St Thomas More Catholic Primary School

St Thomas More Catholic Primary School Inspection report

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101459 Unique Reference Number Bexley Local Authority 307692 Inspection number 19 °20 September 2007 Inspection dates Peter McGregor Reporting inspector

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

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Primary Type of school Voluntary aided School category 4 °11 Age range of pupils Mixed Gender of pupils Number on roll 330 School The governing body Appropriate authority Father Michael Jones Chair Mrs Nola van Dam Headteacher 4 March 2002 Date of previous school inspection Sheldon Road School address Bexleyheath DA7 4PH 020 8303 8322 Telephone number 020 8301 2727 Fax number

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4-11 Age group 19 °20 September 2007 Inspection dates 307692 Inspection number .

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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

The school is larger than average. The proportion of pupils for whom English is an additional language is below average, as are the proportions eligible for free school meals, with statements of special educational need or with learning difficulties and disabilities. Children's attainment on entry is broadly average. Pupils come from a wide range of backgrounds and are mainly baptised Catholics from the two parishes nearest to the school.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 3 of 11 Inspection Report: St Thomas More Catholic Primary School, 19 °20 September 2007

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Grade: 3

St Thomas More is a satisfactory school with some good features. Pupils progress well in Years 1 and 2, as a result of good teaching and an interesting curriculum, and attain above average standards by the end of Year 2. The most able achieve particularly well. Progress is satisfactory overall in Years 3 to 6, and better in English than in mathematics and science. Standards in Year 6 national tests in 2006 were above average overall and in English, and average in mathematics and science. A slight but discernible improvement in pupils' overall achievements has taken place over the past three years. In 2007, English and science results were similar to those of 2006. Mathematics results improved. The school sets challenging targets but those for the highest attainers are not met. Pupils' personal development is good. Parents report that their children greatly enjoy school. One comment represents the views of many: 'they couldn't wait to get back to school after the

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Grade: 3

holidays'. Pupils state how happy they are, that they feel safe and know the importance of a good diet and exercise in living healthy lives. Relationships are usually very good; as one girl explained 'We have friendship groups so no one has to play by themselves.' Attendance and punctuality are good. Behaviour is very good. Pupils are well prepared for their next schools, have appropriate literacy, numeracy and information and communication technology (ICT) skills and make a satisfactory contribution to the local community. Staff take very good care of pupils and supervise non-lesson time well to ensure pupils are safe. Child protection training and safeguarding checks on staff are carried out as required. Teaching is satisfactory but variable, particularly in Years 3 to 6. Lessons are often enthusiastically presented and behaviour is managed well, leading to very well motivated, co-operative pupils. Nevertheless, pupils' progress is restricted when work is repeated, not well

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Grade: 3

explained or the pace is too slow. Work is marked regularly. Although pupils have targets to aim at in some subjects, they are not familiar with the National Curriculum levels at which they are working. The school's topic-based curriculum is interesting and enjoyable. Science work within this has not been well matched to pupils' needs or planned effectively, so discrete science has been reintroduced very recently. Sports clubs after school are popular with boys and girls. Leadership by the two most senior managers, provides a clear direction, based on Christian principles and focuses on improving standards and achievement. Insufficient priority is given to following up identified weaknesses and monitoring what takes place to ensure consistency of good practice. Tasks are not well delegated, which results in some ineffectiveness in the work of middle managers. Staff work well together and with agencies from outside school,

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Grade: 3

supporting pupils with additional educational needs. The school's resources, both staff and materials are well organised and used. Governance is satisfactory.

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Grade: 2

Parents say their children acquire great social skills in Reception and this is apparent in children's positive approach and confidence. Parents appreciate being involved. Leadership and management are good. The curriculum is flexible yet carefully structured, covering all expected areas. The calm, safe and stimulating environment, indoors and out, offers many opportunities for creative play and developing personal skills; healthy living is encouraged. Children use equipment sensibly and make good progress in physical development. Acquisition of language 4 of 11 Inspection Report: St Thomas More Catholic Primary School, 19 °20 September 2007 through good opportunities for speaking and listening has a high priority. Mathematical understanding develops through many practical and oral activities. Children enjoy learning and make good progress, achieving broadly average standards by the start of Year 1. Occasionally

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Grade: 2

the pace of work falls when tasks continue for too long. Teachers and teaching assistants respond quickly to the needs of children experiencing learning difficulties. Children develop good relationships with each other and adults because they are fully involved and clear routines are consistently applied. Early in the school year, for example, children have drawn up class rules and explain why putting litter in a bin helps them all. Assessment is ongoing and good, and used to decide what the next activity should be.

