St Alphonsus RC Primary School

Inspection Report St Alphonsus RC Primary School

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106360 Unique Reference Number Trafford LEA 277539 Inspection number 20 June 2006 to 21 June 2006 Inspection dates Mr Mark Williams HMI Reporting inspector

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

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Hamilton Street School address Primary Type of school off Stretford Road Voluntary aided School category Old Trafford, Manchester M16 7PT 3 to 11 Age range of pupils

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0161 872 5239 Telephone number Mixed Gender of pupils 0161 877 8932 Fax number 202 Number on roll Mrs Michelle O'Sullivan Chair of governors The governing body Appropriate authority Mrs Tina Birds Headteacher 19 June 2000 Date of previous inspection

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Inspection number Inspection dates Age group 277539 20 June 2006 - 3 to 11 21 June 2006 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 one of Her Majesty's Inspectors and one Additional Inspector.

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Description of the school

This is a smaller than average primary school, serving an area of social deprivation. Over half the pupils are entitled to free school meals and nearly two thirds are from minority ethnic groups. These figures are well above the national averages, as is the proportion of pupils who start or leave the school at times other than the beginning of the school year. Twenty eight per cent of pupils have learning difficulties and/or disabilities; this is above average. The proportion of pupils who do not have English as their first language is average. The school has been awarded Healthy Schools status and the Basic Skills Quality Mark.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: St Alphonsus RC Primary School, 20 June 2006 to 21 June 2006

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Grade: 2

This is a good school providing a good education for its pupils. It provides good value for money. Inspectors agree with the school's self-evaluation overall but find achievement and the curriculum to be good rather than satisfactory. All the main aspects of the school's work are good and enable pupils to make good progress in their learning, personal development and well-being. This is because the pupils make a good start in the Foundation Stage (Nursery and Reception class) and this progress is maintained throughout the school. The teaching and the curriculum are good and there is well matched support for pupils with social and/or emotional needs, with learning difficulties and/or disabilities and with English as an additional language. The school makes effective use of information about what the pupils can already do. It ensures the good care, guidance and support that lead to pupils' attitudes and behaviour being good.

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Grade: 2

The school knows itself well and benefits from strong and effective leadership. It has plans of good quality to raise standards further but they are not always sufficiently clear about what pupils should achieve. There are good systems of self-evaluation which the school recognises would benefit further from greater participation from curriculum leaders and governors. The school knows the largest obstacles to raising standards are the very low communication, literacy and language skills with which pupils enter school. Its most recent efforts have been focused in these areas. The school has made good progress since the previous inspection and has good capacity to improve further.

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What the school should do to improve further

• Improve communication, literacy and language skills by: developing pupils' confidence in speaking and providing opportunities for extended writing across the curriculum specifying more clearly in improvement plans what gains pupils are expected to make in these skills. • Involve curriculum leaders and governors more fully in school self-evaluation.

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Grade: 2

Pupils enter school with communication, literacy and language skills that are well below those found nationally. The low level of these skills and the high proportion of pupils who start or leave the school during term time present obstacles to the achievement of high standards, particularly in English. However, despite these factors, nearly all pupils attain standards at the end of their time in school in English, mathematics and science that are in line with the national average. This represents good progress across the school. Progress is also good in the Foundation Stage; 2 Inspection Report: St Alphonsus RC Primary School, 20 June 2006 to 21 June 2006 although standards here are below national expectations, children progress well from their low starting points. Pupils' good progress is the result of good teaching, well matched support for pupils with social and/or emotional difficulties, with learning difficulties and/or disabilities

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Grade: 2

and those who have English as an additional language, and the effective use of information about what the pupils can already do. Targets for pupils' performance are challenging and reflect the high expectations the school has for its pupils.

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Grade: 2

The personal development and well-being of pupils are good. Pupils are enthusiastic. They are friendly, helpful and kind, and show respect to adults and to each other. They behave well in lessons and during playtimes. Typically, they say 'school is fun and the teachers are lovely' and any problems they may have are sorted out. Pupils respond well to the encouragement and rewards they receive for their good behaviour. Attendance rates are satisfactory and the school works well with parents to ensure that nearly all pupils arrive regularly on time. Pupils' spiritual, moral, social and cultural development is good. Pupils embrace their Catholic faith and value the school's diversity of cultures, for example in the artwork they produce. Pupils are aware of their responsibilities towards themselves and others. Year 5 and 6 pupils, for example, act as 'playtime buddies' to the younger pupils. There is a strong community spirit which is enhanced by the contribution of the well

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Grade: 2

established school council. Pupils make good use of information and communication technology (ICT) and this supports the development of their economic well-being. However, progress in the latter is hindered by low levels of communication, literacy and language development. The school has achieved Healthy Schools status and pupils regularly make choices that enable them to stay safe and lead a healthy lifestyle; for example, by choosing to eat fruit at break and lunchtimes.

