Other · Ofsted report

St Mary's Catholic Primary School

Inspected — · published 10 Sept 2003 · URN 118782

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Full report text

ST MARY’S CATHOLIC PRIMARY SCHOOL

Dates of inspection: 2 nd – 5 th June 2003

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ST MARY’S CATHOLIC 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 MARY’S CATHOLIC PRIMARY SCHOOL

Further copies of this report are obtainable from the school. Under the School Inspections Act 1996, the school must provide a copy of this report and/or its summary free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. St Mary’s Catholic Primary School - 1

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INFORMATION ABOUT THE SCHOOL

School address: Greenfield Road Gillingham Kent

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The governing body

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mrs E Allison

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 26 th January 1998 St Mary’s Catholic Primary School - 2

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Team members Subject responsibilities Aspect responsibilities

23637 J Donnelly Registered inspector Information and communication technology Information about the school The school’s results and achievements How well are pupils taught? How well the school is led and managed? What should the school do to improve further? 9173 S McDermott Lay inspector Educational inclusion 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? 10808 A Britton Team inspector Mathematics Physical education How good are the curricular and other opportunities offered to pupils? 32343 P Gladwin Team inspector Science Geography History Special educational needs 21103 V Ives Team inspector English Music 5565 B Thakur Team inspector Areas of learning for children in the foundation stage Art and design Design and technology English as an additional language

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Team members Subject responsibilities Aspect responsibilities

PPI Group Ltd 7 Hill Street Bristol BS1 5RW

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Team members Subject responsibilities Aspect responsibilities

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

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Team members Subject responsibilities Aspect responsibilities

The Complaints Manager Inspection Quality Division

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Team members Subject responsibilities Aspect responsibilities

Alexandra House 33 Kingsway London WC2B 6SE St Mary’s Catholic Primary School - 3

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PART A: SUMMARY OF THE REPORT 4 - 8

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? 9 - 11

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

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INFORMATION ABOUT THE SCHOOL

St Mary’s is a large voluntary aided Roman Catholic primary school in Gillingham, Kent with 418 pupils on roll aged 4-11. It has just under 60 pupils from minority ethnic groups with Asian, African and Caribbean backgrounds. Twenty seven per cent of pupils have special educational needs which is above the national average and ten pupils have English as an additional language. There are a few languages spoken in the school and ten per cent of pupils are eligible for free school meals. Pupils’ attainment on entry into the reception class is below average but, as a result of the good progress they make, attainment on entry to Year 1 is average overall. The number of pupils leaving or joining the school, particularly between ages seven and eleven, is low. The school had a period of acting headship from September 2002 until April 2003. The new headteacher has been in post for just over four weeks. The

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INFORMATION ABOUT THE SCHOOL

school has also had a high turnover of staff in an area of challenging recruitment and retention.

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HOW GOOD THE SCHOOL IS

St Mary’s is a sound school with some good features but much remains to be done. Standards are average. The pupils make steady progress but could do better still. Children’s achievement in the reception classes is good. Teaching and learning are satisfactory overall. There are weaknesses in the leadership and management. The school gives satisfactory value for money.

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What the school does well

• Children’s achievements in the reception classes are good. • Standards are above average in art and design overall and also above average in history in Years 3- 6. • Teaching is consistently good in Year 6 and so enables pupils to make good progress in lessons. • Pupils’ attitudes to school are very good and they concentrate in lessons, work hard and behave very well. • There are very effective procedures for monitoring and promoting good behaviour. • Pupils’ spiritual, moral and social and cultural development are very good. • Links with parents and the local community are good.

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What could be improved

• Monitoring and evaluation of standards across the school and the assessment of pupils` gains in knowledge and understanding in subjects other than English mathematics and science. • The challenge for higher attaining pupils in some lessons. • The quality of marking, so pupils know how to improve their work. • Pupils’ attendance. Too many children take extended holidays in term time. • The role of governors, in raising standards through an understanding of what works well and what needs improving. • The accommodation, particularly for pupils in Years 1 and 2. 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 January 1998. Overall progress has been satisfactory. Standards and the provision for information and communication technology (ICT) has improved. Standards in design and technology in Years 3-6 are now satisfactory. Teaching has improved overall. High standards have been maintained in many important areas of the school. However, some of the weaknesses identified at the last inspection have not improved. For example, the key issues to improve assessment and the role of subject leaders to monitor teaching and learning are identified as weaknesses again. As a result, progress since the last inspection with regard to these issues is unsatisfactory. The capacity for further improvement following the appointment of the new headteacher is good. St Mary’s Catholic Primary School - 5

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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

Science B A C C Well above average Above average Average Below average Well below average A B C D E

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Key

Children make good progress in the reception class, particularly in personal and social development, where a significant number of children enter with poor social and personal development. As a result of good teaching, most are likely to meet the nationally expected levels in language and communication and numeracy at the end of the reception Year. However, a significant number are still working towards the expected levels in personal and social development.

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Key

Results in the 2002 national tests for Year 2 pupils were above average in reading and average in writing. When compared to those in similar schools nationally, the pupils’ performance in reading was above average and in writing, below average. Inspection evidence indicates that standards are rising in Years 1- 2 and are now just above national averages. Results in the 2002 English national tests for Year 6 pupils were above national averages and above average when compared to those in similar schools. This is against a background of a high percentage of pupils with special educational needs and a change in leadership and management. Current standards in Year 6 are average.

