Other · Ofsted report

Corpus Christi RC Primary School

Inspected — · published 18 Dec 2002 · URN 105718

Original PDF ↗

Summary

No overall grade in this framework

E Jackson

What we read, and from where

Click a reading to see it highlighted in the report.

Inspectors AI-checked
E Jackson
URN verified
105718

Page 1 of 47

Deep dive

What this report says

In plain English

Join free to get a short, plain-English summary of any report.

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+30Mostly positivemore positive than 39% of reports of this type

In line with other reports of this type.

Praisemake good progressgood progresseffectiveimprovedhigh expectationseffectivelyvery wellenjoy

Criticismpoorlimitednot alwaysnot sufficientlyinsufficientbelowlacknot yet

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsAbout the inspectionWhat needs to improve positive critical

Findings9038w+30
What needs to improve11916w+29

Strengths

Quoted from the report. Tap to see it on the page.

Concerns

Quoted from the report. Tap to see it on the page.

Next steps

Quoted from the report. Tap to see it on the page.

What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 47
Words of findings: 20,798; longer than usual (typical 1049)
Reading level: Fairly hard; Flesch 51, typical 45
Average sentence: 19 words
Next steps: 8; typical 5
Hedged sentences: 13%; “some”, “not always”, “most”…

Where the words go

Findings 42%What needs to improve 56%About the inspection 2%

Full report text

CORPUS CHRISTI RC PRIMARY SCHOOL

Date of inspection: 16 – 19 September 2002

p.1

CORPUS CHRISTI RC 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.

p.1

CORPUS CHRISTI RC PRIMARY SCHOOL

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

p.2

INFORMATION ABOUT THE SCHOOL

School address: Stanley Road Chadderton Oldham Postcode: OL9 7HA

p.3

INFORMATION ABOUT THE SCHOOL

E-mail address: office@corpuschristi.oldham.sch.uk

p.3

INFORMATION ABOUT THE SCHOOL

Appropriate authority: The governing body

p.3

INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Rev J J Rawson

p.3

INFORMATION ABOUT THE SCHOOL

Date of previous inspection: November 1997 Corpus Christi RC Primary School - 4

p.3

INFORMATION ABOUT THE INSPECTION TEAM

Team members Subject responsibilities Aspect responsibilities

p.4

INFORMATION ABOUT THE INSPECTION TEAM

3108 E Jackson Registered inspector Science Information and communication technology Physical education What sort or school is it How high are standards? How well are pupils taught? How well is the school led and managed? 9952 L Brock Lay inspector Pupils’ attitudes, values and personal development How well does the school care for its pupils? How well does the school work in partnership with parents? 32073 J Barnes Team inspector English Design and technology How good are curricular and other opportunities offered to pupils? 10526 M Roe Team inspector Mathematics Art and design Music Special educational needs Educational inclusion 22644 B Hill Team Inspector Foundation Stage Equal opportunities Geography History

p.4

INFORMATION ABOUT THE INSPECTION TEAM

Network Management Services Star Farm Llangynhafal Ruthin Clwydd LL15 1RU

p.4

INFORMATION ABOUT THE INSPECTION TEAM

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:

p.4

INFORMATION ABOUT THE INSPECTION TEAM

The Complaints Manager Inspection Quality Division

p.4

INFORMATION ABOUT THE INSPECTION TEAM

Alexandra House 33 Kingsway Corpus Christi RC Primary School - 5 London WC2B 6SE Corpus Christi RC Primary School - 6

p.4

REPORT CONTENTS

Information about the school How good the school is What the school does well What could be improved How the school has improved since its last inspection Standards Pupils’ attitudes and values Teaching and learning Other aspects of the school How well the school is led and managed Parents’ and carers’ views of the school

p.6

HOW HIGH ARE STANDARDS? 10

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

p.6

INFORMATION ABOUT THE SCHOOL

Corpus Christi RC Primary is a larger than average sized primary school, with a nursery, in Chadderton, Oldham, situated close to its parish church. It serves an area of mixed rented and privately owned housing, and a number of pupils travel from outside the immediate locality. The school policy permits only the admission of baptised Catholic pupils, but this is under review currently. There are 281 pupils on roll, 131 girls and 150 boys, but some classes have an imbalance of boys and girls. There is a small number of pupils of mixed ethnic heritage, and a small group of Traveller pupils. None of the pupils is learning English as an additional language. There is an average number of pupils with special educational needs, but none have statements of need. These pupils’ needs range from moderate learning difficulties to emotional and behavioural difficulties. The number of pupils eligible for

p.7

INFORMATION ABOUT THE SCHOOL

free school meals is just above the national average. At entry to the nursery, children’s attainment is below average, but is broadly average by the time they enter Year 1. The school is involved in a number of local and national educational initiatives, including the local ‘Unity in the Community’ project.

p.7

HOW GOOD THE SCHOOL IS

Corpus Christi is held in high regard by parents, and offers its pupils a sound education. The pupils are well-cared for and relationships in the school are generally very good. The pupils achieve results by 11 which are close to the national average in most subjects, and above those in schools in similar circumstances. However, results in national tests vary year-on- year. The quality of teaching is satisfactory with some good features, and the pupils respond by behaving very well, and showing very good attitudes to their work. Most pupils make sound progress in their learning. Those pupils with special educational needs often make good progress, including those Traveller pupils with special needs. Pupils in the reception, Year 1, Year 2 and Year 6 classes make good progress in their learning. Leadership and management are satisfactory overall, although strategic planning is not fully effective. Given

p.7

HOW GOOD THE SCHOOL IS

the average funding received per pupil, the school gives satisfactory value for money.

p.7

What the school does well

• The pupils achieve results in national tests in English, mathematics that are above those in schools in similar circumstances, and in line with national averages. • The headteacher and staff create a positive atmosphere for learning, highly regarded by parents, that promotes very good behaviour and attitudes to learning for the pupils. • Teaching is strong for five to seven year old and 11 year old pupils, accelerating their learning well. • The pupils’ moral and social development are very good, and spiritual development is good, founded in the high quality of relationships. • There are high standards of care for the pupils, and the school provides a welcoming environment.

p.7

What could be improved

• Aspects of strategic management. • The use of assessment information to guide future learning for the pupils. • The further development of pupils’ understanding of Britain as a diverse and multicultural society. • Pupils’ opportunities to follow the full range of learning in music in Years 5 and 6, and in art and design and design technology across the school. The areas for improvement will form the basis of the governors’ action plan. These issues already feature in the school’s long-term improvement plans.