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Grade: 2

The quality of teaching and learning is good. All pupils make good progress. Lessons are planned well and include clear learning goals and a range of activities that provide good support and challenge to pupils of all abilities. Good opportunities exist for group and independent work. Pupils discuss tasks well in these situations but they are less confident in using their speaking skills when they are talking in front of the whole class. 3 Inspection Report: St Alphonsus RC Primary School, 20 June 2006 to 21 June 2006 Teachers make good use of a variety of resources and audio-visual aids, including ICT. These, coupled with some excellent questioning, ensure lessons are stimulating and enjoyed by the pupils. Lessons proceed at a good pace and teaching assistants are deployed well to support pupils' learning. Teachers' marking is thorough and, as well as praising pupil success, gives clear guidance on how to improve in the next steps of

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Grade: 2

The curriculum is of good quality and is adapted well to meet the needs of all pupils. It meets all statutory requirements. Changes were made to the curriculum in September 2005 in order to provide greater opportunities for enjoyment, diversity and creativity. These changes have been a success and, for example, enable pupils to extend their knowledge, skills and understanding through learning in art, music and dance. Good provision exists for pupils' personal, social and health education through the extensive sporting activities and use of expert coaches. Pupils in Years 5 and 6 enjoy learning Italian and can write simple phrases in the language. The curriculum supports pupils' progress well. However, there are limited opportunities for extended writing across all subjects. There is a good range of before- and after-school activities including music, sports, craft and construction clubs which extend pupils' skills development well. Nearly two

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Grade: 2

thirds of all pupils participate in these activities.

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Grade: 2

The quality of care, guidance and support provided is good. The school cares deeply for its pupils. Health, safety and child protection procedures, enhanced by links with outside agencies, ensure that pupils are safeguarded well. Parents value this care and support. Arrangements for pupils starting school and for those moving on to secondary schools are good. Procedures for monitoring pupils' progress over time are effective. Pupils have an understanding of their targets and of what they need to do to improve. Pupils with social and/or emotional needs, with learning difficulties and/or disabilities or with English as an additional language achieve well and make good progress because of the good support they receive from the learning mentor, teaching assistants and specialist teachers.

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Grade: 2

Leadership and management of the school are good and benefit from the good, strong leadership of the headteacher. She demonstrates her commitment to the school and acts as a good role model in her approach to pupils, staff and parents, who support 4 Inspection Report: St Alphonsus RC Primary School, 20 June 2006 to 21 June 2006 her well. Pupils and parents appreciate the inclusive, caring and sensitive ethos of the school. The effective leadership team are focused on priorities to raise standards and support pupils' personal development and well-being. Good procedures for self- evaluation take into account the views of staff, governors, pupils and parents. Measures are in place to monitor and evaluate the work of the school, including the quality of teaching and learning. These are led by the headteacher and are supported by curriculum leaders and governors, although there is scope to involve these groups more fully in this work.

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Grade: 2

Targets for improvement are sometimes too general. As a result, evaluations do not focus sufficiently yet on what impact is intended on pupils' progress and personal development. The headteacher, bursar and governors' finance committee manage the available resources well and funds are used appropriately to improve the quality of education and school environment. The school runs well on a day to day basis and promotes positive attitudes to learning. 5 Inspection Report: St Alphonsus RC Primary School, 20 June 2006 to 21 June 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 Alphonsus RC Primary School, 20 June 2006 to 21 June 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 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 3 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 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 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 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 2 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 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

As you know, Mrs Murphy and I visited your school recently. I am writing to you now to let you know what we found out. First of all though, I would like to say thank you for the very warm welcome you gave us both and the way in which you freely gave your time to let us know your views. We are both very grateful to you all. You will be pleased to know that we agree with you, your parents, your teachers and the governors that St Alphonsus is a good school. We liked the way the school cares for you and were impressed by your good attitudes and behaviour. The teachers and support staff teach and support you well and you have a good range of before and after school activities to choose from. Mrs Birds ensures the school is run well and she does a good job in making sure everything that goes on helps you to make good progress in your work and prepares you well for growing up. So what can be done to make your school even better? Mrs Birds agrees with us that you need

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Text from letter to pupils explaining the findings of the inspection

more opportunities to develop your speaking skills in front of the whole class and to use your writing skills across all subjects. She also agrees your teachers and governors can help her more in looking at what your school does well and what could be done better. We know you all want to make your good school even better because we can see your pride in your school. We know you will all work hard with the teachers, support staff and Mrs Birds to do just that! We wish you every blessing and success for the future.

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