Our Lady Queen of Peace Catholic Primary School

Inspection Report Our Lady Queen of Peace Catholic Primary School

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104935 Unique Reference Number Sefton LEA 277262 Inspection number 15 February 2006 to 16 February 2006 Inspection dates Mr Graham Martin CfBT Lead Inspector Reporting inspector

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This inspection was carried out under section 5 of the Education Act 2005.

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Ford Close School address Primary Type of school Litherland Voluntary aided School category Liverpool, Merseyside L21 0EP 3 to 11 Age range of pupils 0151 928 3676 Telephone number Mixed Gender of pupils 0151 949 0786 Fax number 148 Number on roll Rev F Simpson Chair of governors The governing body Appropriate authority Mrs J Travers Headteacher 11 September 2000 Date of previous inspection

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Inspection number Inspection dates Age group 277262 15 February 2006 - 3 to 11 16 February 2006 Inspection Report: Our Lady Queen of Peace Catholic Primary School, 15 February 2006 to 16 February 2006

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This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated.

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Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report 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.

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Introduction

The inspection was carried out by an additional inspector.

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Description of the school

This is a smaller than average school in an area of significant social and economic disadvantage. Higher than average numbers of pupils are entitled to free school meals. There is high pupil mobility. On entry to the school, attainments on average are well below those expected for children of similar age. Nearly all pupils are white British but almost a quarter have some form of learning difficulty and/or disability. Most classes are organised in mixed age groups. Following a period of instability, the current headteacher has been in post for less than three school terms. The school recently integrated its nursery provision into the main building but some Year 5 and 6 pupils are taught in a separate unit a short distance away.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Our Lady Queen of Peace Catholic Primary School, 15 February 2006 to 16 February 2006

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Grade: 3

The school's own evaluation that it provides a satisfactory education for its pupils is accurate. Pupils are well cared for and the school makes good provision for their personal and social development. Pupils' achievement from a very low starting point is satisfactory. Children in the Foundation Stage make good progress in their personal and social development. Provision for these children is good because consistently good teaching and better learning have resulted from integrating the Foundation Stage into the main building. Standards by Year 6 are below the national average. In failing to meet its targets in the 2005 national tests the school recognises the weaknesses caused by instabilities in staffing that led to underachievement. Now, good leadership by a new headteacher has improved teaching, restored stability and brought the school back on track to meet sufficiently challenging 2006 targets. However, low standards in Year 2 reflect

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Grade: 3

teaching that requires further improvement to meet the needs of pupils with poor learning skills. Although attendance remains unsatisfactory, good support for pupils' needs helps to sustain positive attitudes and improve learning skills. There is good care for pupils. However, the overall quality of support and guidance they receive is merely satisfactory because improvements in the use of assessment have not been embedded sufficiently. Leadership and management are satisfactory overall. Staff work well as a team towards the headteacher's vision and agreed improvement priorities. The overall quality of teaching and learning is satisfactory. The headteacher has set out a clear agenda for improving teaching and learning. As a result, some good teaching is now evident across the school. The capacity for improvement is satisfactory but further development of the leadership skills of key staff is needed to make this better. Decisive action by the

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Grade: 3

headteacher and governors has reduced the school's spending so that it provides satisfactory value for money.

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What the school should do to improve further

• Improve attendance. • Raise standards in writing, mathematics and science. • Improve teaching further, using assessment more effectively to improve learning and achievement. • Improve leadership so that it is consistently good.

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Grade: 3

Pupils' achievement is satisfactory. From a point well below expected levels on starting school, all pupils, including those with learning difficulties and/or disabilities, make 2 Inspection Report: Our Lady Queen of Peace Catholic Primary School, 15 February 2006 to 16 February 2006 satisfactory progress. However, standards remain below the national average by the end of Key Stages 1 and 2, particularly in writing, mathematics and science. National test results in 2005 showed standards below the national average at Year 2, with standards in writing significantly below average. At Year 6, standards were well below the national average because of poor test results in mathematics and science. This group of pupils experienced severe disruption to their learning during Years 5 and 6 as a result of staffing issues. These issues have now been resolved. Children in the Foundation Stage make good progress in their personal and social

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Grade: 3

development. Most attain the goals for the end of this stage of learning but some are still working towards these goals on entering Year 1. By Year 2 standards of reading and mathematics are satisfactory but writing remains well below average. Pupils' listening skills are poor and their vocabulary is not developed well enough to help them to be better writers. Standards are below average in Year 6. Up-to-date assessments and evidence from the inspection show that pupils in the current Year 6 are making satisfactory progress towards the levels expected of them in reading, writing, mathematics and science, although the quality of handwriting and general presentation is unsatisfactory.

