St Gabriel's Catholic Primary School

ST. GABRIEL’S R.C. PRIMARY SCHOOL

Dates of inspection: 30 th September – 1 st October 2002

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ST. GABRIEL’S R.C. PRIMARY SCHOOL

Short 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. GABRIEL’S R.C. 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. Gabriel’s R. C. Primary School

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INFORMATION ABOUT THE SCHOOL

School address: Wilnecote Lane Belgrave Tamworth

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The governing body

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mr A Reading

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: June 1998 St. Gabriel’s R. C. Primary School

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Team members

23742 Colin Henderson Registered inspector 14061 Len Shipman Lay inspector 22197 Martin Mayhew Team inspector 30573 Sonia Bosworth Team inspector

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Team members

TWA Inspections Ltd 102 Bath Road Cheltenham GL53 7JX

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Team members

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

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Team members

The Complaints Manager Inspection Quality Division

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Team members

Alexandra House 33 Kingsway London WC2B 6SE St. Gabriel’s R. C. Primary School

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PART A: SUMMARY OF THE REPORT 6

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

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INFORMATION ABOUT THE SCHOOL

St. Gabriel’s R.C. Primary School serves the parish of St. John the Baptist in Tamworth. Most pupils come from a mixture of rented and private housing in the surrounding area. One out of every three pupils comes by bus from different parts of the town. They come from a broad range of social and economic backgrounds, some from more deprived homes. The school is larger than average. There are currently 324 pupils on roll (149 boys and 175 girls), which is just below the number at the last inspection. The school is fully subscribed in some years. Recent building developments have improved facilities, for example in the Foundation Stage and for information and communication technology. Pupils are mainly of white, United Kingdom ethnic backgrounds. Only 2 per cent of pupils come from ethnic minority groups. There is one pupil for whom English is an additional language. Nineteen per cent of pupils are entitled to

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INFORMATION ABOUT THE SCHOOL

free school meals, which is just above the national average. The school has 75 pupils (23 per cent) on its register of special educational needs, most of whom have moderate learning difficulties. There are five pupils (1.5 per cent) with Statements of Special Educational Need. This is average within the local education authority’s area. Assessment information shows that attainment on entry varies considerably from year to year. It is broadly average overall. The school is part of the Sure Start initiative, focused on pre-school and reception children, and is a pilot school for the Transforming Learning project.

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HOW GOOD THE SCHOOL IS

St. Gabriel’s is a very good school. It is a caring, supportive and harmonious school community. Pupils have good attitudes and behave very well. Relationships are excellent. Pupils attain well above average standards in mathematics. Teaching is good and often very good. The positive leadership of the headteacher gives a clear focus to the school’s work. She has established a very effective team approach, involving all staff and governors. The school makes very good use of its resources and gives good value for money.

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What the school does well

• Pupils attain standards in mathematics that are well above the national average. • Teaching is good. It is very good in the juniors and, on occasions, excellent. • Pupils behave very well. Relationships are excellent throughout the school, reflecting the school’s caring and supportive ethos. • The leadership of the headteacher is very good. Strong senior management, a good staff team and an active and supportive governing body support her very well. • The school provides a very good range and quality of learning activities.

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What could be improved

• The proportion of pupils at the end of Year 6 who reach above the expected level in English is not consistently high enough. • Levels of pupils’ attendance. 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 has made good progress since the last inspection in June 1998. The strengths identified in pupils’ attitudes and behaviour, the school’s leadership and management, teaching and partnership with parents have been maintained at a high level. Standards of attainment have improved considerably in mathematics. Pupils attain similar standards to those reported previously at the end of Year 2. Standards at the end of Year 6 have improved, although there are still some inconsistencies in pupils’ use of grammar and punctuation in their writing. The school has addressed successfully the key issues identified previously. The roles and contributions of curriculum leaders have improved. They contribute effectively to the school’s improved monitoring and evaluation procedures. Teachers have good subject knowledge in, for example, English and physical education. Pupils attain higher standards in, for example, art and

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

design and technology. They have improved their spelling and handwriting. The school has improved the site and premises considerably, including the outdoor play facilities for children in the Foundation Stage. St. Gabriel’s R. C. Primary School

