Other · Ofsted report

St Bernadette's Catholic Primary School

Inspected — · published 17 Sept 2003 · URN 124372

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124372

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+40Positivemore positive than 45% of reports of this type

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Praisevery welleffectivelyeffectivestronghigh expectationsvery highmake good progressimproved

Criticismnot alwayspoorlackbelowinsufficientlimitedinconsistentnot yet

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FindingsAbout the inspectionWhat needs to improve positive critical

Findings9837w+39
What needs to improve9440w+41

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Pages: 40
Words of findings: 19,105; longer than usual (typical 1049)
Reading level: Hard; Flesch 46, typical 45
Average sentence: 18 words
Next steps: 8; typical 5
Hedged sentences: 8%; “some”, “not always”, “most”…

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Findings 51%What needs to improve 48%About the inspection 1%

Full report text

SCHOOL

Dates of inspection: 16 th -18 th June 2003

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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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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 Bernadette’s Catholic Primary School

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INFORMATION ABOUT THE SCHOOL

School address: Lindale Drive Wombourne Wolverhampton

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 9 th June 1997 St Bernadette’s Catholic Primary School

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Team members Subject responsibilities Aspect responsibilities

Phil Mann Registered inspector Mathematics Science

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Team members Subject responsibilities Aspect responsibilities

Design and technology Information and communication technology Physical education Special educational needs Standards - attainment and progress How good are curricular and other opportunities? Spiritual, moral, social and cultural and personal development Monitoring pupils’ academic performance and personal development Educational and personal guidance - assessment John Arscott Lay inspector Standards - attitudes, behaviour, personal development Attendance Inclusion How well does the school care for its pupils? How well does the school work in partnership with parents? How well is the school led and managed? Efficiency of the school Staffing, accommodation and learning resources Wendy Jenkins Team inspector Children under five English Art and design Geography History Music How well are pupils taught?

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Team members Subject responsibilities Aspect responsibilities

TWA Inspections Ltd 102 Bath Road Cheltenham GL53 7JX

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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 Bernadette’s Catholic 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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HOW HIGH ARE STANDARDS? 10

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

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PART A: SUMMARY OF THE REPORT

INFORMATION ABOUT THE SCHOOL St Bernadette’s Roman Catholic Primary School has 72 pupils on roll, aged 4 to 11, and the average class size is 18. The school is located in a residential area of Wombourne, Wolverhampton. The pupils come from the village and local area and their home backgrounds are average. The school was built in 1969 and is surrounded by a small playing field, garden and play areas. At the time of the inspection, there were 6 children under five in the reception class. The attainment of children at the start of school is average. Twenty-two pupils have been identified as having special educational needs of which four receive support from the local education authority. There are currently no pupils with a statement of special educational need. The proportion of pupils with special educational needs is above the national average. A very small proportion of pupils speak English as an additional language.

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PART A: SUMMARY OF THE REPORT

HOW GOOD THE SCHOOL IS Overall, this is a school which achieves a satisfactory level of effectiveness. It has some good features. It provides high levels of care within a supportive and caring Christian community. The headteacher and staff work hard to provide good learning opportunities for pupils. New initiatives and school improvement have been hampered over the last two years by changes to staffing and staff illness. The headteacher is now providing effective leadership after this difficult period and many improvements are now being put in place. Standards are average overall but inspection evidence confirms that the rate of pupils' progress is now increasing. This is especially so for more able pupils who respond well to ability grouping in English and mathematics. Taking into consideration the very high levels of expenditure for the small numbers of pupils, the standards being attained and pupils’ home backgrounds, the school provides satisfactory value

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PART A: SUMMARY OF THE REPORT

What the school does well • Pupils are achieving well in mathematics, science and geography and standards are above average at 11. Progress is good in dance and especially so in music, where standards at the end of the juniors are well above average. • Attitudes, behaviour and relationships are all very good. • The provision for spiritual, moral and social development is a strength of the school. • Pastoral care and welfare of pupils are good. • The headteacher leads the staff effectively and together they manage the work of the school well.

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PART A: SUMMARY OF THE REPORT

What could be improved • The quality of overall curriculum planning to ensure the development of pupils’ knowledge and skills in a systematic and coherent way across the school. • The use of assessment information to ensure that all pupils make equal progress in lessons. • The level of pupils' attendance. The areas for improvement will form the basis of the governors’ action plan.

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PART A: SUMMARY OF THE REPORT

HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION Despite of a period of staffing difficulty, the school has made satisfactory progress on all the issues identified at the previous inspection. Standards in design and technology have improved. There is now a recognisable structure to the planning of all learning opportunities with appropriate schemes of work now in place. The higher attaining pupils are effectively catered for because teachers place a strong emphasis on opportunities for all pupils to investigate and solve problems during lessons. The good plan for school improvement is providing an effective focus for shaping the overall development of the school over the next two years. Its overall effectiveness is restricted by a lack of financial resources but this, however, is not limiting the school’s capacity for further improvement, which is now good. St Bernadette’s Catholic Primary School

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PART A: SUMMARY OF THE REPORT

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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PART A: SUMMARY OF THE REPORT

Performance in: all schools similar schools Key

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PART A: SUMMARY OF THE REPORT

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

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PART A: SUMMARY OF THE REPORT

The attainment of children when they start in the reception class is in line with that expected nationally for children of a similar age. Inspection findings confirm that standards attained by 11 year olds in the current Year 6 are average overall in English; they are above average in mathematics and science. These results are an improvement on those achieved in the 2002 national tests where standards in English, mathematics and science were average. When compared with schools of a similar context, the school’s results were also average. The year groups are very small and fluctuate in size from year to year. These results therefore need to be treated with some caution when making these comparisons. An overall trend of steady improvement is evident, however, when all of these factors and the last three years' results are considered.

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PART A: SUMMARY OF THE REPORT

All pupils are making satisfactory progress overall as they move through the school with good achievement now evident in speaking and listening, reading, mathematics, science, geography, music and physical education. Achievement is good overall in English and mathematics because of good teaching, the teaching of junior pupils in ability groups and the effective use of assessment information in these subjects to plan learning opportunities matched to the needs of all pupils. The progress of all pupils in writing is satisfactory overall but low expectation by teachers for pupils’ handwriting and presentation skills are hampering levels of overall achievement in English.

