Cheadle Catholic Junior School

Inspection Report Cheadle Catholic Junior School

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106112 Unique Reference Number Stockport LEA 277490 Inspection number 7 November 2005 to 8 November 2005 Inspection dates Mrs Anna Dawson 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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Conway Road School address Primary Type of school Cheadle Hulme Voluntary aided School category Cheadle, Cheshire SK8 6DB 7 to 11 Age range of pupils 0161 485 3754 Telephone number Mixed Gender of pupils 0161 482 8106 Fax number 342 Number on roll Mrs E Rice Chair of governors The governing body Appropriate authority Mrs C Robinson Headteacher 27 March 2000 Date of previous inspection

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Inspection number Inspection dates Age group 277490 7 November 2005 - 7 to 11 8 November 2005 Website: www.ofsted.gov.uk

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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 3 additional inspectors.

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Description of the school

This is a larger than average urban school. Most pupils come from relatively advantaged social backgrounds. Few pupils are from minority ethnic backgrounds. Some are learning English as an additional language. Nearly 16 per cent of pupils have learning difficulties and/or disabilities. There are a few pupils in the care of the local authority. The school is working towards The Healthy Schools Award. There has been a change of headship since the last inspection.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Cheadle Catholic Junior School, 7 November 2005 to 8 November 2005

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Grade: 2

This is a good school with some outstanding features. The school's self-evaluation mostly agrees with the inspectors' judgements. The inspectors give a greater weighting to pupils' personal development and well-being and the curriculum than the school's self-evaluation. Standards are significantly above average and pupils make good progress in English, mathematics and science. The pupils' personal development is outstanding. Behaviour is exemplary. Pupils are confident, relate very well to their teachers and each other and enjoy learning. The curriculum is outstanding and enriches the pupils' learning very well. Pupils are taught well, particularly in the basic skills of reading, writing and mathematics. In information and communication technology (ICT), although the pupils are attaining at the expected levels, higher attainment is limited by the available resources. The school cares equally well for all its pupils. Equality of

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Grade: 2

opportunity in accessing all that the school provides for pupils is excellent. The provision for pupils with learning difficulties and/or disabilities is particularly good. Leadership and management are good overall. The headteacher and deputy head provide outstanding leadership and work well with staff and governors to move the school forward. The governors are very knowledgeable and provide good support for the school. The governors are aware that some classrooms are cramped but there are constraints on external funding. The school has improved well since the last inspection and has good capacity to improve further. The school provides good value for money.

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What the school should do to improve further

• Improve the resources for ICT, so that pupils are able to use their skills more effectively in subjects. • Work towards improving the accommodation.

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Grade: 2

Pupils enter with above average standards and make good progress. Nearly all pupils attain at the expected levels. In the 2005 Year 6 national tests, pupils' did well, particularly in science. English standards were better than mathematics. A number of pupils were very close to attaining at the higher Level 5 in mathematics. The school has made a careful analysis of strengths and weaknesses in mathematics and effective strategies are in place across the school to improve pupils' performance. Targets are challenging and realistic and, for the most part, are met or exceeded. Over the last three years, the school shows a trend for improvement in English, mathematics and science, particularly in pupils attaining at the higher than expected Level 5. In English, the school's drive to improve writing skills has paid dividends. 52% of pupils attained Level 5 in 2005, which represents a 20% increase from 2004. Science is a strength; in

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Grade: 2

2005, two-thirds of pupils attained at Level 5. Limited ICT resources impact on further development of pupils' ICT capability. Because of the extremely good support for the pupils with learning difficulties and/or disabilities, these pupils make good, and some 2 Inspection Report: Cheadle Catholic Junior School, 7 November 2005 to 8 November 2005 make very good, progress towards their targets. Those pupils identified as gifted or talented make the progress they should because the school is increasingly meeting their needs well.

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Grade: 1

Pupils' personal development and well-being are exemplary in many regards. The school's outstanding provision for spiritual, moral, social and cultural development ensures that pupils develop into well rounded, thoughtful and considerate young citizens in keeping with the Catholic ethos of the school. Good attendance rates and excellent enthusiasm for learning make a very good contribution to progress. Pupils enjoy school life to the full and are keen to work hard and do their best. They enjoy all school activities, including lessons and extra-curricular clubs. Attitudes and behaviour are outstanding. Pupils take responsibility for their actions. The school has acted in consultation with the pupils and parents and introduced a system of rewards and 'golden rules'. These are well understood. Pupils respond particularly well to school's encouragement to adopt healthy lifestyles. Pupils are well prepared for their future and economic well-being. Good opportunities

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Grade: 1

in the curriculum help them to learn about the world of work. The school council is firmly established and enables pupils to develop a sense of community. There are many chances for pupils to take responsibility. For instance, Year 6 pupils act as receptionists, under supervision. Pupils demonstrate responsibility towards the wider community through their fundraising for charities. They recognise that we all belong to a global community. Discussions reveal their deep concern for people suffering the effects of worldwide events.