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STANDARDS

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

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Key

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

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Key

Pupils attain standards in mathematics at the end of Year 6 that are well above the national average. These have improved considerably since the last inspection. These high standards in mathematics are reflected clearly in the results of national tests over the last four years. Pupils attain standards in English at the end of Year 6 that meet the national average. National test results in English over the last four years have varied considerably. The standards achieved in the most recent tests reflected the English assessment information that the school had compiled on this Year 6 group of pupils. The proportion of pupils with special educational needs, particularly behavioural and literacy needs, was higher than in previous years. There were more lower attaining pupils and 46 per cent of pupils had joined the school after their reception year. The school exceeded its challenging 2002 target of 80 per cent of pupils to

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Key

achieve Level 4 or above in mathematics, with good support from the effective use of booster groups to target specific weaknesses. It did not meet its challenging target of 78 per cent in English, agreed with the local education authority. Seventy-two per cent achieved Level 4 or above which was in line with what the school had anticipated, although just below the national average. Too few pupils attained above average levels in English. A scrutiny of pupils’ work from the last school year and evidence from lessons observed show that standards in English are improving. The current Year 6 pupils are achieving levels that meet those expected for their age, although the proportion attaining above expected levels in writing is below average. Year 2 pupils attain standards in mathematics that are well above average. Standards of writing in Year 2 are above average levels, with the school’s increased focus on writing and the implementation of

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Key

its Early Literacy Strategy raising attainment. Pupils’ attain average levels in reading at the end of Year 2. They make good progress in the infants, especially the significant proportion who enter school with below average language skills. The school received a School Achievement Award for 2001/02 and is strongly focused on raising standards, especially in English.

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Aspect Comment

Attitudes to the school Good and often very good. Most pupils work hard and are keen to learn and succeed. Behaviour, in and out of classrooms Very good. Pupils behave very well in lessons and around the school. They are friendly, polite and helpful. Pupils play and work together very well. Personal development and relationships Very good. Relationships are excellent throughout the school. They contribute strongly to the harmonious, caring ethos in the school. Attendance Unsatisfactory. Levels are below the national averages, caused mainly by parents taking their children on holidays in term time.

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Aspect Comment

The high standards of behaviour and good attitudes are strengths of the school and support pupils’ learning. Excellent relationships contribute to pupils’ enjoyment of school and the school’s caring approach. St. Gabriel’s R. C. Primary School

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

Quality of teaching Good Good Very good Inspectors make judgements about teaching in the range: excellent; very good; good; satisfactory; unsatisfactory; poor; very poor. ‘Satisfactory’ means that the teaching is adequate and strengths outweigh weaknesses.

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

Teaching is of a consistently good standard. It is very good for junior pupils and occasionally excellent. There was no unsatisfactory teaching observed. The high quality of teaching is a key factor in maintaining high standards in mathematics and improving standards in English and other subjects, for example science and information and communication technology. Teachers plan in detail to ensure that they match learning activities closely to the full range of pupils’ needs. They work in very effective partnership with teaching support assistants to ensure that all pupils are included fully and given high quality individual and group support. Teachers have high expectations of children’s work and behaviour, especially in the Foundation Stage and in the juniors, to which they respond well. Many teachers maintain a brisk pace to lessons that sustains pupils’ attention and concentration. Teachers use assessment information very well

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

to guide pupils’ learning, for example through using individual, group and class improvement targets. The quality of teaching for pupils with special educational needs is very good. They benefit from very good support and guidance and make good progress towards their learning targets.

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Aspect Comment

The quality and range of the curriculum Very good for the Foundation Stage and for infants and juniors. The school has focused on literacy and numeracy and retained a broad and relevant programme of activities to meet the wide range of interests and abilities. The curriculum is enhanced by very good extra-curricular activities.

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Aspect Comment

Provision for pupils with special educational needs Very good. Very good management enables high quality support staff to work closely with teachers to meet these pupils’ needs.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Very good provision promotes pupils’ personal development. The school provides excellently for pupils’ spiritual development. The very good moral, social and cultural provision enables pupils to respect and value each other and contribute very well to a harmonious community.

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Aspect Comment

How well the school cares for its pupils Very good. This is a very caring school in which the support and welfare of the pupils are high priorities.

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Aspect Comment

The very good curriculum ensures that all pupils are included fully in the broad range of activities. It is enhanced effectively by circle time, extra-curricular activities and very good links with the community. Very good provision for pupils’ personal development typifies the school’s caring ethos. St. Gabriel’s R. C. Primary School

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Aspect Comment

Leadership and management by the headteacher and other key staff The very effective and influential leadership of the headteacher, working closely with an influential senior management team, provides a clear direction to the work of the school, focused strongly on improvement. The very good co-operative approach between staff and the positive lead given by subject co-ordinators contribute very well to school effectiveness.