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Key

In mathematics, results in the 2002 national tests for Year 2 were average. When compared to similar schools nationally, mathematics was average. During the inspection, pupils attained standards that were average. Results in the national tests for pupils in Year 6 were average both compared with all schools and with similar schools. The school identified some underachievement of this group when they were in Year 4 and took action to remedy the situation successfully. Pupils continue to make satisfactory progress in Years 3-6 and attain standards that are in line with national results.

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Key

In lessons in science, pupils in Year 2 and Year 6 achieve standards that are in line with the national average. Results of the 2002 national tests at the end of Year 6 were average. When compared to similar schools nationally, standards are also average. However, inspection evidence indicates that the trend is much more positive. Progress is satisfactory overall.

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Key

Given the low starting points of many and the very significant proportion who have special educational needs and those with English as an additional language (EAL), the overall progress of pupils is satisfactory. In English, mathematics and science, standards are rising in the lessons observed, where teaching is often good. Progress in most other subjects is satisfactory. However, in art and design and history standards are above average and progress is good.

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Key

The school met its national targets in 2002 for English but was unsuccessful in mathematics. However, this mathematics target did not reflect the school’s own analysis. The targets for 2003 are challenging yet realistic and reflect the improving trend in standards overall. St Mary’s Catholic Primary School - 6

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Aspect Comment

Attitudes to the school Pupils’ attitudes to school are very good. The great majority of pupils are very keen to learn and do as their teachers ask. Behaviour, in and out of classrooms Very good overall. There have been no fixed term exclusions.

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Aspect Comment

Personal development and relationships Relationships throughout the school between teachers and pupils, and pupils and their peers, are very good. Pupils’ personal development is very good. Attendance Attendance is unsatisfactory.

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

Quality of teaching Good Satisfactory 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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Teaching of pupils in: Reception Years 1 – 2 Years 3 – 6

Teaching and learning are satisfactory overall, with good features. Teaching and learning are consistently good or better in reception and Year 6. Teaching and learning in most lessons in English, mathematics art and design and history is good. It is good in science in Year 3 to 6.

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

Strengths: • High expectations by some teachers and good subject knowledge lead to good learning of basic skills for all pupils. • Enthusiasm, challenge and pace to lessons, which inspire pupils to try harder.

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

Areas for improvement: • Too little time is spent at the end of lessons to help pupils summarise what they have learnt. • Insufficient challenge and pace for some more able pupils. • Teachers’ marking does not help pupils to understand how to improve their work further.

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

The quality of teaching and learning in the reception classes is good. As a result, many of the early obstacles to the children’s learning are overcome and they become curious and confident learners.

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

All pupils, whatever their background or culture, are valued and included in school life. Pupils with English as an additional language and special educational needs are well taught and fully included in the life of the school. Literacy and numeracy are well taught across the school. St Mary’s Catholic Primary School - 7

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Aspect Comment

The quality and range of the curriculum The curriculum is broad and relevant overall. Medium term subject planning is a weakness and some lessons are too long. There is a good range of interesting and stimulating extra curricular activities. Good links with the local community enhance pupils’ learning effectively. Provision for pupils with special educational needs Satisfactory provision enables pupils to make steady progress.

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Aspect Comment

Provision for pupils with English as an additional language The progress of pupils in the initial stages of learning English is satisfactory.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural, development Very good. The school provides good opportunities for pupils to understand the richness and diversity of other religious beliefs and ethnic groups and takes appropriate steps through its policies to combat racism. How well the school cares for its pupils Good. There are good procedures for ensuring pupils’ welfare. The teachers successfully promote mutual respect amongst its pupils. The procedures for assessing pupils’ progress are unsatisfactory and do not consistently inform the next stage of learning. How well does the school work in partnership with parents The school has good links with parents overall.

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Aspect Comment

Leadership and management by the headteacher and other key staff Leadership and management overall across the school are satisfactory. However, subject leaders are insufficiently focused on raising standards. The newly appointed headteacher is clearly focused on raising standards overall. How well the governors fulfil their responsibilities Satisfactory. Governors have clear committee structures and give readily of their time. However, they are insufficiently involved in helping to raise standards and some do not have a clear understanding of the strengths and weaknesses of the school. The school’s evaluation of its performance Unsatisfactory. Some of the weaknesses identified in the last inspection have not been addressed. The strategic use of resources Overall, the budget is used effectively. Staffing, resources and accommodation are satisfactory overall. The school takes account of purchasing goods at a favourable cost, but its spending decisions are

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Aspect Comment

insufficiently linked to raising standards further. The Year 1 and 2 classrooms are very cramped and the mobile classroom is unsatisfactory. St Mary’s Catholic Primary School - 8

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What pleases parents most What parents would like to see improved

• Mutual respect amongst pupils. • Most of the teachers are good role models. • The school promotes high social and moral values. • Children like school. • Extra-curricular activities. • Cramped accommodation.

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What pleases parents most What parents would like to see improved

The inspection team agrees with the positive comments made by parents and that the school has some accommodation that is unsatisfactory. The team judges the extra-curricular activities to be satisfactory. The inspection team also agrees that the behaviour and personal development of the pupils are very good, but it has reservations about the quality of teaching and progress identified by parents as good in the questionnaire. St Mary’s Catholic Primary School - 9

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The school’s results and pupils’ achievements

1. Children enter the Reception Year with below average attainment in communication, language and literacy and in mathematics and well below average social and emotional development. Attainment is average and the progress is good overall by the end of the Reception Year for most children in all areas of the learning, except in personal, social and emotional development. By the time they join Year 1, most have reached the expected standards for this age in communication, language and literacy and in mathematics, and a small minority exceeds these standards in some elements. Attainment is largely affected by the amount of time children have in the school, although to some extent, the quality of teaching and learning makes up for the difference in age, and the younger children make rapid progress towards the expected standards for this age.

