St Peter's Catholic Primary School, Winchester

Inspection Report St Peter's Catholic Primary School

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116381 Unique Reference Number Hampshire LEA LEA 279809 Inspection number 8 February 2006 to 9 February 2006 Inspection dates Christopher Parker AI Reporting inspector

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

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Winchester School address Primary Type of school Olivers Battery Road North Voluntary aided School category Hampshire P07 7BP 4 to 11 Age range of pupils 01962 852820 Telephone number Mixed Gender of pupils 01962 855445 Fax number 327 Number on roll Mrs Clare Mckenna Chair of governors The governing body Appropriate authority Mrs Catherine Howells Headteacher 27 November 2000 Date of previous inspection

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Inspection number Inspection dates Age group 279809 8 February 2006 - 4 to 11 9 February 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 three additional inspectors.

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Description of the school

St. Peter's is a larger than average primary school. The proportion of pupils with learning difficulties is well below average. Three pupils have statements of special educational need. The percentage of pupils from minority ethnic groups is broadly average. A small number speak Tagalog at home but none is at an early stage of learning English. The headteacher and the deputy headteacher have recently resigned. The school is currently led by an acting headteacher and a senior leadership team of two acting assistant headteachers and two phase leaders.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: St Peter's Catholic Primary School, 8 February 2006 to 9 February 2006

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Grade: 3

The school provides a satisfactory education for its pupils. Whilst its strong Catholic ethos ensures the pupils' personal development is outstanding some pupils are not reaching the highest academic levels of which they are capable.The school knows it has many strong and successful features but is not incisive in identifying its weaknesses. Consequently, it is too generous in the evaluation of its own effectiveness.Although standards in English and mathematics are significantly above average some of the older pupils should do even better. A good proportion of pupils achieve particularly high standards at the end of Year 2 but by Year 6 too few pupils reach the highest levels of which they are capable. The school's tracking of the pupils' performance, marking and target setting are not used rigorously or precisely enough to ensure all pupils make rapid progress.The provision and standards in the Foundation Stage are

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Grade: 3

outstanding. Pupils, throughout the school, enjoy an interesting and lively curriculum. They are very enthusiastic, considerate of each other and extremely well behaved. Parents hold the school in high regard and warmly appreciate the school's care and support for the pupils.The acting headteacher and the leadership team have provided stability and direction for the school through a period of considerable uncertainty and disruption. The school has successfully tackled shortcomings in geography and recently improved the organisation of the curriculum. It has the capacity to improve further. The school provides satisfactory value for money.

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What the school should do to improve further

* Improve marking and target setting to ensure all pupils with the potential to reach the highest levels do so.* Improve the quality of self evaluation so that it clearly and accurately identifies where improvements are needed.

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Grade: 3

Standards in English and mathematics are significantly above average at the end of Years 2 and 6. Whilst a good proportion of pupils exceed the expected level at the end of Year 2 not as many pupils reach the highest level by the end of Year 6 as they should. Overall progress between Years 2 and 6 is satisfactory but not enough is being done to ensure that all pupils with the potential for high attainment make rapid progress. As a result, the school does not reach the challenging targets it sets.Standards in science, although above average, are lower than those in English and mathematics. Too few pupils with the potential for high attainment reach the level they should at the end of Year 6. The school has introduced specialist teaching of science this year to raise standards and this is providing greater challenge for the pupils. Pupils in the reception class achieve very well. The pupils with learning difficulties make good

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Grade: 3

progress towards their targets because they are well supported. 2 Inspection Report: St Peter's Catholic Primary School, 8 February 2006 to 9 February 2006

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Grade: 1

The pupils' personal development is outstanding because of the high priority the school places on their spiritual, moral, social and cultural development. Pupils hold strong views on environmental issues such as litter disposal and recycling. They learn to understand and respect the beliefs of others as they study how different faiths interpret the story of the Creation in their art lessons. Pupils have a strong sense of right and wrong. Through the rich and diverse curriculum, they gain a comprehensive understanding of other cultures, faiths and traditions. Their enjoyment of school bubbles over as they speak enthusiastically about art and history weeks. From the reception class onwards, children are encouraged to express their views and to make choices. They quickly learn that they will be listened to and their opinions valued. Pupils appreciate the influence they have through the school council.Pupils' attendance

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Grade: 1

is good. They behave extremely well and care for one another. One pupil commented, 'I love being at this school - you make so many friends'. They know about healthy foods and the importance of exercise. Pupils speak confidently about the school's procedures to deal with bullying and say that they feel safe. They take on responsibility, such as managing play equipment at lunchtimes, very readily and with considerable confidence. The holding of elections for head girl and boy and involvement in fund-raising events is good preparation for life beyond school.

