aim of raising standards in Year 6 and, in particular, improving results in the 2003 statutory assessments. Although the results of these tests were not known at the time of the inspection, other indicators – including the school’s own effective tracking system - suggest that the

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The school’s results and pupils’ achievements

strategies employed are already proving successful and that the achievement of pupils in Year 6 has shown a significant improvement. The action plan includes a large number of areas including enhanced teacher training to support staff development in Years 3 to 6 and regular monitoring of lessons. Additional homework targeted at the needs of individual pupils, extra classes in literacy and numeracy for pupils known to be underachieving, and the involvement of specialists in helping pupils experiencing emotional difficulties were all provided. Extra staff were employed – including a teacher with the brief of improving the achievement of pupils from ethnic minority groups.

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The school’s results and pupils’ achievements

2. Pupils with special educational needs achieve satisfactorily overall and make sound gains in their learning relative to their prior attainment. This is an improvement since the previous inspection when progress was judged to be unsatisfactory. Pupils make good progress towards their individual targets when work is well matched to their prior attainment and when they are given good support by teaching assistants. However, progress varies throughout the school and ranges from very good in the Foundation Stage, to good in Years 1 and 2, to satisfactory, and sometimes unsatisfactory, progress in Years 3 to 5. Progress is good in Year 6. The variability in progress over time is directly linked to the quality of teaching through the school. Pupils whose targets are linked to behaviour rather than academic progress also make satisfactory progress overall. Again progress varies in relation to the quality of teaching. However, this is an improvement since the

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The school’s results and pupils’ achievements

previous inspection, when behaviour management was a key issue for the school. Pupils for whom English is an additional language are now achieving well as a result of extra focused support.

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The school’s results and pupils’ achievements

3. Within English, standards in speaking and listening are above average at the end of Year 2 and average at the end of Year 6. This is the result of the frequent opportunities pupils get to discuss ideas in all the subjects of the curriculum. In Year 2, for example, the pupils use drama effectively to explore and develop their vocabulary. In Year 4, they set out arguments for and against the school’s code of behaviour and listen carefully to one another’s opinions. Standards in reading are above average at the end of Year 2 and average at the end of Year 6. Phonics and key words are taught consistently to the younger pupils and as a result by Year 2 many read well for their age and have developed a range of favourite books. By Year 6, the pupils are starting to state preferences for particular authors and types of book. Standards in writing are above average by the end of Year 2, and average at the end of Year 6 – although here particularly good progress has

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The school’s results and pupils’ achievements

been made during the past year in areas such as punctuation, paragraphing and writing for a variety of different purposes. The quality of handwriting is inconsistent throughout the school.

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The school’s results and pupils’ achievements

4. By the end of Year 2 most pupils can add and subtract two-digit numbers, see patterns in numbers, continue a sequence to 100 and identify halves and quarters. They successfully describe the properties of two-dimensional and simple three-dimensional shapes and can construct simple bar graphs. By the end of Year 6 pupils have a sound recall of number bonds and the strategies for addition, subtraction, multiplication and division of number. They interrogate graphs for information and can calculate the area and perimeter of shapes. Despite recent improvements in Year 6, however, achievement in mathematics between Years 3 to 6 is unsatisfactory. In science, Year 2 pupils successfully investigate what happens when jelly is St Patrick’s Primary - 13 dissolved in hot, cold and warm water. Some understand what constitutes a ‘fair test’. By Year 6, pupils are able to list the variables and make predictions when carrying out investigations – but few

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The school’s results and pupils’ achievements

pupils achieve higher than average standards in the subject.

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Pupils’ attitudes, values and personal development

5. Pupils’ behaviour is good overall and has improved since the last inspection because of a strong and consistent approach by the school to positive behaviour management. This is respected and followed by the majority of pupils. In most classes pupils behave sensibly, are attentive and follow the instructions of their teachers carefully. At play and around the school they behave well and show kindness and respect for each other and for the adults who care for them. They play well together in a lively and energetic style. From time to time one or two pupils can get overexcited - but such high spirits are managed well by staff. Pupils are polite to visitors and recognise very well that respect for others and good manners are important. However, there is a significant minority of pupils, and especially older boys, who can be very challenging and their disruptive behaviour is quite deliberate. Although these pupils know and understand the standards of behaviour expected