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The school’s results and pupils’ achievements

2. Results in the national tests and teacher assessments in 2002 were above the national average in reading and average in writing for pupils in Year 2 and above national averages for pupils in Year 6 in English. When compared to the performance of pupils in similar schools, standards are above average.

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The school’s results and pupils’ achievements

3. Standards in the mathematics 2002 national tests at the end of Year 6 were average, and average in comparison with similar schools. In the lessons observed, pupils in Years 1-2 attain standards that are expected for their age in numeracy and in shape and measure. Progress is satisfactory.

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The school’s results and pupils’ achievements

4. Pupils make satisfactory progress in Years 3-6, and many pupils in Year 6 reach standards that are in line with national results. Higher attaining pupils are not always given work that is sufficiently challenging and they do not progress as quickly as they could.

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The school’s results and pupils’ achievements

5. Standards in science have fallen since the last inspection. Standards in the current Year 2 and Year 6 are average but this shows a dip from the national test results of 2002 when standards were well above average at the end of Year 6. This can be attributed to a large cohort of pupils with special educational needs. Pupils’ make satisfactory progress in science.

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The school’s results and pupils’ achievements

6. There are no significant differences in the attainment or progress between pupils from minority ethnic backgrounds. There is no difference in achievement between white European, or pupils from other ethnic groups. However, the school recognises that there is a lack of challenge for more able pupils in some lessons.

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The school’s results and pupils’ achievements

7. Standards in English, mathematics and science throughout the school are improving since the 2002 national tests. Progress in most other subjects is satisfactory.

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The school’s results and pupils’ achievements

8. Pupils with special educational needs make sound progress. Individual education plans have appropriate and manageable targets. More able pupils are clearly identified in class profiles but there is inconsistency in the way higher ability pupils are challenged across the school and subject areas.

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The school’s results and pupils’ achievements

9. Progress for pupils with EAL is satisfactory overall across the school and over time. The pupils who are learning to be bilingual make good progress in the Reception Year. Progress is sound thereafter. Standards of work seen in subjects are generally similar to those of their peers at the end of Year 2 and Year 6.

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The school’s results and pupils’ achievements

10. The national results at the end of Year 2 and Year 6 have been analysed for pupils from minority ethnic backgrounds. This is useful in making comparisons and establishing how well pupils from minority ethnic backgrounds are achieving in comparison with rest of the school. The data analysis, however, is not yet sophisticated enough to include the performance of EAL pupils at the various stages of learning English. There are no written guidelines for teachers as to how they St Mary’s Catholic Primary School - 10 should support bilingual pupils in their class nor any plans to develop these in the near future. The support offered in the Reception Year is particularly effective and accounts for much of the good progress these pupils make.

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Pupils’ attitudes, values and personal development

11. The pupils have very good attitudes to their learning and make the most of their time in school. This positive approach to school has been well maintained since the last inspection. Pupils arrive punctually and happily in the morning and look forward to the day’s lessons. A good number of pupils participates in the after-school clubs and they are keen to tell visitors about their triumphs in inter-school competitions. Pupils are very enthusiastic to learn and this greatly benefits their progress. In a geography lesson on scale, the pupils were very interested to find out more about maps, particularly when they could relate their learning to experiences in their own school surroundings. The older pupils made very good progress in their poetry lesson in tackling some challenging vocabulary and sentiments because they were captivated by the language and wanted to know more. Even in some lessons that lacked pace and stimulation, the pupils’ patience and

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Pupils’ attitudes, values and personal development

willingness to learn helped them to make progress.

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Pupils’ attitudes, values and personal development

12. Pupils with EAL have positive attitudes towards their learning and show very good levels of interest in their day-to-day activities. They are enthusiastic about listening to stories that are read by their teachers, and show much interest in reading afterwards by themselves. They are friendly and are well integrated within the school community. Their behaviour is very good and they form very good relationships with adults throughout the school.

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Pupils’ attitudes, values and personal development

13. The behaviour of the pupils is very good, as it was at the time of the last inspection. The pupils are particularly well disciplined in moving around the school and taking part in assemblies. Lunchtimes are pleasant and sociable occasions because the pupils, both infant and junior, know how to behave and interact properly. In lessons most pupils behave very well. In a Reception music lesson the children behaved impeccably and consequently made very good progress in their musical appreciation. Not one child had to be reminded to refrain from fiddling with their instruments during the explanations. However, the pupils’ self-discipline is not always as strong as it could be, particularly when teaching activities are inappropriate or too long drawn out. In some cramped and stuffy classrooms it is not surprising that pupils find it difficult to concentrate and behave appropriately. Throughout the school, pupils are extremely polite and courteous, and look

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Pupils’ attitudes, values and personal development

14. The relationships of the pupils are very good, as they were during the last inspection. Pupils think highly of the adults in the school and appreciate the guidance they receive. Pupils also get on very well with each other. Often pupils were seen to play happily together at break times and collaborate well in lessons. A few pupils can be quarrelsome and squabble too easily, but this is often related to particular learning difficulties. Any instances of bullying are very rare. The pupils are responding very well to the school’s strong promotion of spiritual, moral, social and cultural development. They have a good understanding of the impact of their actions on others, as evidenced by their courtesy and concern for others. In one assembly many pupils were able to understand that if a person is always truthful others will trust him and in another pupils could confidently identify who would be upset if a person makes the wrong choice. Respect for the

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Pupils’ attitudes, values and personal development

values and beliefs of others are very good. All pupils are reverential and quiet during prayers and listen thoughtfully to stories and readings.

