St Luke's RC Primary School

St Luke's RC Primary School Inspection report

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105966 Unique Reference Number Salford Local Authority 324306 Inspection number 4–5 February 2009 Inspection dates Geoffrey Yates Reporting inspector

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This inspection of the school was carried out under section 5 of the Education Act 2005. The registered childcare, managed by the governing body, was inspected under section 49 of the Childcare Act 2006.

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Primary Type of school Voluntary aided School category 3–11 Age range of pupils Mixed Gender of pupils Number on roll 324 School (total) 0 Government funded early education provision for children aged 3 to the end of the EYFS 0 Childcare provision for children aged 0 to 3 years The governing body Appropriate authority Fr John Williams Chair Mr Paul Jameson Headteacher 3 May 2006 Date of previous school inspection Not previously inspected Date of previous funded early education inspection Not previously inspected Date of previous childcare inspection Swinton Park Road School address Salford Lancashire M6 7WR 0161 736 6874 Telephone number 0161 921 1995 Fax number

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3–11 Age group 4–5 February 2009 Inspection dates 324306 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. 2 of 11 Inspection Report: St Luke's RC Primary School, 4–5 February 2009

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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 of an above average size compared to primary schools nationally. It serves an area of mostly private housing situated outside the town centre of Swinton. The proportion of pupils with learning difficulties and/or disabilities is below average. A below average number of pupils receive free school meals. The school has provision for the Early Years Foundation Stage and a new leader has just been appointed. The school has achieved the Healthy Eating Award. At the time of the inspection a major building project was taking place.

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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 Luke's RC Primary School, 4–5 February 2009

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Grade: 3

This is a satisfactory school. Pupils' personal development and the pastoral care the school provides are both of a good quality. The school's strong ethos based on its religious foundation ensures that pupils feel valued. They say they feel very safe and get all the help they need. By the time pupils leave at the end of Year 6, standards are above average in English, mathematics and science. Parents are highly supportive of the school and it is held in very high regard within the community. A typical comment is, 'The school is very inclusive. The headteacher and the staff really care about all aspects of children's development. They happily come to school.' Overall pupils' achievement is satisfactory in Years 1 to 6. This is partly because information about pupils' progress is not used effectively in some classes which results in progress that is uneven. Provision is good and children achieve well in the Early Years Foundation Stage. Pupils

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Grade: 3

enter Year 1 with skills that are above average. Previously, this was not the case and so, despite satisfactory progress, in 2008, standards in Year 2 were below average. However, inspection evidence shows that current standards in Year 2 are average in reading, writing and mathematics. However, more able pupils do not achieve as well as they should given their starting points. Standards by Year 6 are above average in English, mathematics and science and have been for a number of years. The quality of teaching and learning is satisfactory. There are examples of teaching and learning being of at least good quality. In these classes pupils are consistently challenged to achieve their best and respond accordingly. Classrooms are managed well throughout the school and a good feature in all classes is the high quality of relationships between staff and pupils. Support provided by teaching assistants, ensures that pupils with learning difficulties and/or disabilities

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Grade: 3

make similar progress to other pupils. Where teaching and learning is not as strong, the pace of lessons is slow and assessment information is not used well to set work that is challenging, especially for the more able pupils. Pupils enjoy their lessons, behave well both in class and outdoors. Pupils talk sensibly about the importance of healthy eating and are very aware of how to maintain their own safety and protect that of others. Parents confirm what pupils say with regard to pupils feeling safe in school. The school's safeguarding procedures are robust and meet current government requirements. Pupils are given many opportunities to take on responsibility. For example, Year 6 pupils give up part of their lunchtime break to help younger pupils develop their reading skills (reading buddies). The teacher supervising that activity rightly remarked, 'the pupils don't need me they know how to help younger pupils and do it very well'. While the curriculum is

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Grade: 3

satisfactory with good provision for pupils' personal development, it is not always modified in all classes to cater for the needs of higher attainers, especially in Years 1 and 2. However, this is not the case in Years 5 and 6. Pupils in these classes produce written work of outstanding quality, linked to topic work. Leadership and management are satisfactory. The headteacher provides satisfactory leadership, supported by the senior leadership team. Subject leaders are developing their role but are only just beginning to influence standards. The school is aware that information about pupils' progress is not used effectively in all classes. The school's finances are managed exceedingly well by the school's business manager. Governors are very supportive of the school. The current building project demonstrates their commitment to improve the environment for learning. The 4 of 11 Inspection Report: St Luke's RC Primary School, 4–5 February 2009

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Grade: 3

school has a satisfactory capacity to improve because of the clear direction by the headteacher and the willingness of staff to embrace change. It provides satisfactory value for money.