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Grade: 2

Personal development and well-being are good. Behaviour is good and attitudes to learning are positive. Attendance remains unsatisfactory but good steps are taken towards meeting challenging attendance targets. Pupils are polite and helpful, relationships between them are good and pupils are respectful and affectionate towards staff. They say that they enjoy school and that their teachers help them to get on well with each other, adding that new praise and reward systems help them to learn better. The good contribution of a learning mentor helps pupils to make the right choices in their actions. Opportunities for pupils to help with improving their school are developing well, such as deciding on the action to achieve the 'Healthy Schools' standards. They make a good contribution to the wider community by raising funds for charity. Learning to live a healthy lifestyle is enthusiastically supported by pupils, such as when leading

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Grade: 2

playtime activities. Pupils' spiritual, moral, social and cultural development is good. Learning through the 'Here I Am' programme gives pupils a wider understanding of world faiths and cultures and a good awareness of personal responsibility for their behaviour and safety.

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Grade: 3

Teaching and learning are satisfactory overall. When teachers provide interesting and challenging lessons that are matched well to pupils' needs, teaching is good and pupils learn well. The introduction of routine assessments and setting targets for English and 3 Inspection Report: Our Lady Queen of Peace Catholic Primary School, 15 February 2006 to 16 February 2006 mathematics helps pupils learn better and is starting to raise standards. Pupils in Key Stage 2 who understand what they need to do to improve their writing, for instance, are making good progress. However, not all staff are using assessment well enough to set pupils targets that will raise standards more quickly. Some teachers deal effectively with inattentive pupils in lessons but this is not consistent across the school. Parents value the teachers' work. The great majority are happy that the teaching is helping their child to learn and achieve. Pupils say they enjoy lessons, particularly

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Grade: 3

where they are active, saying that they like to learn by having 'lots of interesting things to do', such as experiments in science or using computers to help with mathematics. The best teaching occurs when pupils see a purpose to their learning and when lessons match pupils' different learning styles. Adults who help pupils with learning difficulties and/or disabilities show a good level of care for these pupils and help them to achieve as well as they should.

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Grade: 3

The curriculum is satisfactory and improving quickly. It meets pupils' needs and helps them to build their skills and knowledge steadily. Wider opportunities for developing literacy and numeracy skills are being introduced so that learning is more relevant and motivating. For example, visiting artists and performers enrich learning, helping to motivate pupils to improve their writing. Activities outside lessons are satisfactory in range and quality and much appreciated by the pupils. The 'Here I Am' programme is effectively used across the school and supports pupils' personal, social and health education well. Improvements to managing the needs of pupils with learning difficulties and/or disabilities mean that the curriculum provides well for these pupils, with clear plans for these pupils' learning and a good range of programmes to help them.

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Grade: 3

Care, guidance and support are satisfactory overall. The quality of care is good and all staff work hard to ensure each child is safe, happy and ready to learn. The guidance and support for pupils' learning is satisfactory. Improvements to assessment are not yet consistently embedded in the school's practice to make learning better for all pupils. However, the school is improving its practice by sharing the good work modelled by some teachers. Support for pupils with learning difficulties and/or disabilities is effective. Adequate child protection procedures are in place and there is good guidance and support for pupils who may be vulnerable. Pupils have trusting relationships with adults who care for them; they say that they know who to turn to if they have a concern or need advice. This feeling of confidence in the care provided makes a strong contribution to pupils' personal development. Staff are vigilant about health and safety

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Grade: 3

checks and good procedures for first aid are implemented effectively. 4 Inspection Report: Our Lady Queen of Peace Catholic Primary School, 15 February 2006 to 16 February 2006

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Grade: 3

The new headteacher's good leadership has brought about rapid improvement. Better teamwork and an improved learning climate have followed a period of instability. The headteacher's vision of a positive learning ethos, based on Christian principles, is clearly stated and effectively supported by governors, staff and parents. Overall leadership remains only satisfactory because the leadership roles of other key staff are not fully developed, though plans to strengthen these roles are clearly defined. The focus on improving achievement and raising standards remains a priority. Good routines for checking the school's work have been established but the wider sharing of good practice is at an early stage. For example, while there is more good teaching, the effective use of assessment is inconsistent. The school improvement plan is realising its focus on improving teaching, attitudes to learning, achievement and standards.