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Pupils’ attitudes, values and personal development

15. The personal development of the pupils is good. Pupils take on small jobs around the school willingly, such as returning the registers to the office and setting out benches for assembly. However, pupils in Year 6 would appreciate more rights and responsibilities to recognise their status as the eldest in the school and to capitalise on their mature and sensible attitude. The pupils who participate in the class and school councils are proud of their position. They contribute positively to the democratic process in the school. As reported in the last inspection, there are still too few opportunities for pupils to show initiative. On occasions, pupils are over regimented or directed, so there is insufficient chance for pupils to think independently about what should be St Mary’s Catholic Primary School - 11 done. In the same vein, not all pupils are sufficiently adept at checking their work to see how they

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Pupils’ attitudes, values and personal development

16. The pupils’ attendance is unsatisfactory and has deteriorated a great deal from the last inspection. The school has a higher rate of absence than similar primary schools. This stems not just from some pupils with long bouts of illness, but mainly from an increasing number of parents taking their children out of school in term time for family holidays. However, on the positive side, the rate of unauthorised absence is low because parents are conscientious in letting the school know when their children cannot attend. The unsatisfactory attendance levels cause disruption to the teachers as the pupils return and are having a detrimental effect on the progress of the pupils who are missing important parts of their learning.

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HOW WELL ARE PUPILS TAUGHT?

17. Teaching and learning are satisfactory overall with some good features. Progress since the last inspection has been satisfactory. Teaching and learning are good in English mathematics art and design and history. Teaching and learning are good in science in Years 3 to 6. It is consistently good or better in the reception class and Year 6.

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HOW WELL ARE PUPILS TAUGHT?

18. Strengths in teaching include high expectations by some teachers and good subject knowledge which lead to good learning of basic skills for all pupils, including those with English as an additional language. Many lessons are well prepared and teachers keep pupils focused on the task so that they learn at a good rate. The good use of support staff has a positive impact on pupils’ learning, especially for those with special educational needs. Weaknesses include insufficient challenge for some more able pupils and some teachers’ marking, which does not help pupils understand how to improve their work further.

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HOW WELL ARE PUPILS TAUGHT?

19. Teaching is consistently good in the reception classes. It enables children to make important gains in learning because teachers’ planning across the six areas of learning takes good account of children’s needs and identifies links with the National Curriculum. All staff have a very good understanding of the needs of the children and work together very well as a team. They work hard to encourage children to develop their language skills and understanding. Assessment is used well to identify children’s needs and track their progress from entry into school.

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HOW WELL ARE PUPILS TAUGHT?

20. Overall, the quality of teaching and learning in English is good. This has been maintained since the last inspection. Teaching is always at least satisfactory, with instances of very good teaching. This has a positive effect on pupils’ attainment, particularly in Year 6. In the most effective lessons, teachers’ good subject knowledge is shown in the setting of challenging work that is carefully matched to pupils’ differing capabilities. Lesson introductions are used well to promote discussion and kindle pupils’ interest so that they listen attentively. Skilful questioning and explanations ensure that pupils understand their work. Behaviour is good and is based on the positive relationships amongst pupils and between adults and pupils. Praise is used well to show pupils that their work is valued and to encourage higher standards. Marking is inconsistent across the school. It is good, particularly in Years 5 and 6, where it is constructive and encouraging and

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HOW WELL ARE PUPILS TAUGHT?

where written advice is given to pupils on how to improve their work. This is not consistent practise across the school. This is the same judgement as at the last inspection.

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HOW WELL ARE PUPILS TAUGHT?

21. Overall, the quality of teaching and learning in mathematics is good. Stronger lessons were observed in Years 4 and 6. Teachers generally have clear learning intentions, which are usually shared with the whole class. The plenary session is used for the teacher to ascertain whether pupils have achieved these intentions. Pupils are generally managed well and lessons are planned appropriately to build on pupils’ previous learning. A good pace and challenge was evident in the better lessons and these teachers had higher expectations for pupils’ performance. Most teachers organise and manage lessons well. However, the pupils with higher ability are not always given suitably challenging tasks. Marking is not consistent in quality and pupils’ work in the infant school in their exercise books is generally untidy and poorly presented, due in part to the over-use of commercial workbooks. St Mary’s Catholic Primary School - 12

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HOW WELL ARE PUPILS TAUGHT?

22. In Years 1 and 2, the quality of science teaching and learning is satisfactory overall, but with a small percentage of unsatisfactory teaching. Where teaching is unsatisfactory there is weak subject knowledge, lack of pace and missed opportunities to focus on key scientific vocabulary clearly. Previous teachers’ assessments or information in Individual Education Plans are not consistently used in teachers’ planning to build effectively on pupils’ achievements. In Years 3 to 6, teaching and learning are good overall, with some very good teaching. When teaching is effective, lessons are based on practical investigation and high quality challenging questioning from the teacher develops pupils’ knowledge and understanding. Teachers’ subject knowledge is very good and pace effective.

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HOW WELL ARE PUPILS TAUGHT?

23. The classroom assistants take considerable responsibility for the teaching of pupils who speak languages other than English at home. They have been well supported by the Ethnic Minority Achievement Grant co-ordinator. She meets regularly with the assistants to pass on to them what she has learned in training sessions and other suitable information. The assistants have responsibility for doing termly assessments of the progress of targeted pupils. This is done conscientiously and ensures that the assistants are well aware of the learning gains which pupils have made.