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Pupils’ attitudes, values and personal development

of them, they nevertheless can be rude and aggressive and their behaviour is an unpleasant contrast to that of most other pupils. The poor behaviour of a few pupils requires the full attention of the teacher and so the learning for the rest of the class is affected. For example, in a Year 6 physical education lesson a few boys were disruptive, frustrated all attempts to manage their behaviour and bring them back to focus on their lesson and spoilt it for the other pupils. Teachers manage poor behaviour well and are provided with very good support by the headteacher. The school has a clear behaviour policy, which is used well by all staff and allows pupils time to think about their behaviour and how what they do affects others. The pastoral support programme is a notable feature of behaviour management and provides carefully targeted support for difficult pupils. Where aggressive or violent behaviour occurs the final sanction of exclusion is appropriately used

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Pupils’ attitudes, values and personal development

to reinforce the schools determined approach to continue to improve behaviour. There have been two recent fixed period exclusions.

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Pupils’ attitudes, values and personal development

6. Pupils’ attitudes to school are good overall. They enjoy school and parents are pleased that they like coming to school. In most classes pupils show enthusiasm for their tasks and work well in pairs and small groups. They like to share their ideas and enjoy group discussions. Where there is a topic that is fun and a variety of tasks are well planned they remain on task well. However, in a few classes where the pace of the lesson is slow and there is not a suitable range of activities matched to their needs they become bored and begin to show difficult behaviour. The majority of younger pupils show joy in their lessons and they work with more enthusiasm and persistence, such as a Year 1 class who were looking at seaside holidays in the past and wrote postcards home from their imaginary seaside holiday.

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Pupils’ attitudes, values and personal development

7. Pupils with special educational needs generally have satisfactory attitudes to class, group and individual activities. When teaching is good or better and matched to their specific needs and targets, they listen well in lessons and their response to appropriate questions and work is good. However, when work is not well matched to their targets, they become restless and bored, which sometimes results in inappropriate behaviour. This is similar to the judgements of the previous inspection report. Their behaviour when withdrawn for small group or individual work with the special needs co-ordinator or with teaching assistants for booster classes in English or mathematics is good and often very good.

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Pupils’ attitudes, values and personal development

8. Pupils’ personal development and relationships are good and underpinned by the schools very clear social and moral values. Pupils are encouraged to undertake a number of responsibilities in class and around the school and do so efficiently and with pride. The school council is a very active force in the school which has introduced a number of important changes and improvements with the support of the headteacher and staff. Pupils are praised for what they do well and encouraged to recognise the needs of others, including those beyond the school community, for example younger pupils have learnt about ‘Refugee Week’. The school’s personal, social and health education programme is used well. Important issues are discussed in circle time and there is a good focus on providing pupils with important information to develop their maturity and enhance their life skills, such as the information provided about drugs and addictions for older

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Pupils’ attitudes, values and personal development

St Patrick’s Primary - 14 pupils about to leave the school. Relationships at every level are very good and even pupils whose behaviour is a cause of concern like and respect their teachers.

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Pupils’ attitudes, values and personal development

9. Attendance is unsatisfactory overall and below the national average. There have been a number of short-term absences for minor illnesses during the year but the main reason for the school’s below average attendance figures is the very long periods of absence of a few pupils visiting their families in other parts of the world. Such periods of absence for several weeks have a drastic impact on the school’s attendance profile. A significant number of families also have a casual attitude to arriving at school on time on the morning. Pupils arriving after the start of the school day and entering class late disturb the work of the class - so causing a ragged beginning to the day. The school receives good support from the education welfare officer. Registers are taken efficiently and attendance information is correctly reported to parents.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

10. The overall quality of teaching is satisfactory, which results in satisfactory learning in many lessons and generally satisfactory achievement of pupils. The quality of teaching and learning was satisfactory or better in almost nine out of ten lessons observed and good or better in just over four out of ten of lessons observed. It was very good in nearly two out of ten of the lessons seen. However, in one in ten lessons teaching was unsatisfactory. This represents an improvement since the previous inspection when almost one in eight lessons observed were judged to be unsatisfactory. Regular monitoring of teaching and learning by the headteacher, subject co- ordinators and advisors from the local education authority are beginning to make an impact on improving the quality of teaching. However, a difficulty for the school is the recruitment and retention of experienced teachers. During the inspection week, a significant number of teachers

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

were on temporary contracts covering absence.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