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PUPILS’ ATTITUDES AND VALUES

Attitudes to the school Most children love being at school. They are hungry for knowledge and appreciate the quiet calm of their learning environment. Pupils participate in lessons with enthusiasm. They relish the opportunity to show their work with pride.

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PUPILS’ ATTITUDES AND VALUES

Behaviour, in and out of classrooms Pupils are remarkably well behaved and are delightfully courteous and respectful to adults and visitors. Teachers rarely need to bring the class to order because of the high level of self-discipline.

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PUPILS’ ATTITUDES AND VALUES

Personal development and relationships Pupils are acutely aware of the way their actions impinge on others. Most are unusually caring, kind and tolerant. Relationships between pupils and teachers and with other pupils are a particular strength.

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PUPILS’ ATTITUDES AND VALUES

Attendance Attendance itself is unsatisfactory but the situation is improving. Unauthorised absence is now in line with the national average. The number of children with 100% attendance records is also increasing. St Bernadette’s Catholic Primary School TEACHING AND LEARNING Teaching of pupils in: Nursery and Reception Years 1 – 2 Years 3 – 6

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PUPILS’ ATTITUDES AND VALUES

Quality of teaching Satisfactory 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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PUPILS’ ATTITUDES AND VALUES

The quality of teaching across the school is satisfactory overall with some good features. In over half the lessons observed during the inspection it was good or better with one in four being very good. This finding is similar to the previous inspection. The majority of this good or better teaching is in the infant and junior classes with some very high quality teaching attributable to a specialist teacher from the local secondary school. The quality of teaching for the reception class children is satisfactory or better, providing a good foundation for learning when these children start school.

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PUPILS’ ATTITUDES AND VALUES

Overall, teachers have high expectations of what pupils can achieve and the level of challenge is high in most lessons. This is particularly so in the infant and junior classes in mathematics and science lessons. The basic skills of literacy and numeracy are taught well. Inspection evidence indicates, however, that expectations of pupils’ handwriting and presentation of work are often unsatisfactory and that there is sometimes insufficient challenge for the reception children, especially in writing and personal development. Teachers manage pupils very well in lessons and their expectations of behaviour are high. All staff have established a positive rapport with the pupils and this results in a pleasant and friendly working atmosphere during lessons where humour is often evident.

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OTHER ASPECTS OF THE SCHOOL

The quality and range of the curriculum The curriculum is satisfactory overall and provides balance and an appropriately wide range to the planned learning experiences. There are now elements of cohesiveness to the curriculum but sometimes the quality of teachers’ planning does not always ensure that all pupils make equal progress. There is a good emphasis, however, on the expressive arts, investigative work and a suitable programme of visits including residential trips. The provision for children in the reception class is appropriate and opportunities are planned for them to learn through play.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils with special educational needs The school provides satisfactory levels of care and support for these pupils. All statutory requirements are fulfilled and procedures are well organised. As a result of this support, these pupils make satisfactory progress in relation to their classmates.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils with English as an additional language The school has attempted to use its own limited resources to provide support for the very small proportion of pupils for whom English is an additional language. Support was inappropriate in the past, but this has now been addressed by the school.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils’ personal, including spiritual, moral, social and cultural development The school is a spiritual sanctuary where very good spiritual experiences are part of everyday school life, in assemblies and in many lessons. The provision for moral and social development is also good. This helps pupils to work and learn together. The provision for understanding and appreciating purely British culture is good, but this is not matched by the provision for learning about other cultures.

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OTHER ASPECTS OF THE SCHOOL

How well the school cares for its pupils The school has good procedures in place for ensuring pupils’ welfare, including child protection procedures. There is a particularly strong pastoral element in daily discussions by the staff on pupils’ progress. Procedures for assessing attainment and progress are satisfactory, but these assessments are not yet being used effectively to guide curriculum planning.

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OTHER ASPECTS OF THE SCHOOL

The school continues to work hard to develop and strengthen its relationship with parents. However, there are a small number of parents who do not fully support their children’s learning at home. St Bernadette’s Catholic Primary School HOW WELL THE SCHOOL IS LED AND MANAGED Aspect Comment

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OTHER ASPECTS OF THE SCHOOL

Leadership and management by the headteacher and other key staff The headteacher gives good, clear educational direction to the school, and is a good example to the staff in terms of commitment, management, teamwork and forward thinking. The staff provide good support for the headteacher in implementing a sweeping range of improvements and changes.

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OTHER ASPECTS OF THE SCHOOL

How well the governors fulfil their responsibilities The governors carry out their responsibilities with thorough dignity and, through their unreserved support for the headteacher, are beginning to make a formidable team.

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OTHER ASPECTS OF THE SCHOOL

The school’s evaluation of its performance In some areas such as literacy, monitoring and evaluation of teaching and learning is good. Other areas have good procedures in place but have yet to emulate the good practice in literacy.

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OTHER ASPECTS OF THE SCHOOL

The strategic use of resources Specific grants have been used well to further improve opportunities for learning. The plan for school improvement clearly maps out further development for the future but this is hampered by insufficient funds. However, the leadership has a clear vision of how this can be resolved.

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OTHER ASPECTS OF THE SCHOOL

The school provides good accommodation for pupils. The quality and range of resources are satisfactory but there are insufficient books in the library and many are out of date. The match of teachers to the curriculum is good but the number of support staff is insufficient to meet all pupils’ needs.

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

Thirteen parents attended the meeting and 39 per cent (28) returned the questionnaire.

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

What pleases parents most What parents would like to see improved • The school helps their child become mature and responsible. • The staff have high expectations of pupils. • Their child likes school. • Behaviour is good. • Teaching is good. • Communication with parents. • The leadership and management of the school. • The amount of homework set. • The range of activities outside lessons.