p.7

HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

Corpus Christi RC Primary School - 8 Sound and occasionally good improvements have been made in a number of areas of the school’s work. Importantly, the quality of teaching and learning have improved significantly, and standards in English by seven are now in line with national averages in tests. The teaching of geography and the standards attained are now satisfactory. Art and design has improved for the younger pupils, but is still unsatisfactory for the older pupils. The governing body has reorganised its committee structure, and this is now more effective in keeping track of information. The vice-chair of governors also fulfils a very important monitoring and evaluation role, checking the progress of the school improvement plan with the headteacher and reporting back regularly to other governors. However, further work is required to ensure that strategic planning is fully effective, and that the information gathered from tests and other

p.8

HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

assessment is used to help raise pupils’ standards of attainment. A new computer suite has been fitted recently, and the staff are undergoing training in its use. The accommodation has been improved by internal remodelling, and active plans are in place to create better outdoor play facilities for the children in the nursery and reception classes.

p.8

STANDARDS

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

p.8

STANDARDS

Performance in: all schools similar schools Key

p.8

STANDARDS

English C D D B well above average above average A B

p.8

STANDARDS

mathematics C D C A average below average C D

p.8

STANDARDS

The school received an achievement award for the rise in standards of attainment for 11- year-olds in national tests last year. The table shows that after a fall in 2000, standards rose in mathematics and science in 2001. The trend in the school’s results is in line with the national improvement over five years. Unusually, pupils attained higher results in writing tests than they did in reading tests at both seven and 11. Last year, the school achieved standards above those in schools in similar circumstances, based on eligibility for free school meals. Children make satisfactory progress in the nursery and good progress in the reception class and enter Year 1 achieving average levels for their age, although this covers a wide range. By the age of seven, pupils attained below average levels in the 2001 national tests in reading and science, and average levels in mathematics. This was a slight fall on results in 2000, but

p.8

STANDARDS

much better than in 1999. These results were well above those in similar schools in writing, and in line with them in reading and mathematics. At both seven and 11 in the 2001 tests, more pupils achieved the level expected than was the case nationally. However, far fewer achieved above expected levels than pupils nationally. The school responded well to this by setting higher targets for the national tests in 2002, and these show good improvement in the number of 11 year olds achieving higher levels. Targets for 2003 are also high, and will be challenging to achieve in view of the poor progress made by many of the current 11 year old pupils in 2001/2. Overall, the pupils make satisfactory progress in their learning, although this is variable from class to class. Currently, rapid progress is being made in Years 1, 2 and 6, in response to good and sometimes very good teaching. Pupils with special educational

p.8

STANDARDS

needs generally make good progress up to the age of seven, and satisfactory progress Corpus Christi RC Primary School - 9 thereafter. Traveller pupils make satisfactory progress in their learning, but their progress is affected by lower attendance than their peers. In general, the school ensures that fewer pupils achieve below average results in national tests than in most schools.

p.8

PUPILS’ ATTITUDES AND VALUES

Attitudes to the school Good: the pupils’ positive attitudes make a good contribution to their learning and the calm atmosphere in the school.

p.9

PUPILS’ ATTITUDES AND VALUES

Behaviour, in and out of classrooms Very good: teachers and other staff manage the pupils well, and the pupils respond well to the school’s high expectations of them.

p.9

PUPILS’ ATTITUDES AND VALUES

Personal development and relationships Relationships between pupils, and between them and adults, are generally very good. Pupils’ personal development is satisfactory. Insufficient opportunities are provided for pupils to develop their personal initiative and independence.

p.9

PUPILS’ ATTITUDES AND VALUES

Attendance Satisfactory: most pupils’ attendance is good, but a small group has very poor attendance.

p.9

TEACHING AND LEARNING

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

p.9

TEACHING AND LEARNING

Quality of teaching Satisfactory 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.

p.9

TEACHING AND LEARNING

Teaching and learning are satisfactory, with some good and occasionally very good features. The quality of teaching and learning has improved considerably since the last inspection, when almost one in four lessons was unsatisfactory or poor. There is only a very small percentage of unsatisfactory teaching now. Teaching is strongest in the Reception, Year 1, Year 2 and Year 6 classes, leading to good and sometimes very good progress in pupils’ learning. There was considerable disruption in learning and progress last year for the current Year 2 and some of the Year 6 pupils. The teachers taking these classes are working hard to help the pupils make accelerated progress. The school follows the guidance in the National Literacy and Numeracy strategies for the teaching of English and mathematics. This is effective in helping the pupils to learn basic skills, but all staff do not use information gathered

p.9

TEACHING AND LEARNING

about pupils’ achievements effectively enough in planning new work for them, particularly but not exclusively in reading. Children starting school in the nursery settle quickly to the routines, and make steady progress. Pupils with special needs generally receive good support, which is particularly effective for younger pupils in a class formed from Year 1 to Year 6 pupils in the morning, taken by the special needs coordinator. Older pupils with special needs make satisfactory progress. A number of the Traveller pupils had not returned to school since the summer holiday, but those who were in school received good support during the inspection from school staff. Traveller pupils generally make satisfactory progress, although erratic attendance makes this variable for some of them. In lessons, the pupils generally concentrate well, follow the staff’s instructions carefully, and work hard. When asked to make their own decisions, most of the pupils do so sensibly, but the staff do

p.9

TEACHING AND LEARNING

not take full advantage of the pupils’ competence in this aspect of their learning. Corpus Christi RC Primary School - 10

p.9

OTHER ASPECTS OF THE SCHOOL

The quality and range of the curriculum Sound: generally broad and balanced, and enriched by visits and extra- curricular activities. Provision for art and design, design technology and music for older pupils needs to be improved.

p.10

OTHER ASPECTS OF THE SCHOOL

Provision for pupils with special educational needs The school makes good provision for pupils with special needs, especially in the withdrawal group. There is good balance of teaching and learning to meet individual pupils’ needs in relation to targets set for them, and to provide a supportive environment. In-class provision is broadly satisfactory.

p.10

OTHER ASPECTS OF THE SCHOOL

Provision for pupils’ personal, including spiritual, moral, social and cultural development Good: moral and social development are very good, and spiritual development is good. Pupils grow as members of a supportive community, learning to relate well to others. There are insufficient opportunities for independent learning, or to learn about Britain as a diverse society.

p.10

OTHER ASPECTS OF THE SCHOOL

How well the school cares for its pupils Care and welfare are good, and the pupils enjoy the positive and welcoming atmosphere. The staff assess the pupils’ progress regularly, but do not always use the information gained effectively to set targets, or plan new work.

p.10

OTHER ASPECTS OF THE SCHOOL

Parents have a very good view of the school, and appreciate the hard work of all the staff.

p.10

HOW WELL THE SCHOOL IS LED AND MANAGED

Leadership and management by the headteacher and other key staff Sound: the recently appointed headteacher has introduced a number of successful developments, and the staff team is well equipped to implement further improvements.