11. Teaching is satisfactory overall in the key subjects of English, mathematics, science, and information and communication technology, which results in pupils making sound gains in their learning in these subjects. Teaching is also satisfactory overall in geography, history and music. Not enough teaching was seen of art and design, design and technology and physical education during the inspection period to make a judgement about teaching in these subjects. The quality of teaching is very good in the Foundation Stage and good in Years 1 and 2, which results in good achievement by pupils by Year 2. The overall quality of teaching is satisfactory in Years 3 to 6, but a number of lessons seen during the inspection were unsatisfactory. However, teaching is stronger in Year 6, where over half of the lessons seen were good and no lessons were unsatisfactory.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

12. Basic literacy and numeracy skills are generally taught satisfactorily overall. Although the school plans appropriately for the national literacy and numeracy strategies, the variation in the quality of teaching throughout the school means that they are not consistently taught to a satisfactory or better level, which impacts on pupils’ progress, especially in Years 3 to 6. Good use is made of withdrawal groups and after-school groups for literacy and numeracy, which are supported by national initiatives such as ‘booster groups’ for mathematics and ‘additional language support groups’ for literacy. Teachers and teaching assistants generally work well together. The governing body has allocated money to give teaching assistants time before school to discuss with teachers planning and pupils targeted for support, especially those with special educational needs and those who speak English as an additional language. Overall, this is contributing satisfactorily to

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

the progress and achievement made by pupils with special educational needs and contributing well for pupils who speak English as an additional language.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

13. The quality of teaching for pupils with special educational needs is satisfactory overall and results in satisfactory progress. Pupils’ targets in their individual education plans are specific to their needs and requirements. In the Foundation Stage and Years 1, 2 and 6 work is generally well matched to the individual needs of pupils. In the Foundation Stage support is very good. In Years 3, 4 and 5 the support for pupils with special educational needs is satisfactory overall. They are often given good support by teaching assistants. However, when a teaching assistant is not allocated to support pupils in a lesson, or in lessons where teaching is unsatisfactory, support for pupils with special educational needs can be unsatisfactory. The co-ordinator for special St Patrick’s Primary - 15 educational needs has spent a great deal of time ensuring individual education plans are specific and appropriate to the needs of pupils. She withdraws a small number of pupils each day for

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

individual or small group work. However, this is often at the same time each day and so pupils regularly miss the same part of a class lesson. The co-ordinator has not yet begun to work in classes to support pupils, teachers and teaching assistants or to ensure that work is appropriately matched to pupils’ needs. This is planned for the near future. Pupils with English as an additional language are taught well.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

14. Teachers’ planning varies from class to class. Where planning is good it takes account of the various levels of attainment within the class. However, in a significant number of lessons observed and in the analysis of pupils’ work, there are examples of similar work and worksheets for pupils irrespective of their attainment. For example, in the analysis of Year 2 mathematics books, work for the higher, middle and lower attaining pupils was very similar, with the same worksheets used for each level of ability.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

15. There were elements of teaching where examples of good or very good practice were seen, but there were inconsistencies between teachers. These frequently made the difference between good and very good teaching and satisfactory and unsatisfactory teaching. The good and very good lessons are conducted at a good pace with a good variety of learning activities that keep pupils engaged and help them to concentrate well. For example, in a very good Year 1 science lesson on pushing and pulling, the teacher ensured that the activities were carefully matched to the attainment of the pupils so that they could all succeed. Lower attaining pupils recorded their work on tape and pupils who speak English as an additional language used the computer to record their results, using an on-screen prompt sheet. Pupils were encouraged to talk to each other about the activities, which encouraged the use of language and scientific vocabulary. The quick pace of the

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

lesson, the very good use of questions to assess and engage pupils, the very good relationships between the teacher and the pupils and the positive values being promoted resulted in very good learning by the pupils and a pride in their work. This also resulted in spontaneous applause at their own success. However, in a significant minority of lessons, too long is spent on the oral introduction and some pupils become restless and lose interest. Although lessons are generally well planned with clear learning objectives, not all teachers share these effectively with pupils. In the best examples, teachers not only discussed the objectives with pupils so they knew exactly what they should be learning, but also kept pupils tightly focused by returning to them during the lesson. At the end, they encouraged pupils to evaluate their work against the objectives, so that they knew how well they were doing. For example, in a good Year 6 mathematics lesson about

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

prime numbers, the teacher began by sharing and discussing the objectives with the pupils. At the end of the lesson she recapped the objectives so that she could assess pupils’ learning and pupils could also self-assess their own learning. In the unsatisfactory lessons, work is often inappropriate for pupils, which results in boredom and inappropriate behaviour. Sometimes, the work is too ambitious because the teacher does not have an appropriate understanding of the expected levels of work for the age of pupil being taught. The overall management of pupils throughout the school is good and has improved since the last inspection.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

16. Teachers set individual targets in English and mathematics to help pupils focus on particular areas for improvement and to move their learning on but they are not always referred to in lessons by the teacher or pupils. The use of pupils’ skills in English and mathematics to support their learning in other subjects is satisfactory overall but opportunities are missed. The use of pupils’ skills in information technology to support their learning in other subjects is also satisfactory overall. Satisfactory use is made of homework. Pupils are encouraged to take reading books and spellings home and a new practical mathematics homework scheme has been introduced.