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Aspect Comment

How well the governors fulfil their responsibilities Good. The governing body meets its statutory responsibilities effectively. Governors have a good understanding of the school’s strengths and areas for development. They are supportive and work closely with the headteacher and her staff to shape the direction of the school

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Aspect Comment

The school’s evaluation of its performance Very good. Senior staff have developed very good procedures to monitor and evaluate the school’s performance, especially the quality of teaching and learning. These are used effectively to identify improvement targets and then take effective action.

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Aspect Comment

The strategic use of resources Clear, focused development planning and the very good use of staff, time and resources ensure a stimulating and high quality education. The school uses its finances very efficiently to target improvement priorities. Governors monitor spending levels closely and make very good use of the principles of best value.

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Aspect Comment

The very good leadership and strong team approach are key factors in establishing a positive, supportive ethos and encouraging pupils to achieve well. Everyone working in school is clearly committed to its success. An active and supportive parents’ association makes a valuable contribution in raising additional funds to benefit pupils.

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

Parental responses are from 130 questionnaires and 29 parents who attended the pre-inspection meeting. A number of parents were interviewed during the inspection. The involvement of the parents makes a significant contribution to improving the quality of education provided.

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What pleases parents most What parents would like to see improved

• The school is well led and managed. • Teaching is good and helps their children to make good progress. • Their children enjoy school. It helps them to grow in confidence and mature. • Behaviour is good. • The school works closely with parents and parents are well informed. • The work that their children are expected to do at home. • A few would like to see an improved range of extra-curricular activities. • A small number of parents disagree with the amount of homework that is set. • A very small number of working parents felt their needs are not sufficiently well met. • A few parents were concerned about pupils’ progress in mixed-age classes.

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What pleases parents most What parents would like to see improved

Inspection evidence fully endorses the parents’ positive views of the school. Inspectors found that the range and quality of extra-curricular activities are very good. Homework provision is good overall. It is appropriate for the age of the pupils and supports the work done in school. Inspectors found no difference in the progress of pupils in mixed-age classes compared with others in the school. The school provides good quality information to parents about what is being taught and how well their children are achieving. St. Gabriel’s R. C. Primary School

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WHAT THE SCHOOL DOES WELL

Pupils attain standards in mathematics that are well above the national average.

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WHAT THE SCHOOL DOES WELL

1. Inspection evidence and the results of national tests over the last four years show that pupils at the end of Year 2 and Year 6 attain standards in mathematics that are well above the national average. Pupils did not attain results in the 2002 tests that were as high as previous years. However, a scrutiny of last year’s Year 6 pupils’ work, together with assessment information, showed that there was a higher than usual proportion of pupils of lower ability and with special educational needs. This Year 6 also had a high level of pupil mobility, with 46 per cent of the pupils joining the school after the reception year. The results were higher than what the school had initially anticipated and higher than the national averages. The school made very effective use of its booster classes to enable lower attaining pupils to benefit from additional specialist teaching. The school had closely analysed the results of earlier tests taken by these pupils. These indicated specific areas

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WHAT THE SCHOOL DOES WELL

of weakness, for example data handling. The specialist teaching focused on these weaknesses. This helped to increase considerably the number of pupils who achieved the nationally expected Level 4.

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WHAT THE SCHOOL DOES WELL

2. Inspection evidence from lesson observations and from a scrutiny of current work in mathematics shows that pupils attain standards that are well above those expected for their age in many year groups, for example Years 2, 4, 5 and 6. Teachers have high expectations of pupils’ attitudes and the amount and quality of their work. Pupils respond very well, producing a good amount of neat, well-presented and accurate work. Teachers use the National Numeracy Strategy very successfully to plan work in detail that challenges pupils to extend their skills, knowledge and understanding. They use a very good range of interesting and challenging activities to grasp pupils’ interest and sustain their attention. For example, in a Years 3 and 4 lesson, the teacher organised a very good range of activities to extend pupils’ understanding of using money. She planned the work to ensure that each group of pupils applied their knowledge at a challenging level. For