p.10

HOW WELL THE SCHOOL IS LED AND MANAGED

How well the governors fulfil their responsibilities Satisfactory: all statutory requirements are fulfilled, and the governors know the school well; strategic planning is not fully effective.

p.10

HOW WELL THE SCHOOL IS LED AND MANAGED

The school’s evaluation of its performance A key governor works closely with the headteacher to monitor developments, and there has been good improvement since the last inspection. Evaluation using the information gained is being developed, but is not yet focused sharply enough on standards of attainment and the overall quality of education..

p.10

HOW WELL THE SCHOOL IS LED AND MANAGED

The strategic use of resources Finances and other resources are appropriately deployed to the areas allocated; some recent spending decisions have not taken full account of all relevant information. Teaching staff deployment this year has created difficulties for new staff with very large classes.

p.10

HOW WELL THE SCHOOL IS LED AND MANAGED

Teaching staffing is generous, and support staffing has been increased so that it is now good. The accommodation is satisfactory, although some areas are difficult of access for pupils with impaired mobility. Learning resources are satisfactory in most areas, and very good in science. The outdoor play area for the nursery and reception is rightly planned to be Corpus Christi RC Primary School - 11 improved. The governors are aware of the principles of best value, and are currently developing systems to check how ell the school follows them.

p.10

PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

What pleases parents most What parents would like to see improved • That their children like school, and are expected to work hard • That the values taught are in line with the Catholic mission, and that their children learn right from wrong • That the school is well led and managed, and that the teaching is good leading to good progress and good behaviour • The information they receive about their children’s progress • The range of activities outside lessons

p.11

PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

Parents expressed concern about the number of temporary staff some classes had last year, but were generally in strong support of the school. The inspection supports most of the parents’ expressed views, but finds that the information for parents and the range of activities outside lessons are satisfactory. Some aspects of strategic management are not fully effective, however. Corpus Christi RC Primary School - 12

p.11

The school’s results and pupils’ achievements

1. Standards of attainment have improved satisfactorily since the last inspection, keeping pace with the national improvement. Seven-year-olds attain higher standards in English than reported then, and standards in geography and design technology have improved by the age of 11. Progress in learning is more even across the school this year after a difficult period last year, when there was a succession of temporary teachers in one class, and weak teaching in another. In some classes, progress in learning is accelerating well.

p.12

The school’s results and pupils’ achievements

2. In the Foundation Stage children are provided with early support to enable them to make good progress in all areas of learning. Their attainment at entry to the nursery is below average, but by the time they move into Year 1 after the reception class, they attain similar levels to other children of their age in other schools. This good progress is because the staff organise learning activities in the nursery that allow the children to explore and talk about what they are learning so that they make steady progress in all areas of learning. In the reception class, their progress accelerates. Although they start the year below average, the good teaching they receive helps them to be in line with the levels expected for their age by the time they move into Year 1.

p.12

The school’s results and pupils’ achievements

3. The children begin school with fairly well-developed social skills, and the staff build well on these in the nursery and reception classes. For example, the establishment of learned routines such as collecting a badge and name card helps them to feel a sense of belonging. There is a wide range of attainment in communication and language skills, and the staff use books well to promote children’s interest in reading. Children are encouraged well to discuss their feelings and ideas, and in the reception class role-play extends the range of situations for them to improve their speaking and listening skills. Because the staff organise a good variety of writing opportunities, the children make good progress in both forming letters and writing for themselves. Skilled help from support staff, and the use of imaginative ideas such as writing messages and letters about a travelling bear, gives purpose to this for the children.

p.12

The school’s results and pupils’ achievements

This is also the case in developing early mathematical understanding. There is an effective concentration on number, but children also learn about shapes, measuring and weighing, and are on track to achieve the expected standards by the time they enter Year 1.

p.12

The school’s results and pupils’ achievements

4. The school’s results in English in the 2001 national tests for seven and 11 year olds show an improvement on the previous year in the overall percentage of pupils reaching the level expected for their age group. Indeed, more pupils reached the level expected by seven than the national average. However, too few pupils achieved the higher levels, especially in writing by the age of seven. By the age of 11 in reading, the test results are below most schools nationally but about the same as results in schools in similar circumstances. In writing, the results are about the same as the national figures and compare well with similar schools. Differences between the attainment of boys and girls vary over time but generally reflect the national figures.

p.12

The school’s results and pupils’ achievements

5. The unconfirmed national tests results in English for 2002 show that the percentage of pupils reaching the level expected for their age groups has fallen, particularly in reading for seven year olds. This is partly due to the number of pupils in this year group who have special educational needs. The school’s results for 11 year olds are Corpus Christi RC Primary School - 13 also lower than the previous year, although they remain close to the national figures for that year. However, almost one in three pupils attained the higher Level 5, which is a substantial improvement.

p.12

The school’s results and pupils’ achievements

6. Standards in mathematics for both 7 and 11 year olds are broadly in line with what is expected for these year groups. A significant percentage of pupils, particularly in Years 3 to 6, are working at a higher level in number operations. After the last inspection attainment dipped but due to the effective implementation of the National Numeracy Strategy and some good teaching and learning it has risen to at least match the levels of attainment found then. In the 2001 tests for 7-year-olds performance in mathematics was below average when compared to schools nationally but broadly average when compared to similar schools. The percentage of pupils reaching the higher level 3 was well below average. However, the improvement in performance over the three years from 1998 to 2001 was in line with the national trend. In the tests for 11 year olds, attainment was in line with the national average and well above average compared to similar schools. Performance at level 4

p.13

The school’s results and pupils’ achievements

was above average and at level 5 was close to the national average. Provisional results for 2002 tests indicate that 7 year olds have improved their performance particularly at level 3 and 11 year olds have substantially improved with a higher percentage of pupils gaining a level 5.

p.13

The school’s results and pupils’ achievements

7. Standards of attainment in science are below average currently but speedily accelerating towards the average for the age in Year 2. They are also below average but accelerating well in Year 6. This is because key staff with good subject knowledge and good teaching skills have been deployed in these classes at the end of key stages. These teachers set high expectations for the pupils who respond by working hard, taking part enthusiastically in experimental work, and thinking carefully about what they are doing.