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STUDENTS?

17. The school provides a rich curriculum that fully meets the requirements of the National Curriculum. Although, of necessity, above average time has been allocated to literacy and numeracy, other subjects are covered in sufficient depth and often enhanced through very good extra-curricular provision and developing links between subjects; for example through the use of non-fiction, St Patrick’s Primary - 16 subject-based big books in literacy. Although pupils have equality of access to the curriculum, lessons are not always sufficiently planned to meet the learning needs of all abilities, to enable all to make the best progress possible. The literacy and numeracy strategies are fully in place, and have been effective in raising standards. Very good provision is made for personal, social and health education (PSHE). There is a comprehensive scheme of work that runs from the Foundation Stage to Year 6. Within this there is full and appropriate provision for sex education and drugs'

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STUDENTS?

awareness. Assessments are made in PSHE, recording pupils' ongoing response and personal development.

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STUDENTS?

18. The school’s provision for pupils with special educational needs is satisfactory and contributes to the sound progress they make overall towards their individual targets. This is an improvement since the previous inspection when provision for pupils with special needs was only ‘partially planned’. The school’s full implementation of the Code of Practice is generally meeting the needs of the pupils on the special needs register. Provision for pupils with English as an additional language is good. The provision for extra-curricular activities, including visits and visitors, is very good. Pupils are very keen to attend school clubs, which provide activities for both older and younger pupils. Mathematics clubs and a writing club for boys support particular learning needs in the school. Dance, violin, piano, athletics, Spanish, gardening and art clubs, and a choir, are also provided. All classes make a trip each term that is linked to their studies. Visiting dance and

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STUDENTS?

theatre groups also add to the provision.

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STUDENTS?

19. There are very good links with the local parish and community that support pupils' personal development and learning. Governors have visited local businesses and established some links. Pupils visit places in the locality, such as the library and underground station. They collect food for the parish homeless club. Police and fire officers visit the school. People from a local business come into school to hear readers and to play mathematical games; other trained volunteers also help with reading and a phonics programme. This community support is used partly to challenge more able pupils and partly to support those with particular learning needs. Very good links with other schools not only help to provide a smooth transition from one stage of education to the next, but also establish curricular links. Teachers from the Catholic secondary school observe literacy and numeracy lessons in Year 6. Students from this school also come on work experience. All

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STUDENTS?

subject co-ordinators in the area meet to discuss developments in their own particular subjects. Links with a beacon school have provided a stimulus for school development.

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STUDENTS?

20. The school makes very good provision for the spiritual, moral, social and cultural development of pupils. There is a strong and loving Catholic ethos that influences all areas of the pupils’ development. The behaviour policy and the ‘Golden Rules’ are well understood and respected by the vast majority of pupils and this provides a strong basis for their moral and social development. Through discussions with class teachers, high quality assemblies and the PSHE programme pupils are able to talk about a range of social and moral issues and to develop a clear understanding about how they should behave to others and how what they do and say has an affect on other people. Pupils learn how to respect the needs of others, recognise situations and deal with conflicts so that they gain confidence and maturity as they move through the school. Care for others, respect and good manners are emphasised - as well as the need to work hard and

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STUDENTS?

always do your best. There are very good relationships between teachers and pupils and all adults provide a good example to pupils, treating them with courtesy and respect. Parents value the fact that the values and attitudes the school promotes have a positive effect on their children. There is also a developing emphasis on being responsible for yourself as well as being part of a class and having a wider responsibility. This includes the charity collections that pupils undertake to support those less fortunate than themselves. Pupils take their responsibilities as monitors in class and around the school very seriously. The school council representatives also have a mature and dedicated approach to their role in the school where they reflect the views of their classmates. For older pupils the residential visit to the Isle of Wight is also an important time to help extend their social skills and it is something that pupils expressed excitement about.