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HOW WELL ARE PUPILS TAUGHT?

24. Good, well focused learning opportunities are provided for pupils with special educational needs when withdrawn for individual or group support by the special educational needs co-ordinator. When teaching in the classroom is good, pupils with moderate learning difficulties are generally well supported. Although teachers are aware of pupils’ special educational needs, and the needs of those with English as an additional language, there is often too little detail in teachers’ planning.

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HOW WELL ARE PUPILS TAUGHT?

25. The teaching of pupils learning to be bilingual is satisfactory overall and good in the two reception classes. Teachers are able to draw on the expertise of the EMAG funded specialist teacher, and the bilingual support assistants within the school. Teachers know well the needs of their pupils with English as an additional language and are mostly aware of their cultural background. The pupils’ needs are generally met within the classroom through teachers organising work in smaller groups and by providing more differentiated activities. This works more successfully where support assistants are available for working with pupils in smaller groups, and where there are more opportunities to ask suitable questions. Pupils are finding this support valuable and they respond favourably to the individual attention they are getting. In the longer term, this is helping to increase their confidence and their ability to speak in larger groups.

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HOW WELL ARE PUPILS TAUGHT?

26. Pupils with EAL are supported well through the additional support available from the specialist teacher, who visits for one morning a week only and mostly works on a withdrawal basis, away from their class. The quality of support teaching is good. There are individual plans of work, individual targets for learning, and a written evaluation of progress made by the pupils. There is a good level of collaboration with the class teachers concerned, which helps to plan suitable activities for the individuals in small groups, and at times in providing individual support. This is helping to increase their confidence in talking to adults and to their peers. The school needs to consider more flexible ways of organizing the specialist support within the school, so that the maximum potential of the lessons is achieved in all subject areas, and there is equal access for the pupils to all that the school has to offer.

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PUPILS?

27. The school provides a satisfactory curriculum that promotes pupils’ intellectual, physical and personal development and meets statutory requirements. Good provision is made for the very youngest children. Satisfactory improvement has been made since the previous inspection.

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PUPILS?

28. The National Literacy and Numeracy Strategies have been implemented well and they have been effective in maintaining standards and achievement for most pupils, including those with special educational needs and English as an additional language. However, medium-term plans are not always linked to pupils’ ability, especially in the case of gifted and higher ability pupils. The St Mary’s Catholic Primary School - 13 planning in other subjects takes account of national guidelines, but some schemes have only recently been reviewed and revised. Nevertheless, they help to ensure continuity and progression in learning.

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PUPILS?

29. Good provision is made for pupils’ personal, social and health education. A subject policy and a scheme of work are in place and are due to be revised to include citizenship. The subject is clearly defined through timetabled lessons, ‘circle times’ and other subjects like science, physical education and religious education. There is a school council with representatives from all the junior classes and Year 2 in the summer term. The school provides Years 5 and 6 pupils with sex education and although there is no official policy on drugs education, visitors have talked to various year groups about the dangers of smoking, alcohol and drug abuse.

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PUPILS?

30. Pupils have satisfactory access to the curriculum. The school’s inclusion policy for equality and diversity are very clear on gender and racial issues and any incidents of this nature are dealt with swiftly and capably. Although planning for lessons in English and mathematics takes account of the range of ability within classes, this is not always the case in other subjects. Teachers provide appropriate learning opportunities for pupils with special educational needs and generally work closely with learning support assistants to ensure that these pupils have access to all areas of the curriculum. The school had identified gifted and talented pupils but an appropriate enriched curriculum for these has not yet been formulated.

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PUPILS?

31. The provision for pupils with English as an additional language is satisfactory overall. There are suitable arrangements for ensuring access to the curriculum for pupils who are at the earliest stages of learning English. However, the needs of more advanced learners of English who continue to need additional support in different subjects of the curriculum are less well met. The school aims to ensure that there is equal access to the curriculum for all pupils from minority ethnic backgrounds, and for those who speak English as an additional language. Pupils are generally well supported within class in accessing subjects of the curriculum. However, there are occasions when pupils who are withdrawn for additional support from the specialist teacher miss out on many useful activities and experiences that other pupils enjoy within the class. For example, during inspection, the three pupils withdrawn from Year 1 for additional support missed

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PUPILS?

out on a number of interesting activities in different subjects that had direct bearing on enhancing their speaking and listening skills, and in developing their own imagination. Over the long term, this also deprives teachers of getting additional guidance and strategies for in-class support from the specialist teacher.

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32. Extra-curricular activities, including the use of visits, are good. A good wide range of school clubs is arranged after school on most afternoons. This enables pupils to participate in, for example information and communication technology (ICT), music, dance, soccer, netball and basketball. Most of the clubs are provided for junior pupils but infant pupils take part in dance and a soccer club is planned for this age group in the future. Visits to local places of interest and a residential visit for Year 6 pupils in the summer term support pupils’ learning in school. Visitors to the school include theatre companies, an artist in residence and those in support of pupils’ religious education studies.

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PUPILS?

33. Good use is made of the local amenities on school visits like the Maritime Museum, Riverside Country Park and the local toy museum. The school has very close connections to the parish and pupils of all age groups visit the local church. Pupils from the school have participated in a local industry and technology initiative and have constructed their own moving vehicle during a young engineers’ project. The school also has close links to a supermarket through the headteacher’s participation in a leadership course.

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PUPILS?