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WHAT THE SCHOOL DOES WELL

example, more able pupils were required to work out the different coins needed to total £5. The teacher used a timer to ensure that she maintained a very good pace to the lesson. She regularly reminded pupils how long they had left and challenged individuals with questions and prompts, for example, ‘I would expect you to be on number five by now!’. Teachers continually ask pupils ‘Why?’ to make them explain what strategies they have used to solve the problem. This ensures that pupils have to apply their knowledge and also extends their speaking and listening skills effectively as they explain their answers to others. For example, in a very good Year 6 lesson, the teacher challenged each pupil to work out how he or she had changed a fraction to a percentage. He insisted that everyone tried to explain it to a partner – ‘No sitting on the fence! Everyone has to share’. Pupils responded excellently. The more able pupils attained well above average standards as

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WHAT THE SCHOOL DOES WELL

they explained different ways of comparing fractions and percentages. This high quality of teaching promoted high standards of attainment in mathematics.

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WHAT THE SCHOOL DOES WELL

Teaching is good. It is very good in the juniors and, on occasions, excellent.

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WHAT THE SCHOOL DOES WELL

3. Twenty-six lessons were observed. Teaching was good in ten. It was very good in a further seven and excellent in two lessons. No unsatisfactory teaching was observed. Teaching has been maintained at the high quality reported in the previous inspection. Very good teaching was observed in all years from reception to Year 6. Examples of consistently very good and occasionally excellent teaching were observed in Years 4 and 6. The scrutiny of pupils’ work from the last school year reflected good teaching. Teachers had high expectations of the way in which pupils presented their work, for example the neat, fluent and accurate handwriting. They expected pupils to develop and St. Gabriel’s R. C. Primary School extend their skills through a broad range of activities. For example, teachers challenged pupils to extend their writing skills in many ways, such as writing poems. Teachers expected and encouraged pupils to use lively and interesting vocabulary that led to high

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WHAT THE SCHOOL DOES WELL

quality work. For example, one Year 6 pupil wrote his own poem with the title ‘If’, and started ‘If my mum were a pot of paint, she would be orange to show the hot sun’s shining light.’ Some teachers did not always ensure that pupils applied their knowledge of grammar and punctuation with consistent accuracy, especially in their descriptive and imaginative written work.

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WHAT THE SCHOOL DOES WELL

4. The consistently good teaching is a key factor in promoting and maintaining above expected standards of attainment. The particular features that characterise high quality lessons are: • detailed lesson planning identifies clear learning objectives. Planning includes a very good range of interesting activities that requires pupils of all ages and abilities to apply their skills and knowledge; • teachers use assessment information very successfully to ensure that they provide learning activities that match pupils’ different needs. They use it well to identify pupils’ learning targets, for example, in literacy and numeracy. They monitored these targets closely to ensure pupils make good progress in achieving them; • teachers maintain a brisk pace to lessons. They regularly remind pupils how long they have to complete tasks and make it clear what they expect pupils to have achieved by the end. This ensures that all pupils sustain their interest and concentration and achieve a

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WHAT THE SCHOOL DOES WELL

considerable amount of work; • teachers manage their classes very well. Relationships between teachers and their pupils are excellent. These enable pupils to respond immediately to instructions and teachers very effectively to re-direct or extend pupils’ thinking; • teachers and well qualified and experienced support staff work very well together. They ensure that all pupils are included fully and benefit from very good support and guidance. They liaise very effectively using written tracking and information sheets. These ensure that they share the same learning objectives and keep informed about pupils’ progress.

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WHAT THE SCHOOL DOES WELL

5. The teaching of English and mathematics is good and often very good. Teachers are particularly successful in implementing the school’s numeracy strategy. This is promoting high standards, for example in pupils applying their mental skills. For example, in a Year 5 lesson, the teacher challenged pupils to apply their knowledge of fractions in competing against each other in a game. She required them to roll a dice and then quickly match the number on the dice with one of the fraction problems written on the board. Pupils were enthusiastically using their knowledge to try to win the game. Their competitive spirit created great interest and led them to working out their answers quickly and accurately. Teachers use questions very effectively to clarify and their extend pupils’ answers. For example, in a very good Year 4 literacy activity, the teacher requested pupils to ‘Tell me more. What do you actually mean?’ After the pupil had replied in more detail, the teacher

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WHAT THE SCHOOL DOES WELL

stated, ‘Now that paints a picture in my head straight away!’ Pupils were keen to improve and willing to try ‘interesting and more powerful words’. One pupil used the computer successfully and ended his poem with ‘Go and open the door; maybe there’s a rocking chair, dancing to Elvis Presley’.