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STUDENTS?

21. The school greatly value the cultures of the pupils and this is reflected in a variety of ways. There is a Spanish club, registers are taken in different languages and throughout the school there are a number of global displays often highlighting the parts of the world where pupils still have family St Patrick’s Primary - 17 members. Visitors to the school contribute well to this area of development also. There have been English and Chinese folk musicians and an artist who helped pupils to make African masks. Through the reading books available to pupils, music, art and design and stories pupils are able to learn about children and their experiences in other lands, and the religions and cultures of other people in the world. Good use is made of a range of visits out of school to extend the understanding and experience of the pupils; for example the visit made to an art gallery to see paintings and styles from a range of cultures. This is extended in class with work using Maori

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STUDENTS?

patterns and Amerindian signs. Through history and the local studies that pupils undertake around their neighbourhood they develop a sound understanding of their own local history and through the studies they make of the Ancient Egyptians and the Tudors they gain a very good understanding of the cultural heritage of the past.

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STUDENTS?

22. Pupils’ spiritual development is very good and has improved considerably since the last inspection. The devotion of the headteacher, staff and pupils to their Catholic faith provides a really strong foundation for the promotion of spiritual development. Moments of prayer and quiet reflection are well respected by the pupils, who behave very sensibly in assembly and during class prayers, and recognise that these are special times in the day. There is an emphasis in many classes on valuing nature, the environment and one’s own growth and development. In the Year 1 class, for example, pupils showed real excitement and delight when studying old photographs of seaside holidays of the past, especially the donkey rides that children were taking. It was a special moment in which the whole class shared. The improving understanding of right and wrong, and of respect for others, also has a spiritual dimension - especially in the careful approach taken by

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STUDENTS?

adults in helping pupils with behaviour problems come to terms with their difficulties and develop ways for helping themselves to control and deal with their difficulties more successfully.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

23. Procedures for monitoring and supporting pupils’ academic progress are good overall. An extensive range of assessment procedures enables the school to gather good assessment information in all subjects. This is a significant improvement since the last inspection. The school collects a wealth of information from a range of regular tests. Tracking systems are now in place and individual targets set for all pupils in English, mathematics, information and communication technology and science. Evidence of pupils’ attainments is kept in portfolios. Very good tracking of pupils’ knowledge of sounds and words are kept in the younger pupils’ classes. Because of the number of temporary teaching staff in Years 3 to 5, there is an inconsistency about how pupils are assessed and the information recorded. Data from Year 2 and Year 6 national test results is carefully analysed and the information is used well to plan work. For example, analysis of science and

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

mathematics papers indicated a weakness in investigative science and mathematics. This resulted in a focus on these aspects for the school. Assessment information is also used to inform the school where extra support is needed and additional literacy and mathematics support classes are provided. Good attention is paid to monitoring gender and ethnicity differences. Extra support is also provided for these pupils. A writing club for boys is a good example of this.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

24. The arrangements for the assessment and identification of pupils with special educational needs are good and are being implemented in accordance with the Special Educational Needs Code of Practice. Overall, teachers and teaching assistants know their pupils well. Pupils’ gains in knowledge, skills and understanding are sound. The co-ordinator is ensuring that records are generally up to date, which helps to monitor progress. Individual educational plans contain specific and measurable targets and manageable strategies for achieving those targets. They are regularly reviewed in order to monitor progress. Work in some lessons, however, is not effectively matched to the needs of lower attaining pupils – which adversely affects their progress. The monitoring and support for pupils with a Statement of Special Educational Needs is satisfactory overall. Their annual reviews show sound progress and outline future targets. The support given by the teaching

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

assistants for pupils with a Statement of Special Educational Needs is good and leads to good progress in lessons when they are supported. However, when they are not supported by a teaching assistant, and work is not well matched to their needs, progress ranges from satisfactory to unsatisfactory. Liaison with outside agencies and external support staff is generally good. A St Patrick’s Primary - 18 weekly visit by a psychotherapist is supporting parents of pupils with emotional and behavioural difficulties well.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

25. Matters of child protection are very well managed in the school. The school is a caring and inclusive community and pupils feel safe and confident when they are there. There are regular fire drills and inspections of equipment. Very good arrangements are in place for first aid and medical care of pupils. Good links have been established with a number of agencies - especially the school nurse and the education welfare officer, which extends the care provided by the school. Procedures for monitoring personal development are good. All teaching staff, even those who have only been in post for a short period of time, have a good knowledge of the pupils in their care because they regard their pastoral responsibilities as very important. Staff are very well supported by the headteacher in developing their pastoral role.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