34. There are good, effective links with nearby schools and nursery and play schools. The school takes part in tournaments and competitions with nearby primary schools in soccer, netball and athletics. Teachers visit local nurseries and play groups prior to children starting school. Year 6 pupils ‘feed’ several secondary schools and staff from these schools, including special educational needs co-ordinators visit. Students from the county university carry out their teaching practices in the school and secondary school students benefit from work experience. St Mary’s Catholic Primary School - 14 35. The provision for pupils’ spiritual, moral, social and cultural development is very good in all four aspects. This maintains the judgement of the last inspection.

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36. Spiritual development is very good. The school’s Catholic ethos and a daily act of worship provide pupils with an opportunity to reflect on spiritual issues. These are planned to cover spiritual, moral and social issues like the reason why everyone is special. Pupils are encouraged to share their own feelings in assemblies and in music, dance and art and design lessons. The wide variety of art displays around the school has a spiritual content, as do the prayer corners in every classroom. There is a wooden bench on the edge of the playing field, commemorating the death of a young pupil from the school and designated as a quiet place.

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37. The promotion of pupils’ moral development is also very good. The importance of high standards of behaviour and courtesy is promoted and expected in the school and most pupils react well accordingly. Pupils raise money for various children’s charities like the local hospice and Catholic Children’s Homes by participating in netball matches and baking cakes. A behaviour management policy is in place and a summary of this document is sent to parents annually for signing.

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38. Very good arrangements are also made for pupils’ social development. There are very positive relationships between adults and pupils in the school and all adults provide a good role model for pupils. Pupils show good co-operation both in lessons and in the playground, for example when pupils work with a partner or in a small group in physical education and mathematics lessons. Pupils of all age groups are given responsibilities in monitoring and tidying tasks and there is a thriving School Council. Pupils’ involvement in fund raising activities promotes a good awareness of the needs of others.

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39. Provision for pupils’ cultural development is also very good. A good range of experiences of other cultures is provided through curriculum subjects like, art and design, music, religious education, dance and geography. Displays in classrooms and in other areas of the school indicate a spiritual and cultural dimension. The multi-cultural aspect of pupils’ personal development is very well catered for in religious education when such other religions as Judaism, Buddhism and Islam are studied. Displays of African and Japanese clothes further enhance this aspect. Pupils’ knowledge of their own culture is extended very well in their history and literature lessons. Theatre companies are regularly invited into the school and pupils also produce their own dramatic performances.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

40. The care of the pupils is well founded in the strong Catholic ethos. All pupils, whatever their ability, race or colour, are welcomed to the school and included in the full life of the school. The staff know their pupils well and are able to give sympathetic and practical pastoral support to each individual. However, the lack of rigorous academic tracking procedures means that some pupils are not sufficiently extended in their learning.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

41. The school has as good systems for the safety and welfare of the pupils at the last inspection. The site is safe and secure, with the addition of new fencing and the regular patrolling of a security firm. The governors and headteacher ensure that the school is regularly checked for potential hazards. Currently, they are acting on the recommendation of the recent health and safety audit to keep more formal records of risk assessments. Fire prevention systems are good and aided by the expertise of one governor who works for the fire service. Welfare and medical procedures are good. There are sufficient staff with training in first aid. Playground supervisors are vigilant and quick to deal with any bumps and grazes. The accident book is meticulously kept and it is commendable that the school makes sure that it notifies parents by letter of any accident, however minor. As there is a significant number of minor accidents during playtimes, there is need for regular

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

monitoring of the accident book by senior staff to find out why and where these occur and to see if they can be prevented. Pupils with particular medical needs are well looked after.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

42. There is a caring ethos in the school and there are suitable arrangements for identifying and assessing the needs of pupils with EAL when they are admitted to the school. The specialist St Mary’s Catholic Primary School - 15 teacher involved uses the standardised EMAG Service Procedures for individual assessment, and for tracking pupils’ progress thereafter on a regular basis. This is proving useful in noting progress made by individual pupils over time.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

43. Procedures for child protection are good, as they were at the time of the last inspection. The headteacher and her deputy are well trained. The headteacher keeps confidential records securely in her office. The school liases carefully with the social services departments for pupils and families who need special help and support.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

44. The school has unsatisfactory systems for the checking and improving attendance. Registers are called swiftly and effectively at the beginning of the morning and afternoon sessions. The teachers and office staff are quick to find out about unexplained absence and help individual pupils with attendance problems. However, the school is not yet making sufficient use of the computerised registers to track trends in absence and to find out why authorised absence is so high and which groups of pupils have the highest amount of absence. Since the last inspection, the governors have consistently reminded parents about the need to avoid holidays in term time, but to little avail as the authorised absence figure has increased year on year.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

45. Procedures for tracking and promoting good behaviour continue to be very effective. The whole school, including staff and parents, has high expectations for appropriate behaviour that are founded very successfully on the strong Christian moral code. The reward for good behaviour and attitudes is well recorded via the class Star Charts or the Praise Book. The strategy of marking the names of pupils who are behaving inappropriately with crosses on the board or in the Red Book is fairly administered and recognised as serious by the pupils. On a few occasions the management of the pupils is over regimented and detracts from the pupils’ independent development of self- discipline. The school keeps up very good communication with parents if it has concerns about a pupil’s misbehaviour and together home and school can work effectively to help improvement. The consistent application of rewards and sanctions in all classes allows the pupils to know exactly

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what is, and what is not, appropriate and leads to the very good levels of behaviour in the school.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