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Grade: 2

Children are happy, settled and enjoy coming to school and their parents are overwhelmingly supportive. There is real strength in the level of care and focus on pupils' welfare, which are both of a very high quality. Children enter the Early Years Foundation Stage with skills and knowledge, which are typical for the age group. Good use is made of assessment information with the 'look, listen and note' procedures used well. Children make good progress and, as a result, achieve skills in all areas of learning that are above those expected by the time they are ready to join Year 1. Teaching and learning are good. Strengths of the teaching are the ways that questioning really challenges children's thinking and a particular strength in the Nursery is in the way children are encouraged to be independent thinkers. There is access to a safe outside area but the building work ongoing at the time of the inspection placed restrictions

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Grade: 2

on its use. The outside area is seen as a valuable resource where learning can take place. Although the Early Years Foundation Stage has lacked a manager 'in name' until recently, the achievement of the children has not been affected by this. The newly appointed leader has a clear view on how to move the Early Years Foundation Stage even further forward in the new unit.

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What the school should do to improve further

■ Ensure higher attainers achieve as well as they can in Key Stage 1.

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What the school should do to improve further

■ Ensure consistency in the use of assessment information about pupils' progress.

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What the school should do to improve further

■ Raise the quality of teaching and learning.

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What the school should do to improve further

■ Ensure that subject leaders are fully involved in leading their subjects.

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What the school should do to improve further

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

Standards are above average in English, mathematics and science by the time pupils leave Year 6. This reflects satisfactory achievement from an above average start in Year 1. However, there is variability in the rate of progress made across the school. In 2008, standards at the end of Year 2 declined to below average, but the school has convincing evidence to show that the academic ability of the intake of pupils into Year 1 in 2007 was below that typical. School data and inspection evidence indicate that standards in Year 2 have risen again although more pupils could achieve the higher levels. In Year 6, results in the national tests have been above average in English, mathematics and science for a number of years. However, there was a decline in overall standards in mathematics in 2007. The school's data show that in 2008, this decline has been addressed with standards in English, mathematics and science all above average at both

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Grade: 3

the expected and the higher levels. The school's data predict above average results for the current Year 6; they are achieving satisfactorily from their starting points. There are very good opportunities for older pupils to apply their basic skills to challenging situations and to use their initiative to direct their own learning. Pupils with learning difficulties and/or disabilities benefit from the support they receive which ensures satisfactory achievement overall. 5 of 11 Inspection Report: St Luke's RC Primary School, 4–5 February 2009

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Grade: 2

On the playground and in lessons pupils' attitudes and behaviour are consistently good. As a result of high expectations of staff, pupils are helpful and friendly and show respect to adults and each other. Pupils say they enjoy school and as a result, their attendance is good. They say school is, 'a nice place to be' and speak highly of adults in school. Staff are good role models and build effective relationships with pupils. Spiritual, moral, social and cultural education is good overall but pupils' awareness of other cultures is limited. Pupils have the opportunity to contribute their views through the school council and to take on responsibilities. Older pupils enjoy supporting younger pupils by acting as reading buddies and all pupils across the school have a good work ethic. This is reflected in their ability to get on independently in lessons and which prepares them for their future. Awareness of healthy lifestyles is promoted in school

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Grade: 2

where pupils are encouraged to make healthy food choices and have opportunities to take part in sporting activities beyond the school day.

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Grade: 3

Good relationships and good classroom management that help pupils to want to learn are good factors in all classes. Where teaching is of a good quality the pace of lessons is good and work is very well matched to pupils needs. As a result, the quality of learning is of a high standard because pupils know what they need to do, are capable of doing it and enjoy being challenged to use their skills well. Where teaching is no better than satisfactory the objectives of lessons are not always made clear and questioning is not used well. In most classes pupils have good opportunities to discuss their work with each other and this contributes well to their speaking and listening skills. For example, in Year 2, pupils were keen to handle and discuss the possible use of Victorian artefacts. However, throughout Years 1 and 2, higher attainers are not always challenged by the work set. Teachers' marking in some classes makes pupils increasingly aware

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Grade: 3

of their own attainment and explains how they can improve their work but this is inconsistent throughout the school. Pupils with learning difficulties and/or disabilities receive satisfactory support and, hence, make satisfactory progress.

