St Margaret Mary's RC Primary School Manchester

Inspection Report St Margaret Mary's RC Primary School Manchester

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105533 Unique Reference Number Manchester LEA 277373 Inspection number 13 February 2006 to 14 February 2006 Inspection dates Mr Bill Keast 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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St Margaret's Road School address Primary Type of school New Moston Voluntary aided School category Manchester, Lancashire M40 0JE 3 to 11 Age range of pupils

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0161 6811504 Telephone number Mixed Gender of pupils 0161 6834895 Fax number 258 Number on roll Rev O'Connor Chair of governors The governing body Appropriate authority Mrs J Chinnery Headteacher 18 September 2000 Date of previous inspection

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Inspection number Inspection dates Age group 277373 13 February 2006 - 3 to 11 14 February 2006 Inspection Report: St Margaret Mary's RC Primary School Manchester, 13 February 2006 to 14 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 three additional inspectors.

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Description of the school

This average sized school includes a 30 place nursery. Demographic changes in the area have led to a falling roll. Situated on the Manchester City border with Oldham, pupils live in an area with significant deprivation. The proportion of pupils taking a free school meal and the proportion of pupils with identified learning needs and/or disabilities are average. Few pupils come from minority ethnic backgrounds. The headteacher retired at the end of 2005 and the governors have so far been unable to appoint a successor. The acting headteacher during the inspection, seconded from her own school, had been in the school for two weeks.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: St Margaret Mary's RC Primary School Manchester, 13 February 2006 to 14 February 2006

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Grade: 3

The school believes its effectiveness is good but the inspectors found it to be satisfactory. The school has been a little too generous in some of its self-evaluation. Pupils attain broadly average standards and their achievement is satisfactory. Overall, teaching is satisfactory although some is exceptionally good. This variation is too wide and the most important weakness is that, while marking is accurate, it does not give pupils enough guidance on how to improve their work. The curriculum is good and particularly strong in the arts. Pupils in the Foundation Stage get off to a good start. Well planned activities and good teaching ensure that they settle quickly into new routines and become confident and willing learners. Pupils' personal development is good. Teachers take good care of their pupils and the school is a safe environment. Pupils with particular needs are supported well. However, older pupils in particular do

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Grade: 3

not have enough individual targets to best help them raise their standards. Leadership and management are satisfactory and the school runs smoothly. However, leadership has not ensured a clear evaluation of pupils' progress or that their targets are related closely to National Curriculum requirements. Although falling pupil numbers and the subsequent reduction in financial resources has had an adverse impact on staffing and aspects of leadership, improvement since the last inspection has been satisfactory. The school provides satisfactory value for money. Despite the current lack of a permanent headteacher, the school has a satisfactory capacity for further improvement.

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What the school should do to improve further

To improve further the school should: • make sure that pupils are making expected progress by setting targets that are closely related to National Curriculum requirements and rigorously monitoring pupils' progress towards them • improve teaching by giving pupils better guidance on how to improve their work to achieve their individual targets • be more critical in its self-evaluation and take effective action to tackle weaknesses.

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Grade: 3

Pupils' achievement and standards are satisfactory overall. Pupils enter the nursery with broadly average skills and, making good progress, move into Year 1 with most having successfully reached the nationally expected early learning goals. Attainment at the end of Year 2 in 2005 was average although lower than previous years because standards of writing were lower. Pupils make satisfactory progress in Key Stage 1. In 2005, results in national tests at the end of Year 6 were broadly average. These pupils made good progress through Key Stage 2 from their starting points. They made equally good progress in English, mathematics and science. Boys made a little more progress than girls, and pupils with learning difficulties and/or disabilities made a little less progress than those without. No group of pupils, however, made significantly less 2 Inspection Report: St Margaret Mary's RC Primary School Manchester, 13 February 2006 to 14 February 2006

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Grade: 3

progress than similar pupils nationally. Over the last five years, results have risen in line with the national trend. A significant but isolated drop in standards in 2004 was related to that particular group of pupils. The school met its appropriately challenging targets for the proportion of pupils reaching above the nationally expected standard but did not quite meet those for the proportion reaching average standards. Pupils currently in Year 6 had much higher attainment when they entered Key Stage 2 and the significantly higher school targets for 2006 reflect this. However, these pupils' current standards are below what they need to be to reach these targets and their progress is satisfactory rather than good, as systems for tracking their progress lack sufficient rigour.

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Grade: 2

Pupils' personal development and well-being are good. Parents are extremely satisfied with this aspect of the school's work. Pupils are well behaved and are proud of the school and its achievements. They are polite and helpful to visitors and to members of the school community and strongly reflect the school's Christian ethos. Isolated instances of poor behaviour are dealt with appropriately. Pupils say that bullying is decreasing and is dealt with effectively. Attendance has slipped below the national average but is improving thanks to the school's focussed efforts to discourage the taking of holidays during term time and by very early contact with the parents and carers of absent pupils. Pupils act safely and understand about keeping healthy. The recently formed and energetic School Council is already making an impact on improving the school environment. Spiritual, moral, social and cultural development is good. Pupils develop an

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Grade: 2

understanding of other faiths and cultures. Well developed citizenship and personal, health and social education programmes result in pupils being well informed about a range of issues. Year 4 pupils confidently gave an assembly that used their outstanding dramatic and musical abilities to present a strong religious and moral message. Pupils know the difference between right and wrong and their good personal development is further supported through their involvement in the My Manchester project, visits and the wide range of school clubs.

