St Joseph's Catholic Primary School

Inspection Report St Joseph's Catholic Primary School

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106944 Unique Reference Number Rotherham LEA 277666 Inspection number 3 July 2006 to 4 July 2006 Inspection dates Mrs Jane Hughes 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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Green Lane School address Primary Type of school Rawmarsh Voluntary aided School category Rotherham, South Yorkshire S62 6JY 5 to 11 Age range of pupils

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01709 710270 Telephone number Mixed Gender of pupils 01709 719272 Fax number 198 Number on roll Fr K O'Connell Chair of governors The governing body Appropriate authority Mrs C Battersby Headteacher 22 January 2001 Date of previous inspection

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Inspection number Inspection dates Age group 277666 3 July 2006 - 5 to 11 4 July 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 two Additional Inspectors.

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Description of the school

This is a smaller than average primary school within the Diocese of Hallam. A larger than average proportion of pupils is eligible for free school meals or has a statement of special educational need. A smaller than average proportion of pupils have learning difficulties and/or disabilities, come from minority ethnic groups or speak a language other than English. The school has achieved the following awards: Active Mark Gold (2004); and the Achievement Award (2001, 2002).

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: St Joseph's Catholic Primary School, 3 July 2006 to 4 July 2006

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Grade: 2

This is a good school with some outstanding features. It provides good value for money. Inspectors agree with aspects of the school's own evaluation but judge it more effective and to have stronger teaching, learning and leadership than the school's more modest judgements. Standards by Year 6 are significantly higher than average in English, mathematics and science. Pupils achieve well, particularly so in English by Year 6, because teaching is strong with some outstanding practice. However, younger pupils do not do as well in writing, nor do older pupils in mathematics at the higher levels. Quality and standards in the Foundation Stage are good, although the outdoor area is very cramped. This limits learning experiences for Reception children. Pupils' behaviour is excellent. Parents say that their children thoroughly enjoy school. Most parents are very supportive. Nevertheless, a minority refuse to bring their children to

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Grade: 2

school regularly and this slows their learning. Elements of spirituality shine through the school. Pupils write, 'school is a lovely place to be'. The rich curriculum inspires pupils' curiosity and encourages them to be active learners. Pupils with learning difficulties and/or disabilities receive skilled help and make good progress. There is all-embracing care for pupils, coupled with effective support and guidance. Even so, pupils do not always have a clear understanding of what they need to do next to improve their work. Partnerships with other organisations are first class. This is a happy school with the 'Every Child Matters' vision at its heart. Governors play an effective role in the school which has improved well since the last inspection and shows good capacity to improve further.

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What the school should do to improve further

Focus on: • persuading even more parents to bring their children to school regularly so they do not miss important learning • raising standards in writing, particularly in Key Stage 1, and in mathematics at the higher levels in Key Stage 2 • ensuring a consistent approach to setting individual targets for pupils so they are clear about how to improve their work • improving outdoor play provision for Reception children so they can regularly access all outside areas of learning.

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Grade: 2

Pupils achieve well. Most arrive with some experience of nursery education and with skills broadly similar to those expected for their age, although lower in communication, language and literacy. They achieve well in the Foundation Stage, particularly in terms of their language, social and creative skills. By Year 6, pupils' attainment is much higher than average. Standards in English are particularly high and reflect pupils' strong determination to meet daily challenges given by teachers. Pupils make particularly 2 Inspection Report: St Joseph's Catholic Primary School, 3 July 2006 to 4 July 2006 impressive strides in some aspects of their learning. For instance, they made significantly faster than average progress in English in 2005 and the school was in the top 5% of schools nationally for progress in English. The school is less successful in guiding more pupils to reach higher levels in mathematics in Key Stage 2, a recognised area for

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Grade: 2

development. Although the standards pupils reach by Year 2 are just above average in reading, and significantly so in mathematics, standards in writing have been well below average for two years. The school has maintained a clear focus on improving writing and increasing pupils' enjoyment of English generally. This is slowly improving attainment and achievement as seen in current work and this year's assessment results. Pupils with learning difficulties and/or disabilities, those with particular gifts and talents, and minority ethnic groups achieve equally well because the school offers them skilled support from teaching assistants and outside specialists.

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Grade: 2

Pupils' personal development and well-being, including their spiritual, moral, social and cultural development, are good with some outstanding elements. Parents say 'children love coming to school', as reflected in the regular attendance of many. However, despite sterling efforts from mentors and the local authority, some parents still refuse to bring their children to school regularly. Pupils are fiercely proud of their school, saying it is friendly with little bullying. Older pupils eagerly describe the physical and social challenges they faced during a residential trip to Filey. There are some striking examples of pupils' spiritual development. One commented, 'this is a very calm and peaceful school'. Pupils show sensitivity to others, aided by strong personal, social and health education. They clearly understand how to keep safe and know the benefits of healthy diets and regular exercise. Confident when speaking to an audience, they

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Grade: 2

know their opinions are valued. Pupils have some opportunities to take responsibility and influence school life, although there is no school council. Reward schemes provide just the right incentives for these courteous pupils to behave beautifully. They know school is helping them to become useful citizens - academically, socially and spiritually. Older pupils organise sports day, learning to work together. Younger pupils mature quickly and mix freely with older pupils who look after them so well.