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Grade: 3

The curriculum contributes well to pupils' personal development. Pupils are given clear information about how to keep safe, to be healthy and to accept responsibility. This is helping them to become young citizens, enabling them to cope with changes and dangers in their lives. The school is exploring the promotion of enjoyment through learning by, for example, linking subjects together more effectively. There are examples of excellent curriculum practice in Year 6 where pupils use their writing skills outstanding well in topics linked to geography and history. However, in some age groups opportunities for pupils to develop their basic skills well in other subjects are missed. The curriculum is enriched through a satisfactory range of after-school activities, with good provision for sport. There are some opportunities for pupils to learn to play musical instruments but some parents would like this provision to be extended. Visits to

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Grade: 3

local museums and visitors to the school such as a by a group of musicians add variety to the 6 of 11 Inspection Report: St Luke's RC Primary School, 4–5 February 2009 curriculum and successfully foster an interest in learning and contribute immensely to pupils' enjoyment. For example, the efforts of one child to play a didgeridoo were enjoyed by all.

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Grade: 3

Parents are very happy about the level of personal care their children receive. Child protection and all other risk assessments are of a robust quality. Pupils say they feel very safe and secure in school and know there is always an adult to turn to with any worries. This is because there is a very caring ethos, and very good relationships. Good procedures for improving attendance have led to attendance being above average. Pupils' academic progress, whilst satisfactory overall, is variable across the school. This is because the school's tracking of pupils' academic progress is not rigorous enough to enable teachers to identify at an early stage where extra support or challenge is needed. A very caring pastoral team ensures the needs of any vulnerable pupils are sensitively met. Pupils with learning difficulties and/or disabilities are well supported but there is variability in the quality of their individual education plans. There are good links

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Grade: 3

with outside agencies. Pupils make a happy transition to and from school because of good liaison with outside agencies and parents.

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Grade: 3

Leadership and management, including governance, are satisfactory. The school's judgements about its effectiveness are overgenerous. However, the headteacher has identified the right areas for improvement and there are clear signs of improvement in mathematics, where standards have risen to the above average standards of previous years. He has continued to ensure the school has a very caring and nurturing ethos based on Christian values. As a result, pupils enjoy learning and their personal development is of a good quality. The school has rightly highlighted the need to involve subject leaders more in leading their areas of responsibility. Equality of opportunity is promoted soundly. Since the last inspection, improvement has been satisfactory. Very good links exist with parents and the local community, and community cohesion is satisfactory overall. 7 of 11 Inspection Report: St Luke's RC Primary School, 4–5 February 2009

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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 Luke's RC Primary School, 4–5 February 2009

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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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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? 3 The capacity to make any necessary improvements

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EYFS?

2 How well do children in the EYFS achieve? How good are the overall personal development and well-being of the children in the EYFS? 2 How effectively are children in the EYFS helped to learn and develop? 1 How effectively is the welfare of children in the EYFS promoted? 2 How effectively is provision in the EYFS led and managed?

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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/or disabilities make progress

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Achievement and standards

1 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 Luke's RC Primary School, 4–5 February 2009

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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 The extent to which learners enjoy their education 2 The attendance of learners 2 The behaviour of learners 2 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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learners' needs?

How well do the curriculum and other activities meet the range of needs and interests of learners? 3 How well are learners cared for, guided and supported?

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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 3 How well equality of opportunity is promoted and discrimination eliminated 3 How well does the school contribute to community cohesion? 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 Luke's RC Primary School, 4–5 February 2009

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Text from letter to pupils explaining the findings of the inspection

I am writing to you to thank you for your help during my visit to your school and to share with you my opinions about it. Your school provides you with a satisfactory standard of education. All my team were impressed by how friendly you are, not just with us, but most importantly with each other. You behave very well, work hard and try your best in lessons. We agree with you that your headteacher and teachers are very caring and help you very much if you have a problem or personal issue. The younger children in the Nursery and Reception get a great start to school life. In Years 1 to 6, pupils make satisfactory progress. By the time pupils get to Year 6 they do well in English, mathematics and science but we have asked your school to see that in other classes you do better, especially younger pupils in Years 1 and 2. The quality of pupils' writing in Year 6 is impressive. I visited Egypt at Christmas and the writing

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Text from letter to pupils explaining the findings of the inspection

in your topic books about ancient Egypt brought it all back to me, thank you. In some classes across the school I feel that some of you are given work that is too easy, and have suggested that lessons could be improved with harder, more interesting work to help some of you to reach even higher standards. All the jobs you do in school and the way many of you help others, for example, reading buddies at lunchtimes is certainly helping you to become sound citizens of the future. It is good to see that many of you know what you need to do to be safe and keep healthy and fit. Your headteacher provides all of you with very caring place to learn. You are given lots of help by teachers and teaching assistants which means that you are safe and secure at all times. I have asked the senior staff in the school to become more involved in leading their areas of responsibility. Also, the way the school tracks your progress is not as effective as it might be

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Text from letter to pupils explaining the findings of the inspection

and I have asked your school to look at this issue as well. I hope you continue to enjoy school and wish you the very best for your future. 11 of 11 Inspection Report: St Luke's RC Primary School, 4–5 February 2009

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