p.13

The school’s results and pupils’ achievements

8. Boys and girls make progress at similar rates. Traveller pupils make sound progress over time in spite of gaps in attendance. Progress for gifted and talented pupils in most subjects is satisfactory with an increasing percentage of those pupils identified gaining the higher levels of attainment in end of key stage tests. However some of the more gifted pupils are not sufficiently challenged in mathematics and English. In music talented pupils are attaining well in instrumental music and in singing . 9. In Years 1 and 2, pupils with special needs make good progress, including those in the special support group, particularly in literacy. In Years 3 to 6, pupils with special needs make satisfactory progress but progress varies according to how well the tasks they are given meet their identified needs directly. Progress also varies according to the level of support these pupils receive. 10. In other subjects, attainment and progress is as expected at 7 and 11. Attainment in

p.13

The school’s results and pupils’ achievements

information and communication technology is at average levels in those aspects of the subject taught, but below average overall. The staff are currently involved in training to equip them to take full advantage of the school’s recently acquired computer suite. This has the potential to accelerate pupils’ learning in this subject, and to give them access to the full subject range, and raise standards quickly.

p.13

Pupils’ attitudes, values and personal development

11. Pupils’ attitudes to school are good and their behaviour is very good. Behaviour has improved since the last inspection, and the personal development of pupils remains satisfactory. Relationships with each other and with all adults who work in the school are very good. The pupils’ positive attitudes, promoted well by the staff, make a good contribution to learning and help to create a calm atmosphere in the school. Corpus Christi RC Primary School - 14 12. The welcoming and pleasant atmosphere in the nursery and reception classes helps less confident children to overcome their reticence and they are soon involved in the activities prepared for them. They learn to share equipment, take their turn and develop good relationships with other children and adults. These good attitudes to learning were seen when children in the nursery proudly brought in and added their contribution to a display of autumn leaves.

p.13

Pupils’ attitudes, values and personal development

13. From the youngest upwards, pupils like attending school and arrive happily each day. They are keen to chat with staff about events that are important to them and are also enthusiastic about taking part in the variety of extra-curricular activities available. They proudly show off any work on display and are pleased to receive rewards for effort and achievement. Most pupils settle well and show interest at the beginning of lessons, setting to work with a will. Pupils from Traveller families are fully involved in all the school provides and their unique contribution to the life of the school is valued. Pupils with special educational needs relate well to each other and to all adults in the school. Most contribute readily in lessons and enjoy being involved in activities with other pupils in an inclusive learning environment.

p.14

Pupils’ attitudes, values and personal development

14. There is a civilised and orderly environment in the school and this reflects the very good standards of behaviour which are found there. Most pupils behave very well and respond positively to the school’s high expectations. They move around the building in an orderly manner and behave well in assemblies, entering the hall very quietly and waiting patiently for others to arrive. In the playground, pupils generally play well together. They are polite and helpful to adults, including when they go on visits out of school. The orderly behaviour which predominates makes a good contribution to learning in the classroom. For example, Year 6 pupils behaved very well in a mathematics lesson when they learned how to multiply using non-standard methods. Ideas flowed between the teacher and pupils and, as a result, they made very good progress. Any incidents of bullying or unkind behaviour are dealt with well by staff

p.14

Pupils’ attitudes, values and personal development

when reported to them, and there have been no exclusions in the year prior to the inspection.

p.14

Pupils’ attitudes, values and personal development

15. Relationships are very good throughout the school, between pupils of different ages and ability and also between pupils and staff. Pupils learn to take responsibility for their actions and to recognise that their actions affect others. They respond well to opportunities to take responsibility for duties within the school community for example when older pupils help younger children with their reading. Year 6 pupils confirm that they consider this to be a privilege and would welcome the opportunity to have a “voice” in the school by forming a school council. As noted at the time of the last inspection, opportunities for pupils to take responsibility for their own learning are still not a consistent feature of lessons. Pupils have shown by their good attitudes to learning and very good behaviour that they can work independently when given the opportunity.

p.14

Pupils’ attitudes, values and personal development

16. Overall attendance at the school is satisfactory but has shown a decline over the last three years. The attendance of many pupils is good but this only compensates for the very poor attendance of a few pupils. Holidays taken in term time account for some of the authorised absence. Unauthorised absence is low. Pupils enjoy school because teachers make lessons interesting and they want to learn. Most pupils arrive at school on time ensuring that lessons get off to a good start. Corpus Christi RC Primary School - 15

p.14

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

17. Teaching and learning are satisfactory, with some good and occasionally very good features. The quality of teaching and learning has improved considerably since the last inspection, when almost one in four lessons was unsatisfactory or poor. There is only a very small percentage of unsatisfactory teaching now. There was considerable disruption in learning and progress last year for the current Year 2 and some of the Year 6 pupils due to staff absence. The teachers taking these classes are working hard to help the pupils make accelerated progress. Over half of the lessons seen in the core subjects of English, mathematics and science were good or better. One unsatisfactory lesson was observed in science in a mixed Year 1 and 2 class, and another in art and design in Year 3.

p.15

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

18. The governors decided to maintain single age-group classes for Years 3 to 6, so that the two Year 6 classes have respectively only 22 and 24 pupils, whilst the Year 3 class has 38, and the Year 4 class has 36. The latter classes do have support assistants for some of the time, but are taught by the least experienced members of staff, one of whom is in her first year of teaching. This deployment was intended to boost the attainment of the Year 6 pupils as they have had a bumpy ride since Year 3. It is certainly having the desired effect for these pupils, as the two skilled and experienced teachers have high expectations and teach the pupils well. However, whilst the teaching for Years 3 and 4 is mostly satisfactory and sometimes good, these pupils are not making the same progress as the oldest because the teachers cannot give them sufficient one-to-one attention, and because the teaching spaces

p.15

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

used are cramped for the numbers involved.

p.15

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

19. Teaching is strongest in the Reception, Year 1, Year 2 and Year 6 classes, leading to good and sometimes very good progress in pupils’ learning. This teaching is founded on effective planning of lessons based on good knowledge and understanding of the subjects taught, high expectations of pupils’ behaviour and work-rate, and good relationships between the staff and the pupils leading to efficient use of time, and good progress in pupils’ learning. In the reception class, teaching builds well on the progress the children have made in the nursery towards the achievement of the Early Learning Goals. 1 The teacher gives them clear guidance to help them understand what they are expected to do. This enables them to try new ideas and initiate activities secure in the framework of responsibility and personal development that the teacher and support staff have created. During a good numeracy session, for

p.15

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

example, the children worked independently in groups using dice and beads for counting, and completing simple worksheets following a whole class counting session where they also practised forming the figures to help the recording of their work. The continuation of these expectations is evident in Year 6, where pupils are beginning to take responsibility for their own actions and learning again, after a difficult period in their schooling last year. For example, in a very good lesson, the teacher asked the pupils to analyse the clues in a mystery story and take notes prior to writing a report. This enabled all the pupils to make a contribution in discussion to create a flip-chart list, and then to improve their writing skills individually in independent work.