46. The school is very quick to nip any incidents of bullying or name calling in the bud. All parents are aware of the school’s “zero tolerance” of bullying and have received the “Say no to bullying” leaflet, so they can work effectively with the school to the same ends. The headteacher keeps a well- monitored Bullying and Racial Incidents Book so that pupils involved can be helped to understand the seriousness of the incident and given support to improve.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

47. Procedures for the monitoring and supporting of pupils’ personal development are as good as at the time of the last inspection. The Catholic ethos embraced by all the staff provides a sound foundation from which the pupils grow up as well rounded citizens. The youngest pupils are settled in well and are quickly able to cope with the routines of school life. Pupils are given a satisfactory number of duties around the school, although there are not enough opportunities for the older pupils to demonstrate their responsibility and to recognise their place at the top of the school. Sex education and lessons in the use and misuse of drugs prepare the junior pupils well for life beyond school, although the school needs to agree a formal drugs education policy to ensure consistency in teaching. The involvement of pupils in the class councils and school council provides a valuable grounding in democracy and in how to contribute effectively to the community. The personal,

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

social and health education lessons give pupils a good chance to learn how to articulate their feelings and discuss topical issues. However, more work needs to be done to ensure that the promotion of personal development is threaded throughout the curriculum and that all teachers, particularly as many are comparatively new, feel confident in holding effective class discussions on sensitive and personal issues. Pupils leave St Mary’s as confident and well-adjusted young people.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

48. There are good procedures for identifying pupils with special educational needs. Initial assessments for children starting school are analysed carefully. From this analysis and carefully observation within classes, special educational needs are identified. Good provision is maintained through support from outside agencies such as the Medway LSS. The special educational needs co-ordinator has a good knowledge and understanding of her pupils. Individual education plans St Mary’s Catholic Primary School - 16 contain clear targets and are reviewed regularly. Provision for pupils withdrawn for individual or group support by her is very good. Observations from inspection illustrate pupils’ very good progress in key targets on education plans in these sessions. Careful records are kept of pupils’ progress. Evidence from inspection supports the view that pupils who are withdrawn for support are receiving access to a broad and balanced curriculum.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

49. Within the classroom, support for pupils with learning difficulties is inconsistent. Pupils who have severe learning difficulties and who receive one-to-one support make good progress; targets in individual education plans are an integral part of the planned teaching and learning. When teaching is good, pupils with moderate learning difficulties are generally well supported. When teaching is less sound, during afternoons when there is less support from learning support assistants, or during foundation subjects, planning is not always differentiated to meet individual pupils needs. Although teachers are aware of pupils’ special education needs, there is too little detail in teachers’ planning about how their needs will be met when they are taught as members of the whole class.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

50. Unsatisfactory progress has been made in developing the quality of assessment procedures to improve pupils’ progress. The school has reviewed, but not yet developed a consistently applied assessment system and at the time of inspection there is no consistent practice for the monitoring and evaluation of teaching and learning. Teachers keep individual records of progress and coverage, including records of pupils’ achievements in national tests, but there is no comprehensive system of analysis of pupil progress to inform planning. The history co-ordinator keeps records of pupils’ written assessments across the school, but there is no monitoring of teaching. At the time of inspection pupils are not consistently involved in setting targets for their own learning. Marking of pupils’ work seen does not generally encourage pupils to reflect or focus on how to improve. In one Year 5 class, however, pupils with learning difficulties talked about how

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

their teacher’s marking with specific targets and sharing clearly the overall learning objective for specific lessons helped them to understand how to make progress. In Year 4, there are examples in pupils’ books where marking encourages individuals to reflect on what is good about their work and suggests appropriate challenges to improve. Teachers’ planning does not consistently build upon assessments from previous teaching and learning. School reports outline an accurate picture of subject coverage; attitudes and personal development but do not give a clear indication of actual progress in each subject. Assessment for pupils with special educational needs is thorough and targets are regularly reviewed as specified in the code of practice.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

51. The school has good and effective links with parents and values their contribution. In return, parents have positive views about their children’s education, appreciate the good pastoral guidance and like the family feel of the school. In particular, they support the way their children are helped to become confident and mature and applaud the good behaviour. In addition they like the good teaching, the high expectations and the good progress their children are making. The inspection team agrees that the behaviour and personal development of the pupils are very good, but it has reservations about the quality of teaching and progress and judges these to be satisfactory rather than good.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

52. Teachers are generally aware of the languages that are spoken at home by the bilingual pupils. There are good links with their parents, especially with parents of pupils in the Reception Year, where the bilingual support assistant also makes a useful contribution. This is useful in knowing how well pupils are learning and in finding out about any areas of concern.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

53. A significant number of parents do not believe that there is a sufficient range of activities outside lessons. The inspectors judge that the provision for extra-curricular activities is good, with particularly extensive sports clubs for the juniors. Although a homework policy was agreed and distributed to parents in 2001, the regular setting and marking of homework has become lax. It is difficult for parents to share in the support of learning and to see how their children are getting on if homework is not set on a regular day, is completed in various different books and is not always returned marked. St Mary’s Catholic Primary School - 17 54. A significant number of parents do not feel that they have sufficient information about their children’s progress. Overall, the quality of information, particularly of a more general nature, still remains good. The headteacher sends out regular, cheerful and informative newsletters and