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WHAT THE SCHOOL DOES WELL

6. Teachers use some interesting methods to grasp pupils’ attention. They have excellent relationships with their classes, which allows them to develop pupils’ thinking and contribute to their personal development. For example, the teacher promoted Year 6 St. Gabriel’s R. C. Primary School pupils’ spiritual and social development excellently during a Circle Time 1 activity. He held their attention totally, in complete silence, as he created an image in their minds of Jesus standing beside them on the shore of the Sea of Galilee. The teacher then asked the pupils to think carefully about what they would tell Jesus how they were going to help their class and school this year. It led to some very good personal qualities being described which pupils respected and valued.

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WHAT THE SCHOOL DOES WELL

7. Many teachers have good subject knowledge and use it successfully. For example, in a Year 2 music lesson, the enthusiasm and expertise of the teacher encouraged pupils to participate fully in singing activities. She used her very good knowledge of musical rhythm and beat to enable most of the pupils to combine the two aspects. For example, she challenged half of the class to keep the rhythmic pattern while the others tried to keep the beat. The teacher then encouraged pupils to evaluate ways in which they could improve their performance. She knowledgeably prompted and questioned the pupils to help them identify key aspects. They worked on improving these and so raised the standard achieved.

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Pupils behave very well. Relationships are excellent throughout the school, reflecting the

8. Pupils’ behaviour in and around school is very good. In lessons observed, behaviour was consistently good and often very good. High quality teaching ensured that the few pupils who might be disruptive are kept focused on learning. Teachers maintain a good pace to lessons, sustaining pupils’ attention on activities. Most pupils have positive attitudes to learning. There is a strong understanding and expectation that they are at school to learn. Pupils clearly enjoy school and keenly participate in lesson activities. They play together quite happily in the playground. During the inspection, there was no evidence of aggressive or unpleasant behaviour. All pupils are included fully in all activities.

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Pupils behave very well. Relationships are excellent throughout the school, reflecting the

9. Relationships between pupils and between pupils and adults are excellent. There is mutual respect and every child is valued. However busy, staff always find time to answer a pupil’s question or concern. This helps raise pupils’ self-esteem and promotes their positive approach to school. Pupils are confident with adults. They are naturally inquisitive but never rude. They ask questions politely and with maturity.

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Pupils behave very well. Relationships are excellent throughout the school, reflecting the

10. Pupils’ personal development is promoted very successfully through, for example, circle time and other curriculum opportunities. This contributes to the school’s caring and supportive ethos and encourages pupils to show respect for the feelings of others. All staff extend pupils’ spiritual development excellently through frequent opportunities to reflect upon spiritual aspects. For example, pupils consider how their Catholic faith and values can help them become a valuable member of their family, school and local communities. Good teaching focusing on pupils’ understanding of right and wrong and a good range of opportunities to accept responsibility, for example looking after younger pupils, enhance pupils’ knowledge of the values promoted by the school. Parents are very supportive of the way in which the school helps their children mature and become more responsible.

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The leadership of the headteacher is very good. Strong senior management, a good staff

team and an active and supportive governing body support her very well.

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The leadership of the headteacher is very good. Strong senior management, a good staff

11. The headteacher continues to provide very effective and influential leadership of the school’s work as reported in the last inspection. For example, she took a positive approach to the recent opportunity provided by staff changes, restructuring aspects of subject management, putting senior and influential staff in key positions. She works

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The leadership of the headteacher is very good. Strong senior management, a good staff

1 During cC ircle Tt ime, pupils discuss a wide range of personal and general issues. All pupils agree that no interruptions should occur and only one person at a time will speak. Respect for other pupils’ views will occur at all times and therefor pupils feel confident that they can talk with ease and free from any form of interruption from other children. St. Gabriel’s R. C. Primary School closely with a strong senior management team to encourage all staff, particularly those with subject responsibilities, to contribute to improving the school. They have created a very strong team approach with everyone clearly committed to achieving a successful school. All staff promote the school’s aims and values consistently and they are reflected clearly in its work and the day-to-day life of the school. There is a very strong, shared commitment to improvement. The enthusiasm and positive drive of the headteacher, with

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The leadership of the headteacher is very good. Strong senior management, a good staff

the support of effective and increasingly influential governors, have created a very good capacity to succeed and raise standards.