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What the school should do to improve further

■ Improve teaching and learning in Years 3 to 6, to raise attainment in science and of high achievers generally. ■ Delegate more effectively to middle managers and ensure that they use subject assessment data to evaluate pupils' progress. ■ Monitor all aspects of school life more rigorously and systematically, ensuring consistent implementation of school policies. A small proportion of the schools whose overall effectiveness is judged satisfactory but which have areas of underperformance will receive a monitoring visit by an Ofsted inspector before their next Section 5 inspection.

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Grade: 3

Pupils' achievements are satisfactory and their standards are above average by the time they leave in Year 6. In Years 1 and 2, a strong focus on language development, in particular speaking and listening and knowledge of phonics, enables pupils to access the whole curriculum and do well. High attainers write with accuracy, building grammatically correct sentences such as 'The person that invented the cracker for Christmas was Tom Smith'. They solve word problems in mathematics using weight and money. Low attainers and those with learning difficulties and disabilities also do well. An ongoing emphasis on writing in topic work, as well as in literacy lessons, is helping pupils in Years 1 to 6 to enhance their language skills. Progress in Years 3 to 6 is often good in English. Most pupils can write at length, showing good comprehension, and present their work well. Understanding of mathematics is improving as teachers focus on

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Grade: 3

number work in particular. In both subjects, the most capable do not achieve as highly as they could. Pupils' knowledge of science is weaker than other subjects because of inconsistent teaching and past curriculum issues. Overall, pupils with learning difficulties and disabilities make satisfactory progress.

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Grade: 2

Pupils actively look out for others, particularly younger ones in the playground. Spiritual, social, moral and cultural development is good. Pupils' understanding of other cultures is satisfactory but it does not reflect the diversity of the school population. Pupils are polite and well mannered. They develop confidence because their views are heard and the school council is effective, for example providing water fountains in playgrounds. Pupils enjoy coming to school because work is fun and relationships and support are so good. Attendance is just above average and improving. Punctuality is good. In lessons, pupils are very well-behaved and show very good 5 of 11 Inspection Report: St Thomas More Catholic Primary School, 19 °20 September 2007 learning skills. Occasionally, when teaching does not match class needs or interests, a few pupils are silly. Pupils' good personal development and problem-solving skills mean that they are

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Grade: 2

prepared well for the next stage in their lives.

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Grade: 3

Teachers follow school behaviour management systems consistently, generating a good working environment where disruption is minimal. Teaching assistants are deployed effectively. In Reception and Years 1 and 2, teachers challenge pupils through demanding questioning, expecting extended answers. For example, 'Why should you read back your sentence?' led to a discussion which reinforced prior learning. Lessons are well structured with clear learning intentions shared with pupils. In Years 3 to 6, the pace of work is slow at times and learning suffers when teachers are not well enough prepared to meet the wide range of needs. This applies in mathematics sets as well as mixed ability classes for science and other subjects. Marking is regular and helpful, often including constructive advice on how to improve further. In several lessons, interactive whiteboards are used effectively. Video sequences are particularly

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Grade: 3

successful in capturing pupils' attention. Regular homework is helping to improve achievement. Parents and pupils consider teaching to be good but evidence indicates that some teaching weaknesses in older classes are a key cause of lower achievement for high attainers and in science.

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Grade: 3

Since the last inspection, when the school was criticised for lack of curriculum balance, a good scheme has been introduced covering several subjects. This 'Creative Learning Journey', covers the skills, knowledge and understanding required by the National Curriculum and is taught through integrated topics such as 'Myself'. Pupils find this work exciting and a good complement to specific lessons in subjects such as English and mathematics. The coverage of science through this scheme has not been thorough enough for pupils to make the progress they should. New arrangements are starting to have a positive impact. Pupils benefit from French and Spanish lessons and wide-ranging Friday afternoon activities. With the exception of some aspects of science, the curriculum meets the needs of pupils in single age and mixed age classes. Setting arrangements for mathematics are good in principle though their success is dependent upon

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Grade: 3

teachers' skills in challenging and meeting pupils' needs. The curriculum is enriched by frequent visitors and many visits, for example to local farms. The range of after-school clubs and activities is sound.

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Grade: 3

Teachers are very approachable and relationships between the school, parents and children are excellent, a point made strongly by parents. Good support is provided for pupils with learning difficulties and disabilities and those with statements. The school is quick to involve external specialists to help provide the best support available. Assemblies, lessons and visits, for example from the emergency services, reinforce effective teaching about health and safety. What little bullying there is, is dealt with speedily and compassionately. The school has improved attendance 6 of 11 Inspection Report: St Thomas More Catholic Primary School, 19 °20 September 2007 through rigorous following up of absences and parental support over avoiding term-time holidays. Academic guidance is not as well developed as pastoral care, and some parents do not feel sufficiently well informed about their children's achievements. Pupils only have targets

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Grade: 3

for improvement in English and mathematics, and many are unclear about what is required to reach a higher standard. Tracking pupils' achievement and progress has been introduced in English and mathematics, but not yet in science or ICT. In some classes, insufficient use is made of the previous year's data on individual pupils when planning future work.