26. Monitoring of behaviour is good and this is being used with considerable success to improve standards of behaviour throughout the school. The behaviour policy is well structured and used consistently by all adults. Pupils know the school code of behaviour and discuss their own class codes as well. They understand the sanctions and rewards that apply to behaviour and the vast majority of pupils respect these. Sanctions are used with care and flexibility so that they meet the needs of different situations and different pupils. All staff are clear in their approach and spend time talking to pupils where behaviour is unacceptable to help them to understand how they can make things better. Incidents of poor behaviour are well recorded and positive behaviour is also recognised and marked by rewards and celebration. The school council and all pupils in the school have been fully involved in discussing behaviour and how it can be improved. A bullying workshop

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

was a valuable initiative to help the pupils understand more about bullying and to develop strategies to help deal with difficult situations. Monitoring of attendance is satisfactory. The school is well supported by the education welfare officer who visits and monitors registers on a regular basis. The rewards given to classes with good attendance or punctuality are valued by the pupils and used effectively. However, overall the monitoring procedures followed by the school are in need of review. There is no late book to record late arrival centrally, follow-up with parents who have not given a reason for absence from school is slow, and there is no consistent approach to telephone and letter contact with parents to draw their attention to concerns about attendance or to obtain reasons for absence.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

27. Parents have very positive views about the school and this is an area that has shown some improvement since the last inspection. Parents value all aspects of the school but especially appreciate that their children enjoy school, are encouraged to become mature and responsible young people and make good progress by the time they transfer to secondary school. There is a good relationship between the school and the parents, who feel that the school works closely with them, they are well informed about the progress their children are making and they are welcome in school to talk about any concerns they might have.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

28. There are good and effective links with parents and the school works consistently to maintain and develop these links to ensure that parents remain fully involved in the life of the school and their children’s education. There is a good range of information available - including a well-written prospectus and governors’ annual report, which has been considerably improved since the last inspection and now contains a complete range of information for parents. Newsletters are provided on a regular basis and contain routine information as well as details of the work that pupils are doing in each class. In response to a request from parents for more information whiteboards have been put in each playground to provide supplementary information for parents on a daily basis. A positive feature of the information provided for parents is a termly consultation meeting focusing on reviewing pupils’ targets and keeping them well informed about the progress their child is making.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

These meetings are well attended and strengthen the partnership between the home and school. The annual report on progress is sent to parents before the summer term parents’ meeting so that it can be discussed with staff. Reports are clear and well set out. They provide a clear view of what pupils can do and understand. However, there is inconsistency between year groups, and even within year groups, about the amount of detail the reports contain. A good feature of the school is St Patrick’s Primary - 19 the curriculum information provided for parents through workshops and discussion meetings. There is a regular and very good weekly family literacy session and there have been similar sessions for numeracy.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

29. Parents provide good support to the school. A few parents help in school in classes and with practical tasks on a regular basis. Parents have helped make resources, provide help with the after-school clubs and many volunteer to help with the trips and outings from school that are arranged for pupils. Loyal support is given to the school by the ‘Friends’, who organise a range of social and fundraising events each year. Funds raised have been used to provide useful playground equipment and to support the development of the computer suite. Parents give good overall help with their children’s work at home. This is especially so for younger pupils. Most parents show a high regard for their children’s education and wish them to do well. New parents are given a good introduction to the school and there are sensible and satisfactory arrangements in place to involve parents who have limited English skills in their children’s education. The nursery booklet for

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

parents is available in four languages. Plans are evolving to organise home visits for new pupils entering the school in the nursery and reception classes in future and this will help strengthen the links with home as well as providing Foundation Stage teachers with a better understanding of the needs of new children starting school.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

30. Liaison with parents of pupils with special educational needs is satisfactory. They are aware of the point of contact in the school and are given the opportunities to share in the targets of the individual education plans. Parents of pupils with a Statement of Special Educational Needs are kept fully informed and are given good opportunities to be involved in reviewing the targets set for their children, in accordance with the Code of Practice. Targets are shared with pupils and parents and they are involved in the formulation and reviews of the individual education plans.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

31. Where problems develop the school is quick to make contact with parents and involve them in devising plans to help support pupils and resolve difficulties. Parents are also fully involved in the pastoral support programmes established for a few pupils identified as being in urgent need of support. Consultations with parents take place on key issues relating to the school. Good exchanges with class teachers at the end of the day and the very positive approach of the headteacher are important elements in maintaining and extending the strong partnership with the parent body.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