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

The inspectors wholeheartedly endorse the positive views held by most parents, but could find no supporting evidence to justify the negative perception that some parents have about how well the school is led and managed. The inspectors consider the range of out-of-school activities is satisfactory but these are not always available for all pupils to take part in regularly from year to year. Homework is appropriately used to support pupils’ learning at school. St Bernadette’s Catholic Primary School

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The school’s results and pupils’ achievements

1. Assessments currently undertaken when children first come into the reception class confirm that the attainment of these children is in line with that expected nationally for children of a similar age. Inspection findings confirm that standards attained by 11 year olds in the current Year 6 are average overall in English; they are above average in mathematics and science. These results are an improvement on those achieved in the 2002 national tests where standards in English, mathematics and science were average. When compared with schools of a similar context, the school’s results were average. When the last three years results are considered there is an overall trend of steady improvement. Pupils' achievement is satisfactory overall in the Foundation Stage and in the infants and juniors and standards are broadly similar to those of the previous inspection.

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The school’s results and pupils’ achievements

2. Inspection findings confirm that standards attained by seven year olds are rising and average in English and mathematics. Standards are above average in science and music. Standards attained by seven year olds in the 2002 national tests were average in reading but well below average in writing and mathematics.

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The school’s results and pupils’ achievements

3. The year groups are very small and fluctuate in size from year to year. These results, therefore, need to be treated with some caution when making these comparisons. There are no significant differences in the attainment of boys and girls and pupils with special educational needs make satisfactory progress in relation to their prior attainment and targets set for English, mathematics and science have been achieved.

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The school’s results and pupils’ achievements

4. The table below shows attainment in English, mathematics and science judged by the inspection team and as achieved by pupils in Year 2 and Year 6 in the 2002 tests, compared to all schools nationally and measured by what is known as points scores. These scores take into account the performance of all pupils in the year group.

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Writing

Mathematics Well below average Average Average Above average

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assessment

Well below average Above average Average Above average St Bernadette’s Catholic Primary School 5. The following table shows standards in subjects other than English, mathematics and science.

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communication technology

In line with that expected In line with that expected

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communication technology

Art and design In line with that expected In line with that expected Design and technology In line with that expected In line with that expected Geography In line with that expected Above that expected History In line with that expected In line with that expected Music Above that expected Well above that expected Physical education In line with that expected In line with that expected

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communication technology

6. Children under the age of five make steady progress from the time they join the school to the end of the reception year. All children are on course to achieve the expected early learning goals set out in the Foundation Stage curriculum in all areas of learning. The attainment is average when compared to children of similar ages on entry into compulsory schooling at the start of Year 1.

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communication technology

7. All pupils make satisfactory progress overall in the infants and juniors because teachers provide good levels of pastoral care, know their pupils well, possess good levels of subject expertise and plan a wide range of interesting and challenging learning experiences throughout the school year. A good emphasis is placed in providing opportunities for investigative work. As a result, more able pupils are given good opportunity to work with classmates of equal ability in a range of challenging activities; for example in mathematics and science. This is an improvement on the findings of the previous inspection.

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communication technology

8. The school’s programme of support for pupils with special educational needs is satisfactory. It is organised effectively to identify pupils who need additional support and work planned for them in class. The headteacher manages this support effectively. Detailed individual education plans are in place for pupils and used appropriately by teachers when planning learning opportunities. These pupils make satisfactory progress overall in relation to their prior attainment. Those infant pupils who are supported by a classroom assistant benefit greatly from this targeted support.

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communication technology

9. The implementation of the National Literacy Strategy has been undertaken methodically across the school. A good focus has been placed on the development of speaking and listening and the teaching of reading. Literacy skills related to writing are taught appropriately but teachers’ expectations related to the quality of pupils’ handwriting and the presentation of pupils’ written work are not high enough. This has an adverse impact on the overall levels of pupils’ achievements in writing where often unnecessary spelling mistakes and untidiness detracts from the overall quality and standard of their work. The implementation of the National Numeracy Strategy has been more effective and basic skills in number work are taught well by teachers and support staff in all classes. As a result, standards are above average in mathematics by the time pupils leave school at the end of the juniors.

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communication technology

10. The teaching of junior pupils in two ability sets for literacy and numeracy is a recent initiative this year in an attempt to raise standards. Inspection findings judge this initiative to be a success because learning activities and tasks are more closely matched to the pupils’ levels of ability. Assessment information is used well to ensure that all pupils achieve well in these areas of learning. This judgement is confirmed through discussions with more able pupils in Year 4 who say that they find work in these subjects both interesting and challenging.

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communication technology

11. The match of learning tasks to the ability of pupils in other subjects is not so well defined. For instance, pupils in the infant class work at different levels in their science lessons. St Bernadette’s Catholic Primary School However, this is not always the case for junior pupils in subjects such as science and art where too often the younger pupils in the same lesson are doing the same things as pupils a year older in the same class. This is because teachers do not yet have an effective assessment system that is clearly linked to the structured teaching of knowledge and skills in these subjects. Teachers’ planning is too reliant on a two year cycle of topics matched to nationally devised units of work instead of being effectively linked to the National Curriculum programmes of study and associated levels of attainment. As a result, progress is inconsistent across the junior classes in lessons other than in literacy and

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communication technology

12. Attractive displays of pupils’ work around the school, however, confirm the satisfactory standards of work being achieved in these subjects by the oldest junior pupils. A notable highlight is the quality of these pupils’ work in geography. It is above average and includes a good range of both local work and studies made of the Isle of Wight whilst on a school journey and completed as homework.

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communication technology

13. The teaching of music and dance is a strength of the school. All pupils make good progress in these disciplines because teachers possess good levels of subject expertise and set very high expectations for what pupils can achieve. For instance, in a very good dance lesson for pupils in the infant class, the teacher provided very good opportunities for all pupils to use blue ribbons with expression and creativity to portray the movement of the sea. Very good demonstrations were provided for the pupils to mimic and these led to a wonderful series of individual dance phrases performed by these pupils. Standards of pupils’ music making is also very high. Nearly all pupils in Year 6 can play an instrument confidently to accompany the school into assembly. The very tuneful singing in these assemblies confirms the attention to detail that teachers instil in lessons and the very high expectations they have for pupils’ performance in music. The school also provides an

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communication technology

exciting range of extra learning activities in partnership with its local secondary school which has creative arts status. For instance, pupils in the upper junior literacy set were treated to an excellent samba music-making lesson. This lesson was taught by the head of Year 7 at the secondary school as part of a local project to teach literacy skills through music and dance. All pupils thoroughly enjoyed taking part in this multicultural and spiritually uplifting experience.