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Grade: 3

Good links with education partners help to spread good practice and improve the quality of teaching and learning. Good teamwork leads to good day to day management of routines, making the school orderly and calm. Pupils feel safe and well cared for, even though some find following school rules and routines difficult. Satisfactory use of resources enables the school to work effectively towards improvement commitments. Relationships with parents have improved and staff are working well to involve them in making the school a focal point of the community. Staff respond well to suggestions for improvement. Parents and pupils hold the school in good regard. They are suitably consulted, such as over improving pupils' safety at the end of the school day and in the involvement of pupils in structured lunchtime activities. This is a school that has laid a firm foundation for future improvement. Its capacity to improve is satisfactory and strengthening well through its determination to raise

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Grade: 3

standards by developing the leadership of staff and improving teaching and learning. 5 Inspection Report: Our Lady Queen of Peace Catholic Primary School, 15 February 2006 to 16 February 2006 .

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set out in the guidance 'Complaints about school inspection', which is available from Ofsted’s

website: www.ofsted.gov.uk. 6 Inspection Report: Our Lady Queen of Peace Catholic Primary School, 15 February 2006 to 16 February 2006

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Overall

Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate

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learners?

NA 3 How well does the school work in partnership with others to promote learners' well-being? NA 2 The quality and standards in foundation stage NA 2 The effectiveness of the school's self-evaluation NA Yes The capacity to make any necessary improvements NA Yes Effective steps have been taken to promote improvement since the last inspection

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Achievement and standards

NA 3 How well do learners achieve? NA 4 The standards 1 reached by learners

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Achievement and standards

NA 3 How well learners make progress, taking account of any significant variations between groups of learners NA 3 How well learners with learning difficulties and disabilities make progress

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learners?

NA 2 The extent of learners' spiritual, moral, social and cultural development NA 2 The behaviour of learners NA 4 The attendance of learners NA 2 How well learners enjoy their education NA 3 The extent to which learners adopt safe practices NA 2 The extent to which learners adopt healthy lifestyles NA 2 The extent to which learners make a positive contribution to the community NA 3 How well learners develop workplace and other skills that will contribute to their future economic well-being

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needs and interests of learners?

NA 3 How well are learners cared for, guided and supported?

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needs and interests of learners?

Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average; Grade 4 - Exceptionally low.

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and supporting all learners?

NA 3 How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education NA 3 How effectively performance is monitored, evaluated and improved to meet challenging targets, through quality assurance and self-review NA 3 How well equality of opportunity is promoted and discrimination tackled so that all learners achieve as well as they can NA 3 How effectively and efficiently resources are deployed to achieve value for money NA 3 The extent to which governors and other supervisory boards discharge their responsibilities NA Yes The adequacy and suitability of staff to ensure that learners are protected

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The extent to which schools enable learners to be healthy

Yes Learners are encouraged and enabled to eat and drink healthily Yes Learners are encouraged and enabled to take regular exercise Yes Learners are discouraged from smoking and substance abuse Yes Learners are educated about sexual health

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The extent to which providers ensure that learners stay safe

Yes Procedures for safeguarding learners meet current government requirements Yes Risk assessment procedures and related staff training are in place Yes Action is taken to reduce anti-social behaviour, such as bullying and racism Yes Learners are taught about key risks and how to deal with them

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The extent to which learners make a positive contribution

Yes Learners are helped to develop stable, positive relationships Yes Learners, individually and collectively, participate in making decisions that affect them Yes Learners are encouraged to initiate, participate in and manage activities in school and the wider community

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The extent to which schools enable learners to achieve economic well-being

Yes There is provision to promote learners’ basic skills Yes Learners have opportunities to develop enterprise skills and work in teams NA Careers education and guidance is provided to all learners in key stage 3 and 4 and the sixth form NA Education for all learners aged 14–19 provides an understanding of employment and the economy

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Text from letter to pupils explaining the findings of the inspection

You may remember that I recently visited your school to check its work. My job was to find out how well your school is working for you, your family and your community. Thank you for your friendly welcome and for helping me to find out about the work that you do together. I found out that your teachers care for you well and think that you are all equally important. Below are some of the things that I think are good about your school. - You are all cared for equally well and helped to learn as well as each other. - Your headteacher is doing a good job to make your school better. She has good friends to help her, including many of the children. - The adults give you good help if you have problems. - Your school teaches you well to live healthy and safe lives. I have suggested a few things that will improve your school. - You should work hard with your teachers to make your writing, mathematics and science

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Text from letter to pupils explaining the findings of the inspection

better. - The teachers all need to check that you are learning well and give you good advice to help you get better. - Some of you must get better at coming to school when you are supposed to. I enjoyed my visit to your school and wish you well for the future.

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