32. Overall management at the school is good and a significant improvement on the findings of the last inspection. The headteacher - who has been in post for less than two years - has already made a major impact on many aspects of the school’s life and work. She is highly focused on raising standards and has established several key strategies to achieve this. She is also committed to the personal development of the pupils in her care. She has created an atmosphere where all staff feel valued and able to contribute to the school’s further forward development. She is popular and respected by governors, staff, parents and pupils alike and provides strong and dedicated leadership. The headteacher is well supported by a senior management team, which meets regularly to discuss the progress of the school development plan and a wide range of emergent issues including the progress of individual pupils. Individual members of the senior management

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HOW WELL IS THE SCHOOL LED AND MANAGED?

team provide good role models through their own classroom practice. The role of the subject co- ordinators is also well developed. They all have time out of the classroom to observe teaching and to monitor planning and resources. They produce individual subject action plans, meeting the headteacher each term to review the progress of these. Co-ordinators see teaching in their subject twice a year in all classes, producing three developmental targets for each teacher. Local education authority staff also play a significant part in the monitoring of teaching at the school. The deputy head was not in school at the time of the inspection. Structures for performance management are fully in place, as are good arrangements for the induction and support of new teachers. Support staff are appropriately part of the performance management strategy. All staff are very committed to improvement and most have the capacity to succeed in this. The school has

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HOW WELL IS THE SCHOOL LED AND MANAGED?

a viable strategy for ameliorating the recruitment difficulties in the future. Because of the strong leadership and management, the school’s overall capacity for further improvement is very good. St Patrick’s Primary - 20 33. The leadership of the special educational needs co-ordinator is good and has improved since the previous inspection. At the time of the last inspection, the previous headteacher was also the special educational needs co-ordinator and did not have time to fulfil her role. The recently appointed co-ordinator works three days a week in school. Although she has only been at the school for two terms she has tested every pupil to inform teachers of their pupils’ reading levels and the targets needed to improve their reading. She has also supported teachers in setting individual targets for pupils in English, mathematics or behaviour. She has ensured that individual education plans have specific and measurable targets, as recommended in the Code of Practice,

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HOW WELL IS THE SCHOOL LED AND MANAGED?

and that they are reviewed regularly with parents and pupils. She has updated the policy for special educational needs and has monitored teachers and teaching assistants in lessons. However, she does not monitor planning to ensure that work is well matched to pupils’ needs or meets individual targets on education plans and statements. A detailed ‘provision map’ is in place, which shows clearly the entitlement for pupils in each class. Teaching assistants feel well supported by the special educational needs co-ordinator and the majority of teachers and feel positive about their roles. They have regular meetings with the co-ordinator to discuss pupils’ progress and targets. The responsible governor for special educational needs is new to the role. He gives sound support but has not had sufficient time to develop a pattern of regular meetings with the co-ordinator. However, he already has a very good understanding of the strengths and

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HOW WELL IS THE SCHOOL LED AND MANAGED?

areas for development within the school’s provision for special educational needs. The co-ordinator has ensured that the key issues of the previous inspection report have been addressed.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

34. The governing body has a very good understanding of the school’s strengths and areas where it still needs to develop further. It fulfils its statutory duties well. All individual governors are linked to subjects and classes and most manage to visit the school regularly. They bring a good level of external expertise to the role and include among their number, for example, people with backgrounds in higher education, law, accountancy, social work, business and architecture. A number of active committees of the governing body play a significant role in monitoring the various aspects of school life. The school development plan is a comprehensive document which reflects the school’s aims very well and whose construction involved all relevant parties at appropriate stages. Routine administration is effective and the school does not suffer from any undue bureaucratic restraints. It is an inclusive school that has a race equality policy fully implemented

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HOW WELL IS THE SCHOOL LED AND MANAGED?

and which prepares its pupils very well for life in a multi-cultural society.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

35. Strategies for budget construction are good. The budget fully reflects the school’s priorities and spending is monitored effectively by staff and the finance committee of the governing body. Appropriate arrangements are in place for the delegation of spending to the headteacher. The minor recommendations of the most recent local education authority audit have been put in place. There is an unusually high carry forward of money from one financial year to the next. This is partly due to staffing issues and partly due to the governors deciding to hold some money in reserve to pay for projected building developments. The school has good regard for the principles of best value. Pupils are consulted through the school council and their views are treated with due respect. There are regular consultations with parents. All major purchases are only made after a process of competitive tendering; recent examples of this include building developments, the