p.15

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

20. The unsatisfactory teaching observed resulted from inappropriate behaviour management and a lack of pace leading to insufficient progress for the pupils. These are not general features of the teaching throughout the school, however. In a science lesson for Year 1 and 2 pupils, the teacher found it difficult to maintain pupils’ attention

p.15

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

1 The Early Learning Goals are the targets for children’s achievement by the end of the reception year in the six nationally designated areas of learning. Corpus Christi RC Primary School - 16 during a demonstration of light sources, as they were cramped into a small space. The teacher had kindly volunteered to take the class for the duration of the inspection, even though she was not trained for the age group. This was to support the school until an appointed teacher could take the class over the following week. In the event, the teacher found it difficult in this lesson to maintain control and attention. In the other lesson with significant weaknesses, the teacher asked the pupils to improve a portrait they had made the week before. This is a very large class of 38 pupils, the teacher is new to the school, and there was no extra adult support. She had clearly misjudged the pupils’ mood, as many found the task tedious, not having sufficient skill

p.15

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

to execute discussed changes, so becoming frustrated and losing concentration.

p.16

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

21. The school follows the guidance in the National Literacy and Numeracy strategies for the teaching of English and mathematics. This is effective in helping the pupils to learn basic skills, but all staff do not use information gathered about pupils’ achievements effectively enough in planning new work for them, particularly but not only in reading. Too often, pupils sit on the carpet for a long time listening to lesson content which is either above their heads or too simple for them. The work provided for the few pupils identified as gifted is sometimes not sufficiently challenging. 22. Literacy is generally taught well, although this varies unacceptably from class to class. The best lessons occur when teachers and support staff prepare interesting resources, have good knowledge of the subject, and manage the specific small group teaching well. Pupils make sound and sometimes good progress in improving their

p.16

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

speaking and listening, and reading and writing skills. However, as at the last inspection, insufficient time is allowed in most lessons for pupils to discuss their work in order to improve it, and develop their speaking and listening skills further. Where teachers give the pupils opportunities to answer questions at length using the subject vocabulary learned, they develop the required fluency in using standard English. The regular teaching of how to sound out words has helped pupils in Years 1 and 2 to develop an adequate knowledge of letters and sounds. Good strides have also been made in improving writing skills across the school, as part of the whole school development plan. The staff are not yet sufficiently creative and flexible in deploying their time to different groups, or in using the teaching areas to best effect.

p.16

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

23. The teaching and learning of numeracy are satisfactory, and often good. Teachers understand the National Numeracy Framework which helps them to plan well- structured lessons in the main. Staff have followed training recently in posing effective questions, and where this happened, the pupils were challenged successfully to explain their thinking, and the mathematical strategies they had used. Teachers constantly help the pupils effectively to reinforce and consolidate their learning of basic number facts and operations. The pupils know what they are supposed to learn, because the teachers share the learning objectives of the lesson with them. Teaching was less effective when some pupils did not take a full part in whole class sessions, or when the work set was either too hard for those with special needs, or too easy for higher attaining pupils.

p.16

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

24. A key development has been to improve teachers’ questioning skills in science, to help pupils to learn how to investigate and pose their own questions. In Years 2 and 6 there are currently good examples of this training having a positive effect on pupils’ learning. In Year 6 lessons to test the differences in the rate of dissolving of sugar depending on its characteristics, the teachers spent a long time in helping the groups of pupils to decide for themselves how to make the tests fair and how to record their results. This demonstrated very effectively the importance of posing questions that open the pupils’ minds to the possibilities inherent in their own decisions at the Corpus Christi RC Primary School - 17 planning stage of an investigation, and how effective the training for the staff has been.

p.16

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

25. Pupils with special educational needs in the Nursery and Reception classes are taught well within the context of the curriculum for under-sixes. They are given suitable activities and provided with support in line with their Early Years plans. In Years 1 and 2, the teaching of literacy and numeracy for pupils in line with the revised Code of Practice is good and sometimes very good. Teaching is sensitive to the range of needs of the children and ensures that pupils move forward in their learning. As a result, pupils have positive attitudes and sustain concentration. In Years 3 to 6, teaching is satisfactory for most pupils who receive specific support related to targets in their individual learning plans. For some other pupils the teaching is less effective especially when tasks are not sufficiently well matched to their needs and when tasks are not practical enough. For example, in a maths lesson pupils found difficulty in

p.17

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

coping with money problems and had no access to coins or counting materials which would have supported them in their calculations.

p.17

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

26. In lessons, the pupils generally concentrate well, follow the staff’s instructions carefully, and work hard. When asked to make their own decisions, most of the pupils do so sensibly, but the staff do not take full advantage of the pupils’ competence in this aspect of their learning to allow the pupils greater independence in choosing their own resources, or deciding how they will tackle a problem.

p.17

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

27. The teachers’ planning does not always show good subject knowledge in aspects of art and design and design technology for lessons in the juniors. Learning objectives are not clear in relation to the development of the skills appropriate to each subject. In music, the good quality specialist teaching available for instrumental tuition and for the choir enables talented pupils talented to make good progress and attain well for their age. However, whilst most of the Year 5 and 6 pupils sing in the choir for an hour, the other 16 pupils have a music lesson taken by the deputy headteacher. The teaching in both of these sessions is effective in different ways in developing the pupils’ musical skills. The two groups receive quite different programmes of work, and the school should consider how it might offer all pupils in these classes equivalent experiences. Physical education is well taught, and the pupils respond well to the

p.17

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

staff’s enthusiastic approach. The staff are currently undergoing detailed training in the use of newly-acquired computer and information technology equipment and programs. This has the potential to raise standards of teaching, learning and pupils’ attainment quickly.

p.17

PUPILS OR STUDENTS?

28. The school’s curriculum provides satisfactory opportunities for pupils’ learning and encourages positive attitudes. All relevant subjects of the National Curriculum and religious education are planned and provided. Teaching and learning in the nursery and reception classes is clearly linked to the national guidance for the Foundation Stage. Adequate time is given to each subject, with suitable emphasis on literacy and numeracy which are taught in accordance with the national strategies. Other than English, mathematics and science, the arrangement for subjects to be taught as topics or separate subjects at the discretion of the teacher is causing some confusion and does not ensure that pupils systematically develop the skills appropriate to each subject. The school’s guidance on topic work is not sufficiently clear, and this is particularly evident in art and design, and design and technology. The skills in these

p.17

PUPILS OR STUDENTS?

Corpus Christi RC Primary School - 18 subjects are not sufficiently separated in teaching. There are also insufficient opportunities for the development of speaking skills in many lessons.

p.18

PUPILS OR STUDENTS?