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The leadership of the headteacher is very good. Strong senior management, a good staff

12. The senior management team has established very good systems for monitoring and evaluating the work of the school. They analyse an increasing range of assessment information to identify what is being done well and what areas need improvement. This is shared very effectively with all staff, for example to target individuals or groups of pupils and raise attainment. The headteacher has encouraged a culture of self-improvement for both staff and pupils. Teachers and teaching support assistants continually seek to improve their performance through training and sharing their good practice with colleagues. The school’s successful performance management structure and the very good help and guidance given to new staff contribute considerably to maintaining high standards, especially in teaching and learning. Key staff, for example subject leaders, have a very good understanding of what is expected in their role. They are enthusiastic

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The leadership of the headteacher is very good. Strong senior management, a good staff

and determined to improve standards in their areas of responsibility, for example in literacy and information and communication technology. They contribute their own subject action plans to the overall school development plan. This also includes a governors’ action plan to ensure their continued support and active involvement. The very good quality school development plan gives a very clear direction to the work of the school and enables school funds to be targeted efficiently on improvement priorities.

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The leadership of the headteacher is very good. Strong senior management, a good staff

The school provides a very good range and quality of learning activities.

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The leadership of the headteacher is very good. Strong senior management, a good staff

13. The school provides a very good curriculum for children in the Foundation Stage and for junior and infant pupils. It is broad and organised well to meet pupils’ needs. The curriculum places a high priority on teaching the basic skills of literacy and numeracy very effectively. This helps pupils to learn. For example, Year 5 pupils use their reading and writing skills successfully to carry out individual geographical projects on a wide range of topics, such as different countries and the rivers of Britain. The school shows a strong commitment to ensuring that pupils have a broad programme of activities in, for example, music, sport, dance and personal, social and moral education. It enriches the curriculum through a good range of trips and visits, for example opportunities to experience live theatre and music concerts. Pupils perform in music and drama productions such as ‘David and Goliath’. They actively and enthusiastically take part in specific subject days in,

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The leadership of the headteacher is very good. Strong senior management, a good staff

for example, science, technology and drama. Some of these are organised in collaboration with the local community, church and feeder secondary schools. This programme continues to be enhanced, as reported previously, by a very good range of extra-curricular activities. Nearly 80 per cent of parents thought that the school offered a good range of activities outside lessons. Pupils benefit from opportunities to take part in a very good range of sporting competitions with local primary schools and with other Catholic schools in the Birmingham area. Pupils’ musical and dance skills are extended through participation in local festivals.

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The leadership of the headteacher is very good. Strong senior management, a good staff

14. The very good curriculum enhances pupils’ personal development, for example in spiritual, social and cultural aspects, and promotes the school’s Christian ethos and mission. Children in the Foundation Stage are given increasing responsibility for their learning, for example in making their own choice from a very good range of interesting activities. This encourages children to develop their independence. They settle very quickly and happily and adjust very well to school routines. For example, teachers use circle time activities very successfully to extend children’s speaking and listening and their knowledge and St. Gabriel’s R. C. Primary School understanding of what is right and what is wrong. Teachers encourage children to listen carefully to and respect the ideas of others. They use questions effectively to extend children’s moral and social development by improving their understanding of why the

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The leadership of the headteacher is very good. Strong senior management, a good staff

school needs rules. Inspectors observed some very good examples of curriculum activities that extended pupils’ cultural and social development. For example, Year 5 and Year 6 pupils studied the autobiography of Floella Benjamin. The teacher used the text very successfully to raise issues of racial intolerance and discrimination. She enhanced aspects of pupils’ spiritual development by using discussion and role-play to encourage pupils to try to understand Floella’s ‘inner feelings’ as she encountered racial hostility. The school’s involvement in the ‘Transforming Learning’ project encouraged pupils to identify ways in which they thought that the school could improve. They clearly enjoyed the opportunity, felt valued at being consulted and contributed enthusiastically and conscientiously.

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The proportion of pupils at the end of Year 6 who reach above the expected level in

English is not consistently high enough.