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Grade: 3

The leadership team has built up a real community spirit and strong Christian ethos, which are very popular with parents and a significant cause of pupils' positive attitudes. Leaders have vision but do not check sufficiently that initiatives and policies are being implemented. Available data is not yet being used well enough to bring about improvements in pupils' achievements. Too little delegation to middle managers has resulted in underdevelopment of their skills, for example in lesson observation. Subject leaders monitor pupils' progress through planning and work reviews, but do not follow through to ensure problems are resolved. Governors are supportive and value the contribution of staff, but are not challenging enough. They give insufficient focus to discussing pupils' achievements and the reasons for them. Senior managers are aware of the issues that confront the school and have a good development plan. Resources

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Grade: 3

are generally good and used efficiently; the budget is prudently managed. The school benefits from good links with external agencies, for example the family learning programme for parents. Office administration has weaknesses which result in wasted senior management time. Issues from the last inspection have been resolved, but new weaknesses have emerged. The school's capacity to improve is satisfactory. 7 of 11 Inspection Report: St Thomas More Catholic Primary School, 19 °20 September 2007 .

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Grade: 3

in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 8 of 11 Inspection Report: St Thomas More Catholic Primary School, 19 °20 September 2007

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Inspection judgements

School Overall Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate

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Overall effectiveness

How effective, efficient and inclusive is the provision of education, integrated care and any extended services in meeting the needs of learners? Yes Effective steps have been taken to promote improvement since the last inspection How well does the school work in partnership with others to promote learners' well-being? 2 The effectiveness of the Foundation Stage 3 The capacity to make any necessary improvements

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Achievement and standards

3 How well do learners achieve? 2 The standards 1 reached by learners How well learners make progress, taking account of any significant variations between groups of learners 3 How well learners with learning difficulties and disabilities make progress

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learners?

2 The extent of learners' spiritual, moral, social and cultural development 2 The extent to which learners adopt healthy lifestyles 2 The extent to which learners adopt safe practices 2 How well learners enjoy their education 2 The attendance of learners 2 The behaviour of learners 3 The extent to which learners make a positive contribution to the community How well learners develop workplace and other skills that will contribute to their future economic well-being

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and interests of learners?

3 How well are learners cared for, guided and supported?

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and interests of learners?

Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low. 9 of 11 Inspection Report: St Thomas More Catholic Primary School, 19 °20 September 2007

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and supporting all learners?

How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education 3 How effectively leaders and managers use challenging targets to raise standards 3 The effectiveness of the school's self-evaluation How well equality of opportunity is promoted and discrimination tackled so that all learners achieve as well as they can How effectively and efficiently resources, including staff, are deployed to achieve value for money The extent to which governors and other supervisory boards discharge their responsibilities Yes Do procedures for safeguarding learners meet current government requirements? No Does this school require special measures? No Does this school require a notice to improve? 10 of 11 Inspection Report: St Thomas More Catholic Primary School, 19 °20 September 2007

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Text from letter to pupils explaining the findings of the inspection

2 October 2007 Dear Pupils Inspection of St Thomas More Catholic Primary School,Bexleyheath,DA7 4PH Thank you for your help during our time at St Thomas More. We enjoyed meeting you and hearing your views. We were very pleased to hear that you really enjoy coming to school and that you get on so well with the staff. We found that your school is satisfactory. You do well and make good progress in Reception and Years 1 and 2, and by the time you join Year 3 you are doing better than many children in other schools. You seem to like all the subjects you are taught. In Years 3 to 6 you make satisfactory progress and your standards in the national tests you take in Year 6 are above those of lots of other schools. Those of you who find work quite easy do not do as well as you could and we have asked teachers to make sure you do better in future. In the past, many of you have got better results in English than in mathematics and science, but your mathematics

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Text from letter to pupils explaining the findings of the inspection

standards have now improved. You have not been doing enough science to enable you to do well in this subject, but the school has now changed this so you can do well. You told us you are proud of your school council and what it has done for you, that you feel safe and know how to live healthily. You like the responsibilities you are given, such as helping those in the playground who may not have many friends, the after-school sports clubs and the interesting topic lessons. You behave very well, attend school regularly and are punctual. Teachers look after you very well. Teaching and learning are satisfactory but there are quite big differences between lessons. We have asked the headteacher to check that you are doing well in all your lessons, particularly in science. The school has lots of information about how well you are doing. We think it would be a good idea if you and your parents knew your National Curriculum levels so you could aim

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Text from letter to pupils explaining the findings of the inspection

to do even better. Leadership and management are satisfactory and plans for the future are clear. We have asked the headteacher, with the help of her deputy, to make sure that all staff know what they have to do next to help you be more successful. Best wishes, Peter McGregorLead inspector 11 of 11 Inspection Report: St Thomas More Catholic Primary School, 19 °20 September 2007

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