SS Osmund and Andrew's R.C. Primary School

Inspection Report SS Osmund and Andrew RC Primary School

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134237 Unique Reference Number Bolton LEA 282504 Inspection number 1 March 2006 to 2 March 2006 Inspection dates Ms Susan Clipson-Boyles HMI Reporting inspector

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

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Blenheim Road School address Primary Type of school Breightmet Voluntary aided School category Bolton, Lancashire BL2 6EL 5 to 11 Age range of pupils 01204 333070 Telephone number Mixed Gender of pupils 01204 333071 Fax number 380 Number on roll Mr R Hill Chair of governors The governing body Appropriate authority Mr John Thorpe Headteacher Not applicable Date of previous inspection

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Inspection number Inspection dates Age group 282504 1 March 2006 - 5 to 11 2 March 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 two additional inspectors.

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Description of the school

SS Osmund and Andrew's RC Primary School opened in September 2003 following the amalgamation of two former Catholic primary schools. It is currently situated on the original sites which are almost one mile apart in the Breightmet area of Bolton. One site has pupils from 3-11 years, the other provides for 4-11 year olds and also houses a private nursery. Most parents choose the site closest to where they live. This is a larger primary school than average. Pupils come from a wide variety of social backgrounds. The majority are of white British background plus a growing number of Traveller children and asylum seekers. The percentage of pupils eligible for free school meals is above the average as is the proportion of children with learning difficulties and/or disabilities. A significant number of children enter the early years classes with below average level skills. The school is part of the Bolton Excellence Cluster and the East Bolton Regeneration

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Description of the school

Area from which it draws additional support.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: SS Osmund and Andrew RC Primary School, 1 March 2006 to 2 March 2006

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Grade: 2

This is a good school. Most children make good progress and reach standards that are above average. Effective teaching and a vibrant curriculum support children's enjoyment of school, which is reflected in their positive attitudes, behaviour and attendance. However, a number of children are persistently late for school. There is a warm family feel to the school. Each child is fully included in what is offered. Excellent relationships with parents and useful links with outside specialists help to promote children's well-being. The quality of provision for children in the Foundation Stage is outstanding. They make very good progress and attain standards that are above those expected for their age. The amalgamation caused considerable change and disruption. However, the headteacher has provided very good leadership, and the commitment of staff has ensured that children have continued to make good progress. Standards are above

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Grade: 2

average and improving year on year. Ways of doing things vary between the two sites. There are good reasons for these differences, and decisions to vary the approaches have been reached carefully. However, not all children have the same choices of provision, particularly children with learning difficulties and/or disabilities. Therefore, there is still work to do to create the feeling of a single school in preparation for the move to a new site next year. Expenditure is well managed and the quality of the school's provision and performance mean it provides very good value for money. The senior management team has evaluated the school's strengths and weaknesses accurately and identified many areas for improvement that they wish to tackle next. However, these will need to be prioritised in order to ensure most effective use of everyone's energies. Middle managers are not yet fully effective, but the school is nevertheless capable of moving

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What the school should do to improve further

• Ensure that the school's evaluation of its own performance leads to a more focused plan of actions to raise standards. • Develop a stronger middle management team that will strengthen communication and curriculum monitoring. • Ensure that children with learning difficulties and/or disabilities have equality of opportunity, regardless of which site they are taught on.

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Grade: 2

The school's view that children achieve well is justified. In the nursery and Reception classes the children are given an excellent start. A large number of children begin this stage with weaker skills than usually seen in children of this age. They make excellent progress and by the end of the Reception year, many exceed the learning goals expected 2 Inspection Report: SS Osmund and Andrew RC Primary School, 1 March 2006 to 2 March 2006 for their age. For example, many produce well-constructed sentences when writing their own story books. Good progress continues during Years 1 and 2 so that children attain slightly above average standards in the national reading, writing and mathematics tests. In 2005, writing improved significantly. During Years 3 - 6, children continue to make good progress. Year 6 children's national test results are above average, meeting the challenging targets set by the school. Standards in mathematics are especially

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Grade: 2

high. The number of children with learning difficulties and/or disabilities is rising. A variety of strategies are in place to support these children and these are working well. However, approaches vary between sites so the same choices are not available to all. Individual children who may be at risk of underachievement are identified early and their progress is carefully tracked so they can receive the support needed to ensure good progress.

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Grade: 2

Children are very interested in their learning and they enjoy school. They work hard in lessons and behave very well. Although attendance is a little above the national average a significant number of children do not always arrive on time. Children's spiritual development is good. They learn to value themselves and each other. Their social and moral awareness develop well, and they appreciate the richness of their own and other cultures. Children have a good understanding of health and personal safety. They are enthusiastic about the sports activities after school and make healthy eating choices at lunchtime. They understand how to protect themselves against hazards surrounding drugs, tobacco and other substances. They learn about and discuss physical changes that occur during adolescence and the value of secure relationships. By taking on responsibilities as play leaders, playground buddies, monitors or serving

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Grade: 2

on the school council children develop life skills that help them contribute to the wider community. The basic skills of numeracy, literacy and information and communication technology (ICT) are developed well providing a strong foundation for children's future economic well-being.