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The proportion of pupils at the end of Year 6 who reach above the expected level in

15. An analysis of the work of Year 6 pupils from last school year showed that teachers provided a wide range of writing activities. Pupils wrote lengthy descriptions, for example when writing about environmental issues and interesting poems. They practised their handwriting, punctuation and spelling skills regularly. However, pupils did not consistently apply these skills accurately in presenting their final written work. Teachers’ high expectations were often focused on ensuring that Year 6 pupils wrote a significant amount in all the required aspects. They did not always ensure that pupils applied their knowledge and understanding of the rules of grammar and punctuation consistently in their written work. The results of the 2002 national tests showed that the proportion of pupils achieving the expected Level 4 was just below average. The proportion achieving above expected levels was below the national average.

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The proportion of pupils at the end of Year 6 who reach above the expected level in

16. Evidence from the current Year 6 shows that standards in English are improving. Most pupils are likely to achieve the nationally expected level. An analysis of their work shows that many pupils are not applying their skills of grammar and punctuation with consistent accuracy. This is limiting attainment, particularly of those pupils who the school has identified as having the potential to achieve above average standards in writing.

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The proportion of pupils at the end of Year 6 who reach above the expected level in

17. Pupils’ levels of attendance are below the national averages. They are in line with or better than similar schools in the area. The majority of pupils have good attendance records. A small number of parents use children’s sickness excessively as a reason for some authorised absence. Pupil mobility is another factor. However, the main cause is the number of parents taking their children on holiday during term time. For example, in three classes inspected, there were three absences in each. Most of these were away on holiday.

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The proportion of pupils at the end of Year 6 who reach above the expected level in

18. The school has good procedures to monitor and promote attendance. Staff implement the attendance policy consistently well, using computerised forms. The school has good links with the education welfare officer who deals with any concerns swiftly. Regular newsletters and other forms of communication enforce the headteacher’s determination to improve levels of attendance. The school presents certificates and awards in assemblies to pupils with good levels of attendance and their achievements are praised in the newsletters.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

St. Gabriel’s R. C. Primary School 19. In the context of its many strengths and the high quality of education it already provides, the headteacher, staff and governors should:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(1) increase the proportion of pupils by the end of Year 6 who attain higher than expected levels in English by placing more emphasis on pupils consistently applying to their writing the rules of grammar and punctuation, particularly those who have the potential to achieve Level 5;

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(2) raise levels of attendance by encouraging parents to adopt a consistently positive approach to ensure that their children attend school. St. Gabriel’s R. C. Primary School

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 12

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very poor

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Summary of teaching observed during the inspection

Percentage 8 27 38 27 0 0 0 The table gives the number and percentage of lessons observed in each of the seven categories used to make judgements about teaching. Care should be taken when interpreting these percentages as each lesson represents more than three percentage points.

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 324

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Information about the school’s pupils

Number of full-time pupils known to be eligible for free school meals 62 FTE means full-time equivalent.

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Information about the school’s pupils

Number of pupils with statements of special educational needs 5

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 75

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Information about the school’s pupils

English as an additional language No of pupils

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Information about the school’s pupils

Number of pupils with English as an additional language 1

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Information about the school’s pupils

Pupil mobility in the last school year No of pupils

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Information about the school’s pupils

Pupils who joined the school other than at the usual time of first admission 34

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 26

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Attendance

National comparative data 5.6 National comparative data 0.5 Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. St. Gabriel’s R. C. Primary School

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Attainment at the end of Key Stage 1 (Year 2)

Year Boys Girls Total Number of registered pupils in final year of Key Stage 1 for the latest reporting year 2002 25 18 43

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Attainment at the end of Key Stage 1 (Year 2)

National Curriculum Test/Task Results Reading Writing Mathematics

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Attainment at the end of Key Stage 1 (Year 2)

Boys 19 21 23 Numbers of pupils at NC Level 2 and above Girls 17 17 18

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Attainment at the end of Key Stage 1 (Year 2)

Percentage of pupils School 84 (79) 88 (82) 95 (97) at NC Level 2 or above National 82 (84) 85 (86) 90 (91)

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Attainment at the end of Key Stage 1 (Year 2)

Teachers’ Assessments English Mathematics Science

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Attainment at the end of Key Stage 1 (Year 2)

Boys 19 23 24 Numbers of pupils at NC Level 2 and above Girls 17 17 18

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Attainment at the end of Key Stage 1 (Year 2)

Percentage of pupils School 84 (82) 93 (97) 97 (90) at NC Level 2 or above National 84 (85) 88 (89) 89 (89)

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Attainment at the end of Key Stage 1 (Year 2)

Percentages in brackets refer to the year before the latest reporting year.