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Grade: 3

The teaching is satisfactory. In many lessons there are strong elements to the teaching. The teachers make clear to the pupils what they are expected to learn, and set them tasks which engage and motivate them. In a Year 3/4 science lesson the pupils were set interesting problems to solve using their knowledge of electrical circuits. Throughout the school, the pupils respond well, concentrate and confirm how much they enjoy lessons. One pupil commented that the teachers, 'Make boring things fun so that we want to learn.' Pupils with learning difficulties make good progress because the targets set for them are clear and frequently reviewed.The teaching of the pupils in the reception class is good. The pupils benefit greatly from teacher led activities and those they choose themselves to develop their resourcefulness and independence. Rigorous assessment and tracking of the children's progress ensure they do well.The teaching

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Grade: 3

ensures the pupils make satisfactory progress and that almost all reach the expected level by the end of Year 6. However, marking and target setting are not detailed or precise enough. Consequently, some of those pupils with the potential to reach the highest level do not get the guidance they need to ensure they improve. 3 Inspection Report: St Peter's Catholic Primary School, 8 February 2006 to 9 February 2006

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Grade: 2

The pupils enjoy the broad and interesting range of work they do. They speak animatedly about the interesting opportunities the teachers plan for them. One pupil commented how he found history lessons, 'So exciting!' The school is making good links between subjects and increasingly using information and communication technology (ICT) to good effect. However, there are occasions when opportunities for older pupils to use and apply their literacy and numeracy skills in other subjects do not demand enough of them. The Foundation Stage curriculum is rich and stimulating and contributes significantly to the very good progress the children make.Educational visits, for example, to Winchester Castle and the theatre add interest to the curriculum and help to bring colour and life to the pupils' learning in history. The study of major world faiths such as Hinduism, enlivened by a visit to a temple, adds diversity to their

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Grade: 2

learning.Pupils value and enjoy the clubs and extra-curricular activities the school provides. They enjoy many sporting opportunities which utilise the school's very good facilities.

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Grade: 2

The care, guidance and support which the school provides are good and create an environment in which pupils feel confident and want to learn. Parents appreciate this; one stated that, 'There is a very strong sense of belonging'. All aspects of health and safety are promoted and monitored effectively. Procedures for child protection are well established and staff are aware of their responsibilities. Systems for rewards and sanctions are successful in promoting excellent behaviour and in celebrating pupils' successes. The school collects extensive data about progress but it is not in a format that enables the teachers to track the pupils' performance and give clear guidance to them on how to improve. Links with external agencies provide good support for pupils with learning difficulties, boosting their self-esteem and confidence as learners. Support for pupils when they join the school and prepare to move to the next stage is very

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Grade: 3

The acting headteacher and senior leadership team are successfully leading the school through a period of considerable staffing disruption and change. They have become increasingly ambitious in both identifying and tackling weaknesses. However, some elements of the school's self evaluation are not incisive enough to identify precisely where improvements are needed. The monitoring of the quality of teaching does not take sufficient account of the impact on pupils' progress. Similarly, the school's efforts to improve assessment are not precisely targeted to make a significant and immediate impact. Nevertheless, the senior leadership team has made good improvements to the curriculum, and particularly the way it is brought to life to make learning fun and 4 Inspection Report: St Peter's Catholic Primary School, 8 February 2006 to 9 February 2006 effective; this illustrates well the school's capacity to improve.The acting headteacher

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Grade: 3

has galvanised the teaching team, which demonstrates considerable commitment, in promoting a very caring ethos within which the pupils thrive. The impact of the school's ethos is clearly evident in the pupils' outstanding personal development. The Foundation Stage is very well led and managed ensuring the pupils move seamlessly from the 'Little Fishes' pre-school, through the reception year and into Year 1.The school is very well and generously supported by parents whose views are listened to and acted upon. The governors support the school effectively and ensure statutory requirements are met. 5 Inspection Report: St Peter's Catholic Primary School, 8 February 2006 to 9 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 Peter's Catholic Primary School, 8 February 2006 to 9 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 1 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 2 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 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 1 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 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 2 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

This letter is to tell you about the findings of the recent inspection and to thank you for taking the time to talk to the inspectors about your school. The acting headteacher and teachers are very successful in creating a friendly and caring school where you are happy and feel safe. Your behaviour is excellent. You told us how much you enjoy lessons because the teachers make them interesting and fun. Some of you also said that the school provides lots of opportunities outside lessons and we agree. You are given many responsibilities which you enjoy and carry out very well, such as managing the play equipment at lunchtimes. The School Council represents your views well so that you can make suggestions about how the school can improve.Many of you are doing well but some older children could do even better. We have asked the teachers to mark your work so that you know how to improve it. We have also asked them to set you targets to help you make good

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Text from letter to pupils explaining the findings of the inspection

progress so that more of you reach the highest level by the end of Year 6. The teachers want to make improvements. We have asked them to look very carefully at how well the school is doing so that they can see clearly if anything needs to improve. We enjoyed being in your school and hope that in the future it is successful in helping you all to do as well as you possibly can.

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