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Pupils’ attitudes, values and personal development

14. Pupils' attitudes to the school have improved since the previous inspection and are now judged to be very good. The headteacher and staff have worked very hard to improve the 'culture' of the school and these efforts have had a significant impact on pupils’ attitudes. Most pupils display genuine enthusiasm for the school, and are very keen to be involved in school activities. They play a full part in classroom discussions and some of the older pupils are particularly articulate. The vast majority, including those children in the reception class, are well motivated, and the overall response to teachers is very good. On the whole, pupils concentrate hard and work very well in lessons. Pupils clearly enjoy the planned opportunities for independent learning and take delight in shared learning. Currently there is no consistent handwriting style being encouraged throughout the school with the result that pupils’ work is sometimes untidy and written work often contains

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Pupils’ attitudes, values and personal development

15. The behaviour of pupils is now very good in most lessons and as a result they make good progress. The improvement in behaviour over the years is recognised and applauded by parents. The relatively high incidence of vandalism by outsiders was a constant reminder of the consequences of anti-social behaviour, but this problem has now been largely resolved. Most pupils demonstrate very high levels of self-discipline, such as the orderly way they enter the hall for assembly. Indeed, they were so well organised that teachers' attempts to ‘tidy up’ were counter productive. Some teachers are very quietly spoken and yet they can all be heard clearly. Teachers rarely need to bring the class to order. The St Bernadette’s Catholic Primary School spontaneous way pupils hold doors open for adults and visitors is a good indication of respect and politeness. Oppressive behaviour, bullying, sexism and racism are almost

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Pupils’ attitudes, values and personal development

unknown. There have been no exclusions in the current year.

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Pupils’ attitudes, values and personal development

16. The personal development of pupils is very good overall. Most pupils are very aware of the impact of their actions on others and exercise a high degree of self-control. Pupils can and do reflect on and discuss their behaviour, feelings and experiences, particularly during lessons devoted to developing pupils' personal, health, and social education. Pupils display great concern for those less fortunate than themselves and actively support charitable causes. Most of the pupils can talk about their own views and beliefs, and the majority are prepared to listen carefully to the views held by others. Pupils accept the responsibility of carrying out routine tasks, such as ringing the bell and taking registers to the office. Some of the older pupils act as reading listeners for the younger ones. There are more opportunities for pupils to show initiative and demonstrate responsibility during the residential trip to the Isle of Wight. Pupils, teachers and other adults within the school

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Pupils’ attitudes, values and personal development

relate very well to one another, and this generates a particularly welcoming atmosphere. It is also very common to see pupils helping and supporting one another in the classroom.

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Pupils’ attitudes, values and personal development

17. Attendance is unsatisfactory. Although there have been several years of poor attendance the very latest figures show a marked improvement in the number of unauthorised absences, bringing the current figure in line with the national average. The level of authorised absences continues to lag behind the national average, although the number of pupils who achieve unbroken attendance for a full year has increased. With such a small roll, a significant period of absence by only one or two pupils can seriously affect the overall attendance. Typically, an extended visit to Southeast Asia by one family made a significant impact on the authorised absences. Procedures for registering pupils are good and meet statutory requirements. Lateness to school and for classes is infrequent.

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HOW WELL ARE PUPILS TAUGHT?

18. The quality of teaching across the school is satisfactory overall with some good features. In over half the lessons observed it is good or better with one in four being very good. This judgement is similar to that of the previous inspection but some of this very high quality teaching is attributable to a specialist literacy teacher from the local secondary school. The majority of the good or better teaching is in the infant and junior classes.

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HOW WELL ARE PUPILS TAUGHT?

19. The quality of teaching for the Foundation Stage children is satisfactory or better, providing a good foundation for learning when these children start school. Teachers have a sound understanding of the Early Years curriculum and clear planning identifies learning targets. Teachers give time for structured play and provide some opportunities for children to make choices although these opportunities need extending to help children become more independent in their learning. Teachers are often imaginative in the activities they offer children. For instance, in a music lesson, the teacher skilfully taught children to build up a sound story using percussion and in a language and literacy lesson good quality teacher- made booklets motivated children to concentrate hard and make good progress.

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HOW WELL ARE PUPILS TAUGHT?

20. There are good assessment procedures for tracking the reception children’s progress and the information gained is used appropriately to plan for the next step in children’s learning. Support staff are deployed effectively with groups of children but are not encouraged in an active way to help specific children during the whole class aspect of the lesson. Parent helpers are welcomed in the classroom. They interact with both the nursery and reception children to improve skills in information and communication technology and role-play.

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HOW WELL ARE PUPILS TAUGHT?

21. Teachers of the infant and junior classes have good knowledge and understanding especially in numeracy, science, physical education and design and technology. All teachers display technical competence in the teaching of basic skills, including the use of vocabulary specific to the subject. This was evident in a design and technology lesson St Bernadette’s Catholic Primary School when the teacher referred to winding mechanisms, axles and prototype and used probing questions to assess pupils’ previous learning.

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HOW WELL ARE PUPILS TAUGHT?

22. Planning is good overall and learning aims and objectives are appropriately identified in both medium and short term planning. These are usually displayed in the classroom and shared with the pupils at the beginning of the lesson. Teachers are beginning to review these at the end of lessons but this is sometimes perfunctory and given a low status with the result that there are missed opportunities to assess pupils’ level of understanding. This is often the case in English where the plenary merely sums up what the lesson involved. In the best practice, teachers use pupils’ own work from the lesson to assess what has been learned and the progress made. Good examples of this were seen in a numeracy lesson when the class interrogated data collected by two pupils and in an art lesson when the teacher used a pupil’s computer-generated picture to show how changes in colour could affect mood and atmosphere. Teachers evaluate their lessons regularly

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HOW WELL ARE PUPILS TAUGHT?

and use this information appropriately to guide their day-to-day planning.

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HOW WELL ARE PUPILS TAUGHT?

23. Overall, teachers have high expectations of what pupils can achieve and the level of challenge is high in most lessons. This is particularly so in the infant and junior classes in mathematics and science lessons. Inspection evidence indicates, however, that expectations of pupils’ handwriting and presentation of work are unsatisfactory and that there is sometimes insufficient challenge for the reception children, especially in writing and personal development.