29. This broad curriculum is generally well balanced. Health and social education is timetabled regularly, and includes teaching about drug misuse. The governing body have agreed that sex education is not a subject on its own in the curriculum but is dealt with as questions arise; direct teaching of sex education is mainly in science. The provision of music for the older pupils is good, but they do not all have access to the full range of the curriculum. The basic curriculum is enhanced by visits to places of interest, the involvement of visitors with particular skills or insights, and a residential opportunity for Years 5 and 6 at an outdoor education centre. Pupils in Years 3 to 6 are enthusiastic about the successful sport, music and drama activities that take place after school.

p.18

PUPILS OR STUDENTS?

30. The provision for pupils with special educational needs is generally satisfactory, and often good when pupils are withdrawn for work in literacy and numeracy, or have the benefit of additional teaching. The particular needs of Traveller pupils are taken into account, both in class lessons and in small group work and most of these pupils make good progress. However, the school does not yet have clear plans to ensure that pupils with unusual patterns of attendance have suitable access to the full curriculum. Provision in a withdrawal class formed from across the school each morning meets the needs of the younger children best. This provision includes a good balance of teaching and learning which is well matched to teach basic skills, to meet individual needs in relation to learning targets and to provide a supportive environment. Individual education plans include appropriate and achievable targets,

p.18

PUPILS OR STUDENTS?

these are not always so well met in whole class sessions. 31. Pupils generally have equal access to the full range of learning opportunities. However, the guidance provided by the school to ensure that teachers have a clear view of how the curriculum is to be organised, taught and assessed, is currently being reviewed. Several subjects do not have up to date guidance available and, although teachers generally ensure that pupils have a suitable range of experiences, this leads to some inequalities in provision. Teacher’ general planning does not always ensure that the older higher attaining pupils have suitably challenging provision.

p.18

PUPILS OR STUDENTS?

32. Provision for spiritual development is good, in line with its mission statement and its Catholic ethos. The school successfully provides opportunities for personal prayer and reflection, for example, in the school worship. Assemblies are carefully linked to a series of topics such as new beginnings, reconciliation and caring for others. Opportunities are provided for quiet reflection on the main messages of the assemblies. Displays around the school show that teachers are determined to raise the self worth and self esteem of pupils. There are opportunities within religious education for pupils to reflect on the deeper meaning of spirituality, for example, when Year 4 pupils write their own simple prayers. Year 1 pupils explored the meaning of the five senses in a science lesson and expressed delight and wonder as they tasted a variety of fruits and identified a range of liquids. A music lesson for reception and

p.18

PUPILS OR STUDENTS?

Year 1 children provided an opportunity for both quiet reflection on the message within a song “We are all God’s Children” to a rousing rendition of “Jesus is My Friend”.

p.18

PUPILS OR STUDENTS?

33. Provision for social and moral education is very good. This confirms the views of most parents that the school helps their children to become mature and responsible. There is a well-understood, whole school approach to behaviour management and a unity of purpose in everything the school stands for. Class rules are negotiated and displayed in classrooms. Effective incentive rewards are in place and success is recognised and celebrated in assemblies. Pupils are provided with opportunities to Corpus Christi RC Primary School - 19 help others, for example, in helping younger children to read or by befriending anyone who is feeling lonely or left out in the playground. Pupils have a social conscience and are members of Junior Amnesty as well as supporting a wide range of charities. The successes achieved through the “Unity in the Community” racial understanding project are proudly displayed in school. The skills and knowledge gained in personal

p.18

PUPILS OR STUDENTS?

and social education are raising pupils’ awareness of what it is to be a good citizen.

p.19

PUPILS OR STUDENTS?

34. Provision for pupils’ cultural development is satisfactory, but the multi-cultural aspect is under-emphasised. Music plays an important part in pupils’ cultural development and they have an excellent attitude to singing. This was seen in a choir session for Year 5 and 6 pupils who made very good progress in singing a range of new songs. Pupils explore their own locality in geography and history and displays around the school show that they have studied the lives of people in other lands. Whilst there are opportunities in religious education to discuss other faiths, there are insufficient planned opportunities across the curriculum for pupils to learn about and experience the diversity and richness of cultures other than their own, particularly in their own locality of Oldham.

p.19

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

35. The provision for child protection and for the welfare of pupils is good and has been maintained since the last inspection. The staff and governing body work together well to create a caring school where the personal needs of pupils are well met. The headteacher leads well here by providing a strong and supportive role model for the pupils, staff and parents. There is a positive atmosphere and the teachers know their pupils well. Pupils with special educational needs are well supported.

p.19

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

36. The procedures for child protection and for ensuring pupils’ welfare are good, although some of the policies need updating. The designated teacher for child protection is well-trained and shares his expertise with staff. He liaises with a range of support agencies on behalf of pupils. Adults working in school are alert to the medical needs of pupils and three members of staff are fully qualified to administer first aid. The school follows local authority guidelines for health and safety but the school policy needs updating. Risk assessments of the premises and equipment are undertaken by the co-ordinator and the procedures for documenting risks are currently being refined. The site manager is vigilant on a daily basis and ensures that the site is safe and clean, and free from debris. Pupils are well-supervised at lunchtime but there has been no improvement in the situation noted at the time of the

p.19

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

last inspection when pupils carry trays of food from the kitchen up a small flight of stairs to the dining hall. There is always a supervisor present, but some of the younger pupils find negotiating the steps difficult whilst carrying a tray of food.

p.19

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

37. The school’s procedures for monitoring and supporting behaviour are good and their success can be seen in the very good behaviour of pupils. The school has been concerned to involve pupils in setting their own rules of conduct and this has successfully fostered a good atmosphere in lessons. Unacceptable behaviour is dealt with appropriately and parents are involved at an early stage if there are problems. Good behaviour is rewarded and there are special assemblies when pupils celebrate each other’s achievements. The anti-bullying policy provides a framework for staff and pupils to follow and there are only a few occasions when it is necessary to implement it. Year 6 pupils confirm that any instances of unkind behaviour are dealt with well by the school. Corpus Christi RC Primary School - 20 38. The school fulfils the requirements of the revised national Code of Practice in relation to provision for pupils with special educational needs. There are no pupils currently

p.19

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

with a statement of educational need. The school has put a suitable emphasis on the early identification of needs from entry into the nursery. The staff use information gained from assessing and working with the pupils to recognise those children requiring particular help and support. Individual learning plans for all identified pupils are regularly rewritten and reviewed in consultation with parents, and sometimes with pupils. Documentation and pupils’ files are well managed and there is appropriate involvement of external agencies. Children’s progress towards their targets is followed using a small step approach, which helps the school recognise and acknowledge the progress pupils make. The school puts a great emphasis on the provision of a caring and supportive learning environment for pupils with special educational needs and all staff demonstrate that care. 39. The school’s procedures for monitoring attendance are satisfactory but not yet

p.20

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

sufficiently active to halt the downward trend in attendance over the last 3 years. Whilst unauthorised absence is low, there has been an increase in authorised absence. The intermittent attendance of a particular group of pupils has a significant impact on the school’s attendance figures. The number of pupils taking holidays taken in term time also affects overall attendance. Punctuality is well-monitored and records kept of persistent latecomers. Teachers ensure that registration periods are calm and orderly and that lessons get off to a prompt start.