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Grade: 3

The quality of teaching and learning are satisfactory rather than good as recorded in the school's own evaluation. Although examples of good and outstanding lessons were seen, the variation and inconsistency in teaching is too wide. Generally, teachers' subject knowledge is secure. Good relationships are established so that pupils feel confident and at ease. As a result they behave well and work hard. Teachers use questioning skills effectively especially to include less confident pupils so that they 3 Inspection Report: St Margaret Mary's RC Primary School Manchester, 13 February 2006 to 14 February 2006 feel part of what is going on in the classroom. In some lessons learning is particularly effective. These lessons are planned well and pupils are very clear about what they are expected to achieve. A range of methods is used to suit the different ways in which pupils learn. Lessons move with pace and teachers convey their enthusiasm. Pupils

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Grade: 3

really enjoy these lessons. Other lessons, however, do not have this high level of challenge to ensure the best progress. Learning outcomes are not always made clear and referred to during the lesson so sometimes pupils lose track of what they are supposed to learn. Not all teachers insist on pupils' full attention so some miss out on what is said. Generally, marking does not sufficiently inform pupils of what they need to do to improve.

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Grade: 2

The good curriculum meets statutory requirements and takes account of the full range of pupil's abilities. It gives pupils a wide experience and opportunities to learn in a range of ways and is particularly well planned in the Foundation Stage. Provision for design and technology has improved and now meets requirements. Provision for information and communication technology has also improved although teachers do not yet make use of it to support learning in other subjects. The strength in the school's provision for the arts has deservedly gained the national Artsmark award. Close collaboration with a secondary school and the Italian consulate extends learning opportunities for pupils in Years 3 to 6 through French or Italian lessons. Pupils' enthusiastic involvement in a good range of activities outside the classroom helps foster their skills and interests in sports, crafts and the Arts. High quality

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Grade: 2

performances are an enjoyable and important feature of the school's calendar. A residential visit for Year 6 pupils supports their learning about the importance of a healthy lifestyle and constructive relationships and contributes well to their capacity for future well-being.

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Grade: 3

Overall, provision in this area is satisfactory. School procedures ensure that children are safe and well cared for. Effective procedures for child protection are in place. Appropriate safety practices and risk assessments are undertaken and a record maintained. Pupils say they feel safe in school and in the playground. Good relationships ensure pupils have an adult they feel they can trust. The needs of vulnerable pupils and those with learning difficulties and/or disabilities are clearly identified. These pupils are supported well to play their part in the life of the school and achieve as well as they can. Systems for setting targets for pupils lack rigour. General group targets do not support individual progress particularly effectively. Pupils rarely have specific individual targets. While older pupils may know their attainment in National Curriculum terms they do not have a sufficiently clear and focused understanding of how to improve their work.

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Grade: 3

4 Inspection Report: St Margaret Mary's RC Primary School Manchester, 13 February 2006 to 14 February 2006

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Grade: 3

Leadership and management are satisfactory. Parents are understandably concerned about the current lack of a permanent headteacher. Despite several advertisements, governors and the local authority have been unable to make a suitable appointment although they have put temporary arrangements in place. The individual pupil is clearly at the centre of what the school seeks to do. The school works hard and effectively to provide an appropriate education for all pupils, including some with quite severe learning difficulties. The reduction in teaching staff, because of falling pupil numbers, has meant that some subject areas do not have subject leaders. Staffing costs take a higher proportion of the reduced financial resources and governors have had to be very prudent. They have used limited resources effectively and ensured that the school meets its legal requirements. Although very supportive of their school and recognising

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Grade: 3

many of its strengths, they have not been sufficiently challenging. Appropriate action has been taken to tackle weaknesses identified through self-evaluation but evaluation is not sharp enough to ensure that teachers' hard work and commitment is most effectively focused. Parents', and increasingly pupils', views are sought and the school has responded to several issues raised. Although in 2005 Year 6 pupils made good progress, systems for tracking pupils' progress lack sufficient rigour so that current Year 6 pupils are not on track to meet the targets the school has agreed with the local authority. The school has made satisfactory improvement since the previous inspection. Most issues raised by the previous report have been effectively tackled and additional initiatives undertaken. However, the important issue relating to using information from assessments to target individual need remains to be tackled.

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Grade: 3

5 Inspection Report: St Margaret Mary's RC Primary School Manchester, 13 February 2006 to 14 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: St Margaret Mary's RC Primary School Manchester, 13 February 2006 to 14 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 2 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 3 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 3 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 3 The attendance of learners NA 2 How well learners enjoy their education NA 2 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 2 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

Thank you for welcoming us and helping us when we visited your school. We really enjoyed talking to you about your work and finding out about the things you like doing and what your school is doing for you. We saw that you behave well and that this helps you to work hard and learn in lessons. You are very considerate towards each other and your teachers who take good care of you. You told us you felt safe at school and that you felt your new school council was giving you a say in the development of your school. We think that your personal development is good, helped by the all the things your school does for you. Teaching is satisfactory but where it is good you really enjoy your lessons. Your teachers provide good opportunities for you to learn both in the class and in all the other activities, clubs and visits you have. Your opportunities for music, art and drama are particularly good and we hear good accounts of the high quality performances

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Text from letter to pupils explaining the findings of the inspection

you give during the year. We think the leadership of your school is satisfactory and we understand your anxiety while your governors try to find you a new headteacher. There are some things which we think could be improved to help you learn even better. We have asked your teachers to look more carefully at how well the school is performing, although you will not notice this. We have also asked them to set you more individual targets for what you ought to be able to do in your different years. We have asked them to help you to understand what these mean and to mark your work in a way that helps you understand what you need to do next to reach your targets. You can help your teachers to help you by listening carefully all the time, working hard and, for some of you, coming to school more regularly.

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