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HOW WELL ARE PUPILS TAUGHT?

24. Teaching methods are satisfactory across the school. Pupils are grouped by ability in literacy and numeracy in the junior classes and this enables most pupils to make satisfactory progress. However, some average and below average groups in the infant and junior classes are given work, which is either not matched to their ability or is dull in content. This is especially so in English where some pupils in the infant class, when left to work independently, were unable to think of words, which have the same spelling but different sounds. Pupils in another lesson were unsure what to do next when given an example of a recipe and a group of Year 5 boys lacked motivation because the task did not interest them. These groups of pupils did not make satisfactory progress until the teacher intervened and joined their groups. Where methods are interesting and matched well to pupils’ needs, progress is often good. These include asking pupils to work co-

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HOW WELL ARE PUPILS TAUGHT?

operatively in pairs and groups, often using individual white boards. In a practical demonstration in a good numeracy lesson in the infants, the teacher organised the pupils into lines according to the letters in their name. This enabled all pupils to understand how best to organise a table of results.

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HOW WELL ARE PUPILS TAUGHT?

25. Teachers manage pupils very well in lessons and their expectations of behaviour are high. All staff have established a positive rapport with the pupils and this results in a pleasant and friendly working atmosphere during lessons where humour is often evident. All the pupils respond positively to this and as a result behaviour is very good overall. This caring approach is a major strength of the school and parents commented favourably about this at the meeting.

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HOW WELL ARE PUPILS TAUGHT?

26. Teachers use time satisfactorily in most lessons. However, sometimes they do not allocate enough time at the end of the lesson to review learning. The resources available such as whiteboards and information and communication technology are used appropriately to support teachers in many lessons. For example, in a numeracy lesson in the junior class, pupils in the higher ability set used control technology and a computer program to solve problems related to angles. Resources such as an overhead projector would contribute to a better use of resources as in a geography lesson when a map could have been displayed to provide a good visual aid for pupils’ learning. Support staff are used appropriately, especially in numeracy in the infant class, but lessons in English are less effective because there is no routine support for this subject. St Bernadette’s Catholic Primary School 27. Satisfactory procedures have been put in place to help teachers monitor and assess the

p.14

HOW WELL ARE PUPILS TAUGHT?

pupils’ progress in English, mathematics and in all other subjects. The use of this information to ensure that all pupils make equal progress in lessons is unsatisfactory, especially in science, history and geography where work in books is often not differentiated by age or ability. The quality of curriculum planning does not ensure the development of pupils’ knowledge and skills in a systematic way, which has an impact on assessment. The quality of marking is variable in both the infant and junior classes. Some of it is good but some is just a series of ticks and simple comments. In English and history, crossings out are not commented on, simple spellings are not corrected and grammatical mistakes such as `their’ and `there’ go uncorrected. This is a regression since the last inspection and progress on this aspect is unsatisfactory.

p.15

HOW WELL ARE PUPILS TAUGHT?

28. The teaching of pupils with special educational needs is satisfactory overall. Teachers identify this group and lower attainers in their planning, but work is not always matched appropriately to the needs of all pupils. They do not have targeted support during literacy lessons and this limits the progress they make. Less able pupils would benefit from support during the middle part of the lesson when pupils are engaged on group or individual tasks.

p.15

HOW WELL ARE PUPILS TAUGHT?

29. Teachers provide appropriate opportunities for homework and often use it well to support learning in class, such as finding nursery rhymes to use in the next day’s literacy lesson. Arrangements for homework are satisfactory and similar to many other schools. However, it is not always formalised in a way to inform parents what is required and how they can help.

p.15

PUPILS?

30. Overall, the quality and range of learning opportunities provided by the school are satisfactory with a good emphasis placed on personal development. The curriculum is wide-ranging, balanced and relevant, and this is a notable improvement since the last inspection when very few subjects had schemes of work. The range of planned learning experiences fully complies with legal requirements for infant and junior pupils. The curriculum for children in the reception class is satisfactory and reflects the government's guidance for children of this age. Overall, the provision for pupils with special educational needs is satisfactory.

p.15

PUPILS?

31. Well-written policies for all subjects provide effective guidance to teachers when planning schemes of work. A framework for the curriculum based on a two-year planning cycle provides an appropriate structure to assist teachers with their medium term planning. These planning structures are an improvement on the findings of the previous inspection when very few schemes of work existed and the overall curriculum lacked structure and balance. The time allocations for each subject are now entirely appropriate and the curriculum is relevant to the circumstances of the school and its pupils. There is now a stronger focus on independent learning and investigative work. This is particularly so in mathematics and science where teachers plan good opportunities for pupils to solve problems and work with a partner in practical activities. Pupils find this approach stimulating and those who are more able are fully stretched and often achieving well in

p.15

PUPILS?

32. The school has implemented the National Literacy Strategy satisfactorily. It is now providing a good platform for the raising of pupils' standards in English. Basic skills are being taught well and teachers utilise opportunities to develop writing skills in other subjects. The grouping of junior pupils since the start of the spring term into two ability sets is ensuring that teachers’ planning effectively matches pupils’ needs. The National Numeracy Strategy has been implemented effectively and this is having a significant effect on standards in mathematics. Numeracy skills are taught well and there is evidence of St Bernadette’s Catholic Primary School considerable improvement in standards in some other subjects such a science because pupils are more confident with number work.

p.15

PUPILS?

33. The school’s arrangement for the support of pupils with special educational needs is satisfactory. Procedures for the early identification of pupils are effective and the special needs co-ordinator prepares detailed individual education plans that include achievable targets for each of these pupils in both English and mathematics. However, extra support for these pupils is very limited due to the school’s current budget position. The number of pupils who speak English as an additional language is very small. The school provides some support, but overall it is inadequate and not appropriately suited to individual needs of these pupils. This has been recognised by the school and appropriate arrangements have now been put in place.

p.16

PUPILS?