p.20

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

40. There is wide range of assessment information collected from the nursery onwards through a range of testing. Some of this information is not used effectively to plan specific tasks or activities to enable pupils to move on in their learning. There were a few instances of work being specially planned by teachers during the inspection after identifying that pupils had not fully understood a topic, for example in mathematics. When this happens the learning is good and pupils make good progress. In many lessons, teachers are skilled in assessing pupils’ progress as lessons proceed and can adapt what they are teaching through questioning or specific tasks. Marking is completed but not always well used to point to the next steps in learning or to prompt pupils to think further about their work. 41. Systems are being developed currently to track children’s progress and to set targets to improve performance in English and mathematics. These systems are in the early

p.20

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

stages of development and will need to be further developed to ensure that past performance is correctly assessed and that predictions for future performance are realistically challenging.

p.20

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

42. The monitoring of pupils’ personal development is satisfactory. The school provides a range of experiences which help pupils to mature into responsible and caring individuals. These include visits out of school to places of interest and the residential experience for older pupils. There are satisfactory opportunities for pupils to discuss their thoughts and feelings with others. This work is done through personal, social and health education lessons, assemblies and class discussions. There is a comprehensive programme for PSHE which is currently being reviewed and evaluated. Sex education is delivered through the general curriculum and by the school nurse to Year 6 pupils. Corpus Christi RC Primary School - 21

p.20

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

43. Parents view the school as a good school where their children are expected to work hard and achieve their best. They consider that the school promotes the attitudes and values that they expect and develops an understanding of moral and social issues as set out in the mission statement. Some parents are not happy with the amount of information they receive on children’s progress or about the amount of work that children do at home. Inspection findings are that the information they receive is satisfactory and the amount of work that children do at home is similar to that found in most schools. A few parents disagree that the school provides an interesting range of extra curricular activities but these are found to be satisfactory. The timing of the parents’ consultation evenings is being reviewed by the school to enable parents to gain earlier information on the progress their children are making.

p.21

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

44. The quantity of information that parents receive is satisfactory. The prospectus is easy to read though bland in appearance, although it does not yet contain all the required information. The annual report of the governing body fulfils all legal requirements but the presentation of the attendance information is not helpful to parents. End-of-year reports on pupils’ progress are satisfactory. Some comments by teachers give specific information on achievement in subjects but others are not quite so detailed. Targets for future development are set out but some of these are too general to be of help. Many letters go home informing parents about events and activities taking place within the school. There is an induction meeting for parents of children due to enter nursery or reception and the nursery teacher gives parents information on the activities which children will engage in. Parents of children in both

p.21

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

key stages are invited to a meeting in the autumn term to receive information on what their children will be learning. Parents of children in the infants are shown how to help children with reading and how to use the home/school diary. Meetings are held to explain the tests that pupils take in Year 2 and Year 6. Parents confirm how useful they find these meetings.

p.21

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

45. Parental involvement in the life of the school is satisfactory. The school reaches out to parents, including through parish links, but not always with the success it would like. The headteacher sent out a questionnaire to seek the views of parents and has acted upon some of their suggestions. A small number of parents help regularly in school and most parents support their children with the work they do at home. The school offers two formal consultation evenings each year in the spring and summer terms but parents consider the summer meeting too late to take action if pupils need extra support. Teachers are a visible presence each morning and evening and parents were observed sharing their concerns on an informal basis. There is no parent teacher association in the school but parents do support any concerts or other events which are held in school. Parents expressed their pleasure at being invited to

p.21

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

class assemblies. All these initiatives have yet to have an impact on children’s learning because not all parents realise that they can take advantage of them. The headteacher is considering new ways of involving parents in order to make the links with them more effective.

p.21

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

46. The level of involvement of parents of pupils with special educational needs varies but the school recognises that it could be further strengthened. Learning targets are shared at parents’ consultation evenings, but some of these targets need to be more specific and shared more frequently. Communication with individual parents/carers is good but there is no specific information prepared for them about how systems actually work. Parental help is used regularly to support pupils with special needs, especially within the withdrawal class. The school is sensitive to the Traveller way of Corpus Christi RC Primary School - 22 life and works hard to build up good relations with the families, supported by the local authority Traveller Education Service.

p.21

HOW WELL IS THE SCHOOL LED AND MANAGED?

47. The last inspection found that leadership was sound, but that there was little examination of the quality of teaching and learning to raise standards. The quality of leadership remains sound. The recently appointed headteacher has already established himself in the school as a pastoral leader of strength and sensitivity. For example, in leading school assemblies, he sets the tone of high expectations of good behaviour and of pupils’ commitment to their work. He has put in place an effective monitoring system of the staff’s work that gives them clear understanding of both its quality and how it might be improved. He has also opened up the governors’ involvement in checking that planned developments are proceeding as they should, and meets the vice-chair of governors regularly to monitor the progress of the school improvement plan. These are key improvements since the last inspection. During a

p.22

HOW WELL IS THE SCHOOL LED AND MANAGED?

difficult year for staff absences, he managed to ensure that there were sufficient staff available, but parents whose children were in a class that had a number of temporary teachers were unhappy with the lack of information they received, and with their children’s progress. There are more settled arrangements this year to help those pupils to catch up, and inspection evidence confirms that their progress currently is good.

p.22

HOW WELL IS THE SCHOOL LED AND MANAGED?

48. The headteacher has also promoted well the need for all staff to engage in helping the school to move forward. Everyone is clear about their role, and subject leaders take responsibility in the main for overseeing standards and the quality of teachers’ planning in their areas. The school’s capacity to improve is good, and the staff clearly work together effectively as a team. Statutory performance management is in place, and is beginning to influence teachers’ work in classrooms, and the standards attained by the pupils. This process has been complicated because the deputy headteacher has been on long-term sick leave, and there has been an acting deputy in place. He has supported the head well, and oversees the work of the Year 3 to Year 6 classes effectively. He is relatively inexperienced at this level of management, however. Indeed, the involvement of all staff in school improvement planning is not

p.22

HOW WELL IS THE SCHOOL LED AND MANAGED?

yet fully established. The headteacher is aware of this, and as the permanent deputy has recently been granted early retirement on health grounds intends to make progress with the appointment of a new deputy headteacher as soon as possible.

p.22

HOW WELL IS THE SCHOOL LED AND MANAGED?