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

parents are always welcome to arrange to see her if they have any concern. In addition, the newly erected notice board and the school website allow parents to catch up on the latest news. The governors’ annual report is useful and attractively presented, although it does omit the comparative national test results for pupils in Year 2. Similarly the prospectus gives a good flavour of the school to prospective parents. It is good that parents receive comprehensive details every term on what their children are going to be taught in each subject. As in most schools, the parents meet their child’s teacher each term for an update on progress. However, the inspectors agree with some parents that they would find out more about their children’s work if the appointment took place in the classroom where display and books are to hand, rather than in the hall. The end of year reports give a satisfactory overview of what the pupils have been learning, although they tend

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

to dwell too much on whether the pupil enjoys learning at the expense of accurate and vital information on the pupil’s progress in each subject since the last report. On the positive side, the reports are perceptive and helpful on personal development.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

55. The contribution of parents to learning at school and at home is good, as it was at the time of the last inspection. Parents are keen to see their children succeed and many are conscientious in hearing their children read at home and completing the home-school contact books. The attendance at sports events and church services is good and gives a clear message to the pupils that they are right behind the pupils and school. Some parents and other volunteers give valuable help in the classroom and on trips, but this assistance has been partially curtailed by the stringent requirements of police checks. The school association is run by a hard-working and committed band of parents. Their well-organised summer and Christmas fairs are strongly supported by the rest of the parents and provide welcome funds for extra educational resources. Consultation of the parents is not yet sufficiently established to ensure that they play their part in educational

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

decisions. However, the new headteacher has made a good start by inviting parents to a coffee morning to meet her and she has concrete plans for an annual parental questionnaire. Overall, the impact of the parents’ involvement in the school is having a beneficial effect on the pupils’ progress and development.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

56. Parents of children with special educational needs are kept appropriately informed of the progress they are making. Individual education plans are shared and the support that parents can give is discussed.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

57. The leadership and management of the school are satisfactory. From September 2002 and April 2003 the school was led by an acting headteacher, a Year 6 teacher. As a consequence, some temporary teachers were needed to continue with class duties. The previous post holder left in July 2002 a school development plan to last until the end of the Autumn 2003 term. The school did not have any strategic leadership from this time, as the governors were awaiting the appointment of a new headteacher. On their first attempt they were not able to appoint. However, a new headteacher started in the summer term 2003 and has, at the time of the inspection been in post four weeks.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

58. Currently there is no school development plan although the headteacher has a clear vision for the school, which identifies what needs improving. The inspection team agrees with the headteacher’s analysis of the school. Clearly staff are committed to the schools mission statement and are hardworking; however there has been insufficient focus on ensuring initiatives started are finished and their success judged by the positive impact on pupils learning. A few key issues from the last inspection, notably assessment, are still weaknesses; there is clear evidence of staff addressing the assessment issue, though not yet fully or with sufficient rigour.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

59. The role of governors is satisfactory overall and there are clear procedures and committee structures in place. The governors are aware of the inconsistencies in the school. They identify the St Mary’s Catholic Primary School - 18 appointment of the headteacher as central to their key task of raising standards. However, they recognise that they need to apply more rigour in holding the school to account for its actions and to weigh up the impact of this on pupils’ learning.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

60. Subject leaders are insufficiently involved in monitoring the quality of teaching and learning in the classroom. As a result, they are not all fully aware of the weaknesses and inconsistencies in quality across the school and this is unsatisfactory. The school is developing its expertise in target setting and the tracking of pupils’ progress, particularly in Years 3-6. The process is not yet in an electronic format to help with detailed analysis, but staff are developing their skills in this area.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

61. Traditionally the headteacher is responsible for overseeing the work of the teachers and other staff who support the pupils who are at an early stage of learning English. The co-ordinator for special educational needs also looks after the interests of pupils with English as an additional language. Due to the recent changes in staffing, the roles and responsibilities of the senior management team, particularly in relation to the monitoring have become less clear. The monitoring of the provision for pupils with EAL is not sufficiently rigorous at present or useful in evaluating the success of the school’s strategy.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

62. The school is appropriately staffed and there is a suitable balance of experience and expertise. The procedures for inducting staff new to the school have been effective and, as a result, there is a good team spirit, shared commitment and confidence in the school’s systems. Teaching assistants have access to a good range of training opportunities and newly qualified teachers benefit from a good induction programme during their first year.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

63. The accommodation available to the school has some unsatisfactory features. Infant classrooms are small and experience disruption, as classes have to use linking doors in other classrooms to access the main building. Furthermore, one Year 2 class is housed in a ‘temporary’ mobile classroom of deteriorating quality: it lacks a water supply and there are no toilets and a humidifier has to be on constantly because of the water running down the walls. The reception classes have been accommodated in the junior hall, thus depriving them of this useful resource to support their learning. The outdoor area for the reception children is too small and located too far away from the infant department. The school grounds are large and very attractive with a hard-surfaced playground that is inadequate to accommodate all the pupils. The buildings are well maintained internally and supported by bright and stimulating displays that value the pupils’ work. Learning

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HOW WELL IS THE SCHOOL LED AND MANAGED?

resources are good to support the curriculum. Resources for ICT have improved since the last inspection with the development of a suite of computers. The library has been improved, relocated and redeveloped since the last inspection.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

64. The provision for pupils with special educational needs is well managed. The co-ordinator has a clear understanding of the special educational needs within the school and how they are being met through individual education plans. Records are thorough and reviewed regularly as specified legally. Teachers and learning support assistants have had appropriate training related to special educational needs provision. Most teachers are responsible for writing and reviewing individual education plans for the pupils in their care, but the special educational needs co-ordinator supports teachers where necessary. Funding is used appropriately. St Mary’s Catholic Primary School - 19

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