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Grade: 2

Pupils make good progress because teaching and learning are good. Strong relationships and high expectations set the scene and pupils develop skills and knowledge at a good rate. Effective lesson planning and good knowledge of the subjects taught underpin the teaching. Classrooms are attractive and interesting places in which pupils enjoy their learning. There is good provision for literacy and numeracy and satisfactory provision for ICT. Teachers are finding their interactive whiteboards an invaluable aid to assist pupils' learning. Teachers regularly assess how well pupils are doing and use the information to set challenging targets for individuals and groups. Planning is flexible so that a topic can be revisited if they consider that pupils need more help. Teachers encourage parents to work in partnership with the school to support their children's learning. Resources are generally well deployed. However, the accommodation

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Grade: 2

in the mobile classrooms is too small for the numbers of pupils. 3 Inspection Report: Cheadle Catholic Junior School, 7 November 2005 to 8 November 2005 The quality of marking of pupils' work is good. It indicates how well pupils are doing and how to improve their work. The recent focus on improving writing has had a positive impact as seen in pupils' work and test results. In a literacy lesson for pupils in Year 3, their creative writing was interesting to read and very neatly presented. Teaching assistants are deployed well and provide a very good level of support for pupils with specific learning needs and/or disabilities.

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Grade: 1

The curriculum is outstanding. It includes excellent opportunities for pupils to sing, play a musical instrument and learn French or German. A very good programme of personal, social and health education successfully develops pupils' knowledge of relationships and citizenship. Good efforts are made to link subjects for economic awareness. For example, pupils in Year 5 compared and contrasted the social conditions in Victorian times with their own experiences of life. Year 6 pupils enjoyed their involvement in a mock trial at the Magistrates' Court and, subsequently, improved their understanding of citizenship. The school provides a wide range of popular, well attended extra-curricular activities, including science and chess clubs. Many pupils confirmed their interest in learning Italian, participating in drama and a range of sporting activities. The curriculum is enriched successfully with visits out of school

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Grade: 1

and visitors into school as seen during the inspection when pupils took part in a drama workshop led by a visiting specialist.

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Grade: 2

The school provides good care, advice and support for pupils. Learners feel valued and well cared for. A typical pupil comment to inspectors was 'Teachers are like your family, they protect you and make you feel safe'. Staff are highly committed to promoting the health and safety of pupils with careful risk assessments. There are good arrangements for child protection. Vulnerable pupils are identified early. Good arrangements ensure they are not disadvantaged in their learning. Staff are good role models for pupils and provide effective day-to-day support and guidance in learning. The school works closely with parents and other agencies to ensure that learners make good progress. New pupils to the school settle in quickly to the learning routines. Several 'buddies' from Year 6 befriend new pupils in Year 3 and this contributes to the family ethos and the school's promotion of very good relationships. Guidance

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Grade: 2

about secondary school education and what to expect, is very good.

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Grade: 2

Leadership and management are good. The headteacher and deputy head provide outstanding leadership and clear direction for the school. There is high quality teamwork from the senior leadership to improve standards and provide a broad and stimulating 4 Inspection Report: Cheadle Catholic Junior School, 7 November 2005 to 8 November 2005 curriculum. Equality of opportunity is outstanding. Good use is made of resources to employ specialist staff for music, drama and physical education to enhance pupils' learning. The school's management systems work smoothly and self-evaluation is mostly accurate. Teachers carry out their management responsibilities well and benefit from professional development courses to improve their expertise. Teachers' performance management targets are linked effectively to the school priorities for development. For example, performance data is carefully analysed to check pupils'

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Grade: 2

progress and identify where interventions are necessary so pupils reach their potential. The governors, pupils and parents are involved successfully in the life and work of the school. Parents are supportive of the school and of their children's work at home. The school is working towards addressing parents' concerns about communication. Governors undertake their responsibilities for different aspects of school work and subjects seriously. The governors regularly review the work of the school and provide very good support to ensure high standards are maintained. They monitor the school's progress towards its targets successfully. In this way, governors gain an accurate picture of the school's strengths and its priorities for development. 5 Inspection Report: Cheadle Catholic Junior School, 7 November 2005 to 8 November 2005 .

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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: Cheadle Catholic Junior School, 7 November 2005 to 8 November 2005

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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 NA 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 2 How well do learners achieve? NA 2 The standards 1 reached by learners

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Achievement and standards

NA 2 How well learners make progress, taking account of any significant variations between groups of learners NA 2 How well learners with learning difficulties and disabilities make progress

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learners?

NA 1 The extent of learners' spiritual, moral, social and cultural development NA 1 The behaviour of learners NA 2 The attendance of learners NA 1 How well learners enjoy their education NA 1 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 2 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 2 How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education NA 2 How effectively performance is monitored, evaluated and improved to meet challenging targets, through quality assurance and self-review NA 1 How well equality of opportunity is promoted and discrimination tackled so that all learners achieve as well as they can NA 2 How effectively and efficiently resources are deployed to achieve value for money NA 2 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 very much for welcoming us to your school, we enjoyed our visit and were pleased to talk to so many of you about your work and school. What we particularly liked about your school is that: - the teachers work hard to make learning enjoyable and ensure that you do well by the time you reach the end of Year 6 - your behaviour is exemplary and you are extremely keen to learn and find out new things - the curriculum is greatly enriched, as you told us, by the popular extra-curricular activities and extra events and trips to the locality - staff care for you all equally well. Your parents' questionnaires and letters tell us that they agree with this view - the leadership of the headteacher and deputy head is outstanding and everyone, including the governors, is committed to doing their best for you. To make your school even better we have asked: - for more computers in the school so you can learn and practise your skills at a faster rate

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Text from letter to pupils explaining the findings of the inspection

- the governors and the headteacher to work towards improving the school building.

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