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HOW WELL IS THE SCHOOL LED AND MANAGED?

construction and equipping of the new computer suite and the installation of a new telephone system. Local education authority data is used to identify good practice in specific areas of provision. The match of teachers and support staff to pupils is better than the national average. Accommodation and resources are sufficient overall. The external and internal accommodation is well looked after by the effective and enthusiastic site manager and his staff. Ethos is strong. The school’s effectiveness is satisfactory and it provides sound value for money. St Patrick’s Primary - 21 St Patrick’s Primary - 22

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

The governors and staff should address the following matters in writing the action plan, in order to further raise standards and improve the provision the school makes:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(1) Further improve the overall quality of teaching and pupils’ achievement in Years 3 to 6 by extending the use of assessment to ensure that work is appropriately matched to the needs of all pupils, and by sharing lesson objectives more effectively with pupils. (see paragraphs 1, 2, 10, 11, 13, 14, 15, 23, 24, 53, 55 and 62)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(2) Improve attendance and punctuality by introducing more rigorous monitoring and follow-up of absence and lateness. (see paragraphs 9 and 26)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(The current school development plan includes improving teaching, achievement, attendance and punctuality among its targets)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

In addition to these key issues, there are some less important matters that the school should consider for inclusion in the action plan. These involve assessment of pupils with English as an additional language and inconsistencies in the quality of reports to parents and are found in paragraphs 39 and 28. St Patrick’s Primary - 23

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PROVISION FOR PUPILS WITH ENGLISH AS AN ADDITIONAL LANGUAGE

36. The school has a very high percentage of pupils from ethnic minority backgrounds. About forty- three percent of its pupils speak English as an additional language (EAL). Seven of these are at an early stage of English acquisition. The main home languages spoken are Yoruba, Tigrinya, Portuguese and Spanish. The percentage of pupils with English as an additional language has more than doubled since the time of the previous inspection.

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PROVISION FOR PUPILS WITH ENGLISH AS AN ADDITIONAL LANGUAGE

37. Provision for these pupils is good overall and has improved significantly in the recent past. The pupils are highly valued and cared for by all members of staff, mix well with their peers and are keen to take part in the many activities offered by the school. The provision is valued by the school’s senior management and a high level of investment has been made in it. There is a close and successful working relationship between the headteacher and the teacher with responsibility for managing the provision, which is impacting well on the outcomes. The school carried out extensive analyses of the attainment of older pupils with English as an additional language and discovered that many were underachieving. It focused most of its available resources at these pupils and the latest data indicates that most have made good progress and are now achieving as they should.

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PROVISION FOR PUPILS WITH ENGLISH AS AN ADDITIONAL LANGUAGE

38. Teachers have received extensive training to equip them appropriately to meet the needs of these pupils. This has had very positive outcomes and pupils are well supported in lessons. Teachers are well aware of the specific needs of the pupils and plan for these accordingly. One example of this seen during the inspection was a Year 6 mathematics lesson, where the work set was very well matched to the identified needs of the pupils with English as an additional language. Another was an English lesson in Year 1. In the nursery class, the stimulating environment, interactive displays and the celebration of different languages contribute well to English language development. Extra support is also effectively provided by the teacher with responsibility for pupils with English as an additional language and by other staff. In one lesson seen in the reception class, for example, the EAL co-ordinator provided clearly planned and delivered learning for

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PROVISION FOR PUPILS WITH ENGLISH AS AN ADDITIONAL LANGUAGE

targeted pupils which kept them interested and focused, and promoted their learning well. In another, a bi-lingual nursery nurse used an appropriately visual approach to help the targeted pupils to develop concepts related to the value of different coins. The different ethnic and language backgrounds of the pupils are celebrated regularly in lessons and displays throughout the school.

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PROVISION FOR PUPILS WITH ENGLISH AS AN ADDITIONAL LANGUAGE

39. There are appropriate induction procedures in place for pupils with English as an additional language and their parents. The EAL co-ordinator meets the families concerned, for example, and provides a ‘welcome pack’ in their home language. The pupils’ progress is assessed regularly against the level of their English language acquisition. The school now needs to consider reviewing its assessment procedures to link these more to the National Curriculum. It should also now consider directing more of its resources to younger pupils who are at the earlier stages of English acquisition. St Patrick’s Primary - 24

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