34. The curriculum is socially inclusive and caters well for pupils’ academic needs. This is particularly so in English and mathematics lessons in the juniors because all pupils are grouped according to their prior attainment and taught in ability sets for literacy and numeracy. The academic needs of pupils in the infant class are met well because work is effectively planned to their ability in all subjects. This is because tasks are planned according to their age and ability, either through well-matched tasks or extension activities. This is fully exemplified in the pupils’ science books where Year 2 pupils can be seen to have undertaken more advanced tasks in the same lesson than those pupils in Year 1. This is not the case in the junior classes for subjects other than English and mathematics. In other subjects such as science or history, pupils in Years 3 and 4 or Years 5 and 6 have completed very similar work to pupils in the other year group in their class. This is

p.16

PUPILS?

because the two-year rolling programme of work, based on nationally recommended units of work, does not fully cater for the level of development between these year groups. As a result, progress between Years 3 to 6 is inconsistent in these subjects. There is currently no clear structure for the development of knowledge and skills in subjects other than English and mathematics for pupils in the junior mixed age classes. This is further compounded by inconsistent use of assessment information to plan lessons in these subjects.

p.16

PUPILS?

35. Overall, the school works hard to provide for pupils' personal, social and health education. Lessons in personal, social and health education are good and the school works hard to prepare pupils for citizenship and adult life. The school regularly provides health education for pupils, and raising pupils' awareness about drugs misuse is appropriately covered. The governing body has reviewed the school’s provision for sex education and current procedures are satisfactory.

p.16

PUPILS?

36. The school has developed good links with the local community. A strong partnership has been built up with other small schools in the area and effective links are being established with the nearby secondary school that has been awarded creative arts status. These links provide very good opportunities for the enrichment of the pupils’ learning through vibrant and exciting activities. For instance, during the inspection, a teacher from the creative arts school provided two outstanding lessons for the junior literacy set as part of a local initiative to teach literacy skills through music and dance. In one of these lessons, the pupils played Samba music on a wide range of percussion instruments. All the pupils used instruments confidently to accompany their chanting of associated words to the rhythms. This activity provided an exciting and interesting stimulus for the development of the pupils’ literacy skills in preparation for a performance near the end of term.

p.16

PUPILS?

37. The provision for extra-curricular activities is satisfactory overall. Some parents commented that the choice is limited but inspectors judge that the number is not dissimilar to those found in schools of similar size. These activities have varied in type and number but they have included football, netball, golf, computers, games, gymnastics and gardening. However, due to several changes in staffing, the school has not been able to maintain these clubs consistently over time. Consequently, pupils have been disappointed St Bernadette’s Catholic Primary School to find that a particular club is no longer available to them. The school tries hard to provide a satisfactory range of competitive games with other similar sized schools in the area. There is an appropriate number of visitors to the school and the annual residential trip to the Isle of Wight provides good enrichment opportunities for the oldest junior pupils.

p.16

PUPILS?

38. The overall provision for spiritual development is very good. This is an improvement since the previous inspection. Spiritual moments occur frequently during most days, for example, during prayers at assembly, and the school is adept at recognising and exploiting these moments when they occur. This is particularly true in lessons such as a Year 6 lesson on dance and a Year 2 physical education lesson featuring the use of coloured ribbons to simulate the motion of the sea. Similarly, religious education lessons and personal, social and health education lessons are skilfully used to explore many themes, and most of the pupils display an awareness of and can discuss the faiths of others. Pupils are encouraged to discuss and reflect on their experiences, and this thinking enhances their spiritual development.

p.17

PUPILS?

39. The school's provision for pupils' moral development is good. This provision is reinforced by the aims and positive ethos of the school. The school works very hard to promote a climate of honesty, fairness and tolerance. Most pupils understand the importance of being truthful, and they have a very clear understanding of what is right and what is wrong. For example, in a Year 3 period of circle time 1 , pupils were asked to give thanks for something that happened during the day. Typically, one pupil was thankful that her friend was not badly hurt by an accidental fall at lunchtime. Older pupils in particular have a good understanding of equal opportunities and personal rights. This can be seen in practically all lessons where teachers make sure that every pupil has the opportunity to participate in question and answer sessions. Teachers constantly strive to make pupils aware of moral issues whenever they occur in any area of study.

p.17

PUPILS?

40. The provision for pupils' social development is good. Adults at the school provide very good role models for pupils. The reading listeners' scheme for older pupils, routine classroom tasks and the residential trip to the Isle of Wight all make a significant contribution towards developing pupils’ social skills. The residential visit also provides pupils with good opportunities for them to demonstrate initiative and to take a measure of responsibility for their own actions. The way the behaviour policy is implemented promotes a high degree of self-discipline. Relationships within the school are very good and make a considerable contribution to the school's friendly and well-ordered atmosphere.

p.17

PUPILS?

41. Overall, arrangements for developing pupils' cultural awareness are satisfactory, although some elements within this provision are good. For example, most pupils have a good understanding of their own cultural heritage through visits and local events. The school also works hard to provide pupils with opportunities to appreciate art, literature and music through specialist visitors to the school. Examples are the novel use of samba rhythms and musical technical vocabulary to extend pupils’ experience of literacy. Except for music, the school's provision for multi-cultural experiences for pupils is under-developed. In art there is a surprising lack of displays featuring famous artists from around the world, although there are good examples of pupils’ work in the style of some European artists.

p.17

PUPILS?

During circle time pupils discuss a wide range of personal and general issues. It is agreed by all pupils 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 therefore pupils feel confident that they can talk with ease and free from any form of interference of interruption from other children. St Bernadette’s Catholic Primary School

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

42. The procedures for child protection, safety and welfare are good. There is a strong ethos of care about the school. Teachers know their pupils and their families very well and are quick to respond when needed. The pastoral care of pupils is a consistent feature at all staff meetings. Compliance with local authority child protection procedures is well established and there are well-tried routines for recognising and dealing with child abuse. The headteacher is the designated child protection co-ordinator. Staff awareness of and training in child protection procedures are very good. The school also helps children to protect themselves and others, for example, through training and safety initiatives organised by the local police.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

43. The school provides a caring and supportive environment in which pupils with special educational needs are able to realise their full potential, both academically and socially. The special needs code of practice is fully implemented. Arrangements for the identification, early intervention and assessment of pupils' needs are good. Individual education plans are in place for all pupils requiring them. There is a good level of involvement of teachers in setting and monitoring targets, working closely with the co- ordinators and outside professionals. These pupils receive very good support from the educational psychologist. The school has good procedures for meeting the requirements of pupils with special educational needs and maintains a very good working relationship with a wide variety of outside agencies. This good provision has been maintained since the previous inspection.