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Attainment at the end of Key Stage 2 (Year 6)

Year Boys Girls Total Number of registered pupils in final year of Key Stage 2 for the latest reporting year 2002 29 22 51

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Attainment at the end of Key Stage 2 (Year 6)

National Curriculum Test/Task Results English Mathematics Science

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Attainment at the end of Key Stage 2 (Year 6)

Boys 21 27 27 Numbers of pupils at NC Level 4 and above Girls 15 20 18

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Attainment at the end of Key Stage 2 (Year 6)

Percentage of pupils School 71 (74) 92 (100) 88 (91) at NC Level 4 or above National 75 (75) 74 (71) 87 (87)

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Attainment at the end of Key Stage 2 (Year 6)

Teachers’ Assessments English Mathematics Science

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Attainment at the end of Key Stage 2 (Year 6)

Boys 22 27 27 Numbers of pupils at NC Level 4 and above Girls 16 20 18

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Attainment at the end of Key Stage 2 (Year 6)

Percentage of pupils School 75 (81) 92 (89) 88 (91) at NC Level 4 or above National 72 (72) 74 (74) 82 (82) Percentages in brackets refer to the year before the latest reporting year. St. Gabriel’s R. C. Primary School

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Ethnic background of pupils Exclusions in the last school year

Categories used in the Annual School Census No of pupils on roll Number of fixed period exclusions Number of permanent exclusions

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Ethnic background of pupils Exclusions in the last school year

White – any other White background 8 0 0

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Ethnic background of pupils Exclusions in the last school year

Mixed – any other mixed background 0 0 0

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Ethnic background of pupils Exclusions in the last school year

Asian or Asian British - Pakistani 0 0 0

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Ethnic background of pupils Exclusions in the last school year

Asian or Asian British – Bangladeshi 0 0 0

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Ethnic background of pupils Exclusions in the last school year

Asian or Asian British – any other Asian background 0 0 0

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Ethnic background of pupils Exclusions in the last school year

Black or Black British – Caribbean 0 0 0

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Ethnic background of pupils Exclusions in the last school year

Black or Black British – any other Black background 0 0 0

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Ethnic background of pupils Exclusions in the last school year

The table refers to pupils of compulsory school age only. It gives the number of exclusions, which may be different from the number of pupils excluded.

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 14.4 Financial year 2000 / 01

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Teachers and classes Financial information

Number of pupils per qualified teacher 22.5

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Teachers and classes Financial information

Education support staff: YR – Y6 Total income 632,003

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Teachers and classes Financial information

Total number of education support staff 9 Total expenditure 634,323

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Teachers and classes Financial information

Total aggregate hours worked per week 184.5 Expenditure per pupil 1,977

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Teachers and classes Financial information

FTE means full-time equivalent. Balance brought forward from previous year 23,390

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Teachers and classes Financial information

Balance carried forward to next year 21,070 St. Gabriel’s R. C. Primary School

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Recruitment of teachers

Number of teachers who left the school during the last two years 5.0

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Recruitment of teachers

Number of teachers appointed to the school during the last two years 4.0

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Recruitment of teachers

Total number of vacant teaching posts (FTE) 0

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Recruitment of teachers

Number of vacancies filled by teachers on temporary contract of a term or more (FTE) 1

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Recruitment of teachers

Number of unfilled vacancies or vacancies filled by teachers on temporary contract of less than one term (FTE) 0 FTE means full-time equivalent. St. Gabriel’s R. C. Primary School

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Percentage of responses in each category

Strongly agree Tend to agree Tend to disagree Strongly disagree Don’t know

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Percentage of responses in each category

My child is making good progress in school. 56 39 2 2 1

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Percentage of responses in each category

Behaviour in the school is good. 52 46 2 0 0

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Percentage of responses in each category

My child gets the right amount of work to do at home. 31 56 8 2 3

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 54 38 7 0 1

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 67 28 5 0 0

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 74 23 2 1 0

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Percentage of responses in each category

The school works closely with parents. 53 42 5 0 0

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Percentage of responses in each category

The school is well led and managed. 66 33 1 0 0

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Percentage of responses in each category

The school is helping my child become mature and responsible. 60 38 1 0 1

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 39 39 11 2 9

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