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Grade: 2

The quality of teaching and learning is good; some features are outstanding. Pupils make good progress because teachers plan lessons carefully and pupils are given clear guidance on what is expected of them. Challenging teaching helps pupils to develop into confident learners, keen to do their best. Imaginative activities reinforce pupils' learning. For example, Year 4 pupils acted a scene where Henry VIII dispatched Catherine Howard with great speed and relish! An excited group of Reception children 'hunted' mini beasts, complete with rucksacks, sun hats and 'policemen's spy glasses'. 3 Inspection Report: St Joseph's Catholic Primary School, 3 July 2006 to 4 July 2006 Outstanding teacher explanations and instructions characterise Year 6 lessons. Some, more ordinary, lessons offer a slower pace and lower levels of challenge. Opportunities are missed for pupils to assess their own and each other's work and to develop a greater

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Grade: 2

understanding of the next steps they need to take in order to progress. The school recognises this as an area for development. There are examples of detailed marking in pupils' books but these good practices are not consistent throughout the school. Teaching assistants contribute effectively to the quality of teaching and learning, particularly in supporting the learning of pupils with learning difficulties and/or disabilities. The good teaching is very firmly rooted in supportive relations between staff and pupils.

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Grade: 2

The good curriculum embraces the principles of 'excellence and enjoyment' and promotes pupils' health and safety well. The school has reviewed curriculum provision to develop closer links between subjects. There is good provision in literacy, numeracy and information and communication technology (ICT) and skills are taught progressively. Pupils have many opportunities for games and sport in school time and as extra-curricular activities. The school has achieved the Sport England Gold Active Mark and is working towards a Healthy Schools award. The world of work is brought into classrooms by visitors and through visits out-of-school. Curriculum provision for pupils with learning difficulties and/or disabilities is good and these pupils are well supported. The Foundation Stage curriculum is well planned for each area of learning. Great attention is given to providing interesting activities to extend young children's

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Grade: 2

knowledge and understanding. Facilities for learning outdoors are limited and this significantly restricts the range of activities continuously on offer through the school day.

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Grade: 2

Care, guidance and support are good with some outstanding elements. Pupils feel safe and parents say their children are 'well nurtured, well educated and very well supported'. There are first class opportunities for vulnerable pupils to seek guidance. Pupils who are experiencing change in their lives have the 'rainbow group' for sharing feelings and developing self-confidence. 'Cook and eat' sessions teach pupils essential life-skills and teamwork. Pupils who consistently work hard and behave well are rewarded through the 'always club', a well-loved incentive. Close links with other schools help pupils settle in or move on with minimal anxiety. Mentors encourage regular attendance and cement firm links with parents. The school tracks pupils' development carefully, although guidance about academic progress lacks consistency and is under review. Systems to ensure the health and safety of pupils, child protection protocols and risk

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Grade: 2

assessments are all in place. 4 Inspection Report: St Joseph's Catholic Primary School, 3 July 2006 to 4 July 2006

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Grade: 2

The leadership and management are good rather than 'satisfactory' as in the school's judgement. The leadership's written view of the school equates closely to that held by inspectors, despite differences in some grades. For example, in practice, the headteacher and senior staff know how good teaching is, where the best practice lies and what needs to improve. Senior leaders have brought about significant improvements to pupils' achievement, most notably in English by the end of Year 6. The headteacher works very well with the deputy headteacher and senior staff to maintain the strengths of the school and to stimulate further improvement. Leaders are gradually remedying areas of slower progress, such as higher level mathematics attainment for older pupils. Subject leaders are knowledgeable and increasingly influential as they pass on skills to colleagues and improve the quality of teaching and assessment. The school aims

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Grade: 2

for pupils to achieve their personal best and to become increasingly confident, disciplined and enquiring learners. Undoubtedly, it meets these aims. Staff collect much data to help them track pupils' progress through the school. Even so, the school already recognises that it is not yet slick enough in its use of this data to pinpoint exactly where pupils are and what they need to do next. Parents say that their views are noted and acted upon. Conscientious administration, lunchtime and caretaking staff support the work of the school well. Governors have a clear understanding of the school's priorities and fulfil their statutory duties diligently. They occupy an increasingly prominent profile within school. The charismatic parish priest successfully leads governors in their role as guardians of the school's caring yet challenging ethos. 5 Inspection Report: St Joseph's Catholic Primary School, 3 July 2006 to 4 July 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 Joseph's Catholic Primary School, 3 July 2006 to 4 July 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 1 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 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 2 The extent of learners' spiritual, moral, social and cultural development NA 1 The behaviour of learners NA 3 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 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 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 for being so friendly and telling us all about your school during our recent visit. We enjoyed listening to all your thoughts. You will see from this letter and our report that we agree with many of them. These are some of the things we liked the best: - all the adults look after you really well especially with the 'rainbow' group and 'always' club - you behave beautifully and treat each other with respect - lessons are generally fun and help you make good progress - classrooms and corridors are full of eye-catching displays of your work - teachers and other adults listen carefully to your opinions - playground pals take their job very seriously and make playtimes more fun. To help your school as it continues to improve, we have asked the adults to do the following things: - persuade even more of your parents to bring you to school regularly - help you improve your writing and help some older pupils to do even better in

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Text from letter to pupils explaining the findings of the inspection

mathematics so they reach higher levels - give you clearer targets so you all know how to make your work even better - make sure Reception children have a better outdoor play area. You are right to be proud of your school! Carry on working hard and looking after each other so well.

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