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Grade: 2

Teaching and learning are of good quality. Most lessons are lively and interesting so pupils respond well. Teachers explain new ideas clearly and question children skilfully to find out what they know and what they still need to learn. Their approaches create good relationships. Classrooms are colourful and stimulating, and there is also a calm, orderly atmosphere. These strengths mean that children enjoy learning and most make good progress during lessons. This was seen in a literacy lesson when pupils were excitedly using laptop computers to follow instructions from a highly competent fellow 3 Inspection Report: SS Osmund and Andrew RC Primary School, 1 March 2006 to 2 March 2006 pupil. Support staff are very skilled in promoting the learning of individuals and small groups. They boost progress considerably. Parents believe teaching is good and they feel fully involved in their children's learning. Teachers assess children's progress

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Grade: 2

effectively and gain an accurate picture of achievement which they use to target the next stages of learning. This tracking system is used well to plan future learning and ensures that the work children are given to do meets their needs. Those children with learning difficulties and/or disabilities are identified early and well supported.

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Grade: 2

The curriculum is good and provision in the Foundation Stage is outstanding. Children often have fun while they are learning, as in the impressive costume parade for World Book Day enjoyed by pupils, staff and inspectors! The curriculum is inclusive and effectively planned to help children of all ages and abilities build skills and knowledge step by step. ICT is used well to enhance teaching and learning and interactive whiteboards are used to make learning interesting and enjoyable. Children have access to laptop computers and the internet and they send messages from one school site to another by email. They have also just started to use video conferencing. The English curriculum is of good quality and provides excellent speaking and listening opportunities. For example, a drama lesson about Macbeth was obviously thrilling children in Year 3 and Year 4. Physical activity has a high profile in school and this is

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Grade: 2

enhanced by visitors from a range of premier sporting clubs. Activities outside lessons are good in range and quality. These are well attended and much appreciated by parents. The pursuit of healthy lifestyles is included in personal and social education and pupils are well prepared for the future. Suitable programmes of work and special opportunities are planned for pupils with special gifts and talents.

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Grade: 2

Children are well cared for and supported. Parents compliment staff on the way they provide children with the help they need. There are robust procedures to ensure a safe and healthy environment so that children feel secure and happy to come to school. Risk assessments are undertaken before school outings and regular maintenance checks are carried out on buildings. Child protection systems are well established and all staff are aware of the appropriate policies. Staff know children well and build trusting relationships through which all feel valued and respected. Those who have more specific additional needs are sensitively provided with the necessary pastoral and academic support. Tracking of children's progress and achievement are rigorous to make sure targets are being met. The school is quick to intervene where the need for additional help is identified. Children agree that teachers' marking is helpful because it helps them to

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Grade: 2

improve their work. 4 Inspection Report: SS Osmund and Andrew RC Primary School, 1 March 2006 to 2 March 2006

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Grade: 2

Leadership and management of the school are good. The headteacher has provided extremely strong leadership during a difficult time of change. He has been well supported by two deputies. They have created a senior management team that provides clear direction for staff and pupils on both sites. They inspire a strong sense of purpose and pride in the way the school operates so children are well cared for and achieve good results in their everyday work as well as in tests. Standards are rising. Spiritual leadership is exemplary and leads to a caring family atmosphere. The governors provide good support and challenge for the school. They bring a range of skills and monitor progress regularly. Financial matters are well managed and the school provides very good value for money. The amalgamation has meant that subject leader roles have changed. There have been some difficulties caused by the school operating on two separate sites and subject

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Grade: 2

leadership is not yet fully effective. The school has accurately evaluated how effective it is in all areas and staff and governors know where improvements are needed. The cycle of evaluation and improvement could be further strengthened by involving a wider range of people in the process. Parents have overwhelmingly positive views about the school and are very supportive. The openness of staff and parents mean that problems are sorted out quickly in the early stages. This reflects the excellent relationships that exist and the school's high regard in the community. The school is due to come together onto one site in 2007 and has the capacity to do this very successfully. 5 Inspection Report: SS Osmund and Andrew RC Primary School, 1 March 2006 to 2 March 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: SS Osmund and Andrew RC Primary School, 1 March 2006 to 2 March 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 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 2 The behaviour of learners NA 2 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 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 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 making us so welcome when we visited your school recently. We really enjoyed watching your lessons and listening to your opinions about the school. We are very grateful for your help. We think that your school is a good school. These are some of the things that we like. - Your teachers help you to learn well, so you make good progress all through the school. - Lots of lessons are fun so you enjoy learning. - Staff take good care of you and help you to develop into kind and caring young people - Your behaviour is very good in lessons and around school, and you play well together outside. - You tell us that you feel safe and happy in school, and you know how to make healthy choices. We have asked your headteacher, governors and staff to look at some other things that we think will help your school become even better. - When Mr Thorpe and the teachers are planning how to improve the school each year we would

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Text from letter to pupils explaining the findings of the inspection

like them to choose the things that will help you most so that everyone knows the plan. - We think that the teachers who look after special subjects should look at all the teachers' work more often so that they can share ideas and plans. This will also help them to check that you are all doing your very best work on both sites. - For those of you who need extra help with your lessons, we would like the systems from both sites to be shared so that teachers have more choices to help you. - Some of you are late for school rather too often and we are worried that this may mean you get behind with your work. So we would like you to make a special effort to get there on time. We wish you every success as your school continues to grow and develop and hope that our points will help you.

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