p.18

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

44. The school promotes an awareness of health and safety very well. The health and safety policy is in place and is used effectively. The headteacher is the designated person responsible for health and safety and is supported by one of the governors. The headteacher carries out a meticulous daily assessment of any health and safety hazards. Safe working practices are regularly monitored and reviewed. Risk assessments are also reviewed regularly in conjunction with health and safety adviser from the local education authority. Arrangements for dealing with accidents are clearly set out. The school secretary is qualified to give first aid. Electrical and fire equipment inspections are all up to date.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

45. The school's procedures for monitoring and improving attendance are good. The school complies with the statutory recording and reporting of attendance. Attendance monitoring procedures have been improved since the previous inspection. Unauthorised absences are now followed up on the same day and as a result this element of attendance is in line with the national average. Improving attendance remains a very high priority. Authorised absences are still too high, despite appeals to parents not to condone time off from school. Typically, the school offers pupils high profile rewards for various periods of continuous attendance. The school has a very good working relationship with the education welfare officer.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

46. The procedures for promoting and monitoring positive behaviour are very good. A comprehensive behaviour policy is firmly in place, coupled with very good strategies for putting these policies into practice. A central element in the way the school implements this policy is that all pupils should know what is expected of them and should know what the consequences are. Good behaviour is rewarded by house points, stickers, extra periods of play called ‘Golden Time’ and is celebrated at an assembly each week. In most classes there is a subtle blend of self-discipline by pupils and good management by teachers. The procedures for monitoring and eliminating oppressive behaviour and anger management are very effective. Anti-bullying strategies are also very well established and the school maintains very good records of incidents involving misbehaviour.

p.18

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

47. The arrangements for monitoring and supporting pupils' personal development are satisfactory. Informal assessments are made of pupils’ response to personal, health and St Bernadette’s Catholic Primary School social education lessons. Teachers know their pupils very well and know when remedial action is necessary. The end of year reports on pupils show that teachers monitor social skills and attitudes. Individual education plans for pupils identified as having special educational needs are of good quality and help the pupils to make good progress. The school works well with the school nurse, the educational psychologist and many other support agencies.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

48. The procedures for assessing pupils’ attainment and progress are satisfactory overall. Teachers of the reception class maintain effective records of the children in all areas of learning. Other teachers throughout the rest of the school maintain detailed and informative assessment records of all pupils’ achievements in English and mathematics. This is an improvement on the findings of the previous inspection which judged the absence of any coherent assessment system to be a key issue. Teachers have recently introduced a new structure for the assessment of pupils’ knowledge, skills and understanding in all other subjects. This is now being used to record the pupils’ progress in these areas of learning in a manageable way. This data is being used effectively in the reception and infant classes to plan tasks and activities matched to these the pupils’ individual needs. Teachers of pupils in the junior classes are not yet fully utilising this

p.19

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

assessment information to plan effectively for the academic needs of all pupils in lessons other than for literacy and numeracy. There is currently no clear and coherent link between what is planned in these subjects and what is to be assessed either at the end of a lesson or at the completion of a unit of work.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

49. The overall perception that parents have of the school is good. Approximately 40 per cent of the parents returned their questionnaires. In general, most parents are supportive of the school, but about one in five parents have concerns about homework, the way the school works with parents and the way the school is managed. Over half the parents expressed concerns about the range of activities outside lessons. In contrast, parents are particularly impressed with the caring attitude that prevails in the school, how it helps children become mature and responsible, the high expectations, the behaviour and the quality of teaching. The inspection team endorses the positive views held by most parents but could find no supporting evidence to justify the negative perceptions of some parents. In particular, the inspectors judge the range of out-of-school activities to be satisfactory but these are not

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

always regularly available for all pupils to take part.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

50. The effectiveness of the school’s links with parents is good. The school works very hard to promote and re-establish productive links with parents but there are still many parents who remember the poor relationships of the past and fail to respond positively to the current initiatives. The induction procedures for new pupils coming into the school are detailed and the school makes comprehensive arrangements for transferring pupils to secondary schools. The quality of information provided for parents is good. The prospectus and governors' report both contain a wealth of useful information and both comply with statutory requirements. The school regularly informs parents about curriculum matters and what sort of topics pupils will be studying next. Pupils' annual reports show that teachers have very good knowledge of each pupil’s learning, and include very detailed targets for pupils' improvement. These reports contain comments about attitudes and

p.19

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

51. A number of parents come into school to support assemblies and to help with visits, sports and extra-curricular activities but too many parents avoid getting directly involved with supporting their children to read, for example. The school recognises that this is not satisfactory and tries hard to get parents more involved in their children’s learning but these efforts have not been particularly successful. Reading and homework diaries are not always well used. In the past, the involvement of many parents was limited to the parents' and friends' association (PFA), which tended to operate independently. The PFA St Bernadette’s Catholic Primary School continues to flourish and makes significant contributions to school resources, but is now much more closely integrated with the school.

p.19

HOW WELL IS THE SCHOOL LED AND MANAGED?

52. Overall, the quality of leadership is good. The headteacher, staff team and governors are quite clear about the direction to be taken by the school. The expectations of the performance of staff and pupils are high. The school is good at making sure that all staff are aware of the need to raise standards and there is a strong commitment to continuous improvement. The school has identified clear priorities for the future and the course of action proposed to achieve these improvement targets is detailed. The stated aims and values of the school are fully reflected in all its work.

p.20

HOW WELL IS THE SCHOOL LED AND MANAGED?

53. The management of the school is efficient. Resources, grants and other forms of funding are usually well used and sound financial planning helps the school to meet its targets. The school's systems for financial administration are good and action recommended in the most recent auditor's report has been fully implemented. This is a well-run school where every penny is accounted for by tightly controlled bookkeeping procedures which are very efficiently administered by the school secretary. The governing body’s finance committee regularly monitors all accounts with the assistance of technical advisers from the local authority. All subject co-ordinators now have areas of budget responsibility under the general direction of the headteacher. The school makes good use of new technology for both teaching and administration. Grants received for specific purposes, such as school improvement, are properly spent. The governors and senior management are kept

p.20

HOW WELL IS THE SCHOOL LED AND MANAGED?

informed about the school's finances, and the outcomes of budgetary decisions are well monitored. Overall, the school has made effective use of its available funding.

p.20

HOW WELL IS THE SCHOOL LED AND MANAGED?