49. The quality of teaching and learning has improved significantly since the last inspection, and the governors’ recent staff appointees have made a reasonable start to their work in the school. However, the governors decided to maintain year group classes from Years 3 to 6 this year, resulting in two small Year 6 classes, and large classes of 38 and 36 in Years 3 and 4. This is working well for the Year 6 pupils, who are accelerating well in their learning. Whilst the quality of teaching in Years 3 and 4 is sound, and occasionally good, there are two teachers new to the school here, one of whom is a newly qualified teacher. The governors agreed to fund extra classroom assistance for these classes, which helps to ensure that the pupils make satisfactory progress. It is difficult for these teachers, however, to monitor and assess the attainment and progress of all the pupils, given the range of different needs

p.22

HOW WELL IS THE SCHOOL LED AND MANAGED?

represented in each class. This inevitably has an effect on how well they are able to plan new work that is precisely targeted to groups and individuals to accelerate their progress. In planning the staff deployment this year, the headteacher and governors did not give sufficient weight to the need to balance the ratio of pupils to teachers, as they were keen to maintain separate year group classes. Corpus Christi RC Primary School - 23 50. The governing body ensures that all statutory requirements are fulfilled, and the governors know the school well. The chair of governors, who is also the parish priest, is well known by pupils, parents and staff, and is supportive of, and well-respected by, everyone. He has a broad overview of the school’s needs, and works closely with the vice-chair who has adopted the role of monitoring the school improvement plan with the headteacher. This is a good development, and is already helping the headteacher

p.22

HOW WELL IS THE SCHOOL LED AND MANAGED?

and governors to clarify major issues earlier. There are governors with links to the coordinators of literacy, numeracy and special needs, who also keep other governors informed of developments in these areas. There is a range of committees to aid the governing body in carrying out its work. They ensure that the school proceeds effectively on a day-to-day basis, and that general management of the work of the school is efficient. The issue from the last inspection to have clear criteria by which to monitor and evaluate the work of the school has been partly addressed, but in the key area of strategic planning of the use of the school’s financial and other resources, there is still work to do. The current development plan, for example, does not set out clearly enough for governors the criteria by which they will judge the success of its implementation. The draft Racial Equality policy needs to be further developed to

p.23

HOW WELL IS THE SCHOOL LED AND MANAGED?

ensure it meets the statutory requirements, and an action plan for its implementation included in the school improvement plan.

p.23

HOW WELL IS THE SCHOOL LED AND MANAGED?

51. Whilst the school’s financial administration is secure, long-term planning of the budget has recently used up a healthy surplus of over £50,000 to maintain a ratio of staff to pupils that is not sustainable. This has reduced the budget surplus to almost nothing, apart from a contingency fund as insurance against the risk of problems with the school’s heating. This has reduced the governors’ opportunities to plan effectively how they will use the appointment of a new deputy headteacher to focus their long- term planning on the school’s development needs, with surplus funds to enable a range of options to be considered. They have recognised that the falling numbers of pupils require serious consideration, and have invited the local authority and the diocese to discuss the position with them. However, this funding situation was foreseeable when the last budget was set, and points to strategic planning not taking

p.23

HOW WELL IS THE SCHOOL LED AND MANAGED?

all relevant factors into account when plans are being drawn up.

p.23

HOW WELL IS THE SCHOOL LED AND MANAGED?

52. Statutory requirements in relation to provision for pupils with special needs are currently being satisfactorily met but the policy does not yet reflect the requirements of the New Code of Practice. The coordinator has a clear philosophy and vision for special educational needs and is very well supported by the governing body. The governors publish information about provision both in the school prospectus and in the annual report to parents but there is limited analysis of patterns in the identification of pupils or of overall progress made. The funding for special needs is effectively allocated but there is limited systematic monitoring of the effectiveness of this funding in providing for these children.

p.23

HOW WELL IS THE SCHOOL LED AND MANAGED?

53. Staffing is good for the numbers of pupils, but as described earlier the deployment of teachers in Years 3 and 4 does not take sufficient account of the needs of the relatively large group of Year 3 and 4 pupils. Similarly, the deployment of the Special Needs coordinator with a small group of pupils each morning is effective in promoting their learning, particularly the younger ones. It is also helpful in building the self- esteem of some of those pupils, including some Traveller pupils, who do not attend school regularly. However, this provision is probably unsustainable in the school’s current financial position. Support staffing is satisfactory, and these staff make a good contribution to pupils’ learning across the school, particularly those with special needs. Occasionally, they do not involve themselves sufficiently with individual pupils Corpus Christi RC Primary School - 24 or groups when the teacher is working with the whole class in literacy or numeracy.

p.23

HOW WELL IS THE SCHOOL LED AND MANAGED?

The accommodation is satisfactory for the number of pupils, and there are large grounds. Some of the shared areas outside classrooms are not fully utilised, however. Active plans, conceived with the pupils’ help, are to be implemented imminently for a needed revamp of the nursery outdoor play area.

p.24

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

54. In order to improve further the pupils’ standards of attainment and the quality of education offered, the headteacher, governors and staff should:

p.24

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(1) Address the following management issues:

p.24

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

a. ensure that the key areas to be covered by those staff with leadership and management roles meet the changing needs of the school; b. provide effective training so that all these staff develop a knowledge of good practice and the skills needed to lead the necessary changes in the school; c. include in this the improvement of development planning skills, including the strategic deployment of financial and staff resources; d. determine the level of staffing affordable based on strategic planning of the budget based on the pupils’ needs expressed in school improvement plans. (Paragraphs 28, 48, 49, 50, 51, 53, 81, 99)

p.24

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(2) Raise standards of attainment by critically considering the available test and assessment information and using the results to improve the teaching and learning of year groups, individual pupils, and specific groups, for example boys, girls, Traveller pupils, pupils with special needs, and gifted or talented pupils. (Paragraphs 8, 9, 21, 22, 23, 25, 26, 31, 40, 41, 75, 80, 83, 87, 88)

p.24

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(3) Develop and extend recent initiatives to improve racial harmony by furthering the pupils’ understanding of Britain as a diverse and multicultural society. (Paragraphs 34)

p.24

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(4) Ensure that all pupils have access to the full curriculum:

p.24

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

a. in music, by reorganising the timetable for the subject for Year 5 and Year 6 pupils; b. in art and design, and design technology, by clarifying the specific content of the subjects to ensure that the full range of skills, knowledge and understanding are taught. (Paragraphs 27, 28, 29, 94, 96, 98, 103, 124) Corpus Christi RC Primary School - 25

p.24