54. The school's provision for special educational needs is well managed and satisfactory overall. The special educational needs co-ordinator is effective and the governor responsible for overseeing the school's provision is clear about current issues that need to be addressed. The governor liaises well with the co-ordinator in monitoring the school's work. The school provides periodic reports to governors about the school's work in supporting its pupils who have special educational needs. The effectiveness of spending on special educational needs is satisfactorily monitored and the school makes good use of its funding for special educational needs.

p.20

HOW WELL IS THE SCHOOL LED AND MANAGED?

55. The governing body has been successful in acting as a 'critical friend' to the school and governors try hard to ensure that all legal requirements are met. The governors' annual report to parents meets statutory requirements but the summary of the school accounts is not presented in an easy format for parents to understand. Governors' visits to the school are regular, and there is a good understanding of the school's strengths and areas that need further development. As a result, governors are becoming more effective in shaping the future direction of the school and issues for improvement highlighted in the previous inspection report have been addressed successfully. Some governors make frequent visits to the school but are not yet using these visits to monitor the school's work effectively. Relationships between the governors and the headteacher are good. Procedures for appraising the work of the headteacher are firmly in place and targets for

p.20

HOW WELL IS THE SCHOOL LED AND MANAGED?

the headteacher to achieve are of reasonable quality.

p.20

HOW WELL IS THE SCHOOL LED AND MANAGED?

56. The monitoring and evaluation of the school's performance is satisfactory. The quality of monitoring of teaching and learning in lessons is satisfactory and, wherever particularly good teaching is observed, the features of these lessons are usually shared with colleagues. On occasions when weak teaching is observed, the causes are carefully analysed and, as a result, effective help and advice is often provided to improve practice. The headteacher is seeking the assistance of other similar schools in the local cluster group to provide lesson observers to improve the frequency and objectivity of monitoring. Procedures for the appraisal and performance management of teaching staff are well St Bernadette’s Catholic Primary School established and teachers' targets for improvement are fully matched to the school's overall targets. The headteacher and senior staff are high quality role models and are good at

p.20

HOW WELL IS THE SCHOOL LED AND MANAGED?

motivating their colleagues. Relationships are good and staff work closely as a team. The delegation of management responsibilities to senior staff is hampered by the small number of staff and by their newness to the school. There is a well-developed programme of in- service training of staff. The school has very good induction and mentoring procedures for newly qualified teachers entering the school.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

57. When spending decisions are made, the school applies the principles of 'best value' satisfactorily. It is effective in comparing its costs against those of other schools. Systems for ensuring that staff are consulted about major spending decisions are appropriate. Available resources are well used by staff. The purchase of an expensive security fence around the school is a typical example of prudent financial planning which has resulted in the virtual elimination of costly vandalism. Most items in the school budget are broadly in line with national levels, except for the higher than average expenditure on staffing. The school is aware that this level of expenditure is not sustainable and has appropriate plans to rectify the budget deficit this year.

p.21

HOW WELL IS THE SCHOOL LED AND MANAGED?

58. The current high level of staffing is largely the result of a falling roll and the lack of appropriate forward planning in the past to recognise this problem. The school is aware of this imbalance and has appropriate plans to bring the pupil to teacher ratio more in line with the national average. This imbalance has also inhibited the school from employing more classroom assistants. Currently, the range of teachers' qualifications and experience is effective in meeting the demands of the curriculum. Strategies for recruiting teaching staff are satisfactory. Despite a complete change of staff over the past two years, there has been no significant disruption to the quality of pupils' learning by these changes. Dedicated non-teaching personnel serve the needs of the school very well. The quality of job descriptions is good, and the staff's understanding of what is expected of them is secure.

p.21

HOW WELL IS THE SCHOOL LED AND MANAGED?

59. The quality of accommodation is good overall. There is more than enough classroom capacity for the number of pupils on the roll and the accommodation is suitable for the whole age range. Classrooms are bright and well decorated. The provision for indoor physical education is acceptable and the provision for outdoor activities is good. The play space for large equipment for the under fives is limited but grass areas are used to supplement this when weather prevails. There is, however, no provision for outdoor play for these children during inclement weather. Overall, the standard of cleaning and day-to- day maintenance is good. The site is spacious, and the grounds are managed well.

p.21

HOW WELL IS THE SCHOOL LED AND MANAGED?

60. Overall, the books and equipment provided for pupils are satisfactory. Learning resources are of reasonable quality and equipment is accessible to staff and pupils. The books and equipment available meet the range of pupils' ages and needs reasonably well. The school is aware of the importance of ensuring that purchases appeal to both boys and girls and there is a commitment to reflect the cultural diversity of our society. Overall, the quality and range of books in the library are unsatisfactory. There is no policy for book renewal and many books are out of date. Some shelving in the library is too high, which restricts access for some pupils. There are two good quality computers per class. The school is efficient in ensuring that computers and other information and communication technology equipment are properly maintained. Resources for physical education and music are good. St Bernadette’s Catholic Primary School

p.21

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

61. To develop further the effectiveness of the school and continue to raise standards, the governors, headteacher and staff should:

p.22

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• improve the quality of overall curriculum planning to ensure the development of pupils’ knowledge and skills in a systematic and coherent way across the school; Paragraphs: 11, 27, 34, 99, 105, 108

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• make better use of pupil assessment information in subjects other than English and mathematics; Paragraphs: 11, 27, 34, 48, 96, 124, 133

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• raise the level of pupils' attendance by:

p.22

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• making further efforts to discourage families from taking holidays in term time; • finding out, as early as possible, the pupils whose attendance is causing concern and working with their families to help those pupils enjoy their life at school and get the best from their education. Paragraphs: 17, 45

p.22

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

In addition to the key issues above, the following area for improvement should be considered for inclusion in the action plan:

p.22

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• raise standards in handwriting and the pupils’ presentation of work. Paragraphs: 9, 23, 84 St Bernadette’s Catholic Primary School

p.22