St Bridget's Catholic Primary School

St Bridgets Catholic Primary School Inspection report

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111377 Unique Reference Number Warrington Local Authority 325364 Inspection number 23–24 April 2009 Inspection dates Derek Aitken 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 4–11 Age range of pupils Mixed Gender of pupils Number on roll 202 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 Mrs G Pendergast Chair Mr Gary Cunningham Headteacher 3 April 2006 Date of previous school inspection Not previously inspected Date of previous funded early education inspection Not previously inspected Date of previous childcare inspection Capesthorne Road School address Poulton-with-Fearnhead Warrington Cheshire WA2 0ER 01925 811873 Telephone number 01925 816498 Fax number

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4–11 Age group 23–24 April 2009 Inspection dates 325364 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 Bridgets Catholic Primary School, 23–24 April 2009

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Introduction

The inspection was carried out by two additional inspectors.

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Description of the school

This smaller than average school is situated to the north-east of the town. The proportion of pupils eligible for free school meals is well above average. Almost all pupils are of White British heritage. The proportion of pupils with learning difficulties and/or disabilities is above average. More pupils than is usually the case join partway through their primary education or leave the school before the end of Year 6. The school makes provision for the Early Years Foundation Stage through a Reception class. The school holds the Healthy Schools Award, the Activemark and the National Digital Citizenship Award.

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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 Bridgets Catholic Primary School, 23–24 April 2009

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Grade: 2

This is a good school with some outstanding features. Uppermost of these is the quality of the school's provision for pupils' pastoral welfare, which underpins pupils' excellent personal development. The parents of the many pupils who have transferred from other schools comment very favourably on how well their children settle into their new school. Other parents commend, in particular, the high quality relationships between children and school staff. From starting points which are generally well below those expected for their age, children make good progress in Reception. This is built on well in Key Stage 1. Good quality teaching provides pupils with a sound foundation for learning, promoting the further development of basic skills at Key Stage 2. The progress pupils make in Key Stage 2 quickens, as they mature and gain steadily in confidence and independence. By the end of Year 6 pupils achieve well. Standards

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Grade: 2

are just below average in English and mathematics and average in science. A smaller proportion of pupils than is normally the case attain the higher levels in all year groups, with the exception of the current more able Year 5 class. Some new pupils, who have experienced difficulties in their previous schools, make exceptional progress. This is an outstanding feature of the school's good promotion of equal opportunities for its pupils. The wide-ranging provision for pupils with learning difficulties and/or disabilities helps them make good progress alongside their classmates. The curriculum makes a good contribution to pupils' development. It is particularly effective in ensuring that pupils have an excellent awareness of how to stay healthy and keep safe. Varied opportunities to use information and communication technology (ICT) foster pupils' self-esteem and their very positive attitudes to learning. There is a good variety of enrichment activities,

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Grade: 2

including theme weeks, while useful extension opportunities for gifted and talented pupils have recently been implemented. Teaching is consistently good. Teachers manage pupils well and establish strong relationships with them. Consequently, pupils are responsive, concentrate fully and persevere in their work. Care and welfare arrangements, especially for vulnerable pupils, are of high quality and ensure that pupils are happy and secure in school. The school's systems for tracking pupils' progress and identifying pupils who would benefit from extra support are very effective in supporting their learning. The school benefits from good quality leadership and management. It has good capacity to improve further, although currently plans for its future development do not focus precisely enough on improving pupils' academic achievement. The school has made excellent use of partnerships with other organisations to promote pupils' enjoyment of school and their

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Grade: 2

well-being. Successful links have been forged with other educational institutions to share and develop the expertise of the staff and the school makes a good contribution to community cohesion. The school has improved well since its previous inspection and offers good value for money.

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Grade: 2

Children flourish in Reception and make good progress, especially in literacy and in their personal and social development. This is because staff swiftly identify weaknesses in children's skills when they join school and make careful use of the information to target resources purposefully to tackle them. A strong emphasis on phonics has been a key factor in enabling children to 4 of 11 Inspection Report: St Bridgets Catholic Primary School, 23–24 April 2009 improve their command of the links between letters and sounds. By the time children join Year 1 a small majority of them are working securely within the early learning goals, but very few achieve the higher levels. Children with learning difficulties and/or disabilities acquire the basic skills at a good rate. Clear routines provide children with the structure and stability they need to develop their self-confidence and independence. Children settle in quickly, enjoy school and

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Grade: 2

behave exceptionally well. Staff work well together to ensure that all areas of learning are covered and that the balance between teacher-led and child-initiated activities is carefully maintained. Ongoing assessment, for the purposes of informing the next steps in children's learning, is satisfactory. Welfare arrangements are of high quality and promote the children's sense of well-being exceptionally well. The Early Years Foundation Stage is led and managed well. The leader has identified aspects of provision where further improvements can appropriately be made.

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What the school should do to improve further

■ Focus plans for school improvement more sharply on improving pupils' academic achievement.

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What the school should do to improve further

■ Increase the proportion of pupils attaining the higher levels throughout the school.

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Grade: 2

Pupils make successful steps in their learning in Key Stage 1 and acquire the positive attitudes towards learning, which underpin their good progress. In this key stage pupils do best in writing because the school has refined over several years effective strategies for teaching this skill. By the end of Year 2, however, standards remain below average as very few pupils achieve the higher Level 3. In Key Stage 2 especially, reading is taught well in daily focused lessons and this helps pupils catch up quickly in this skill and become enthusiastic and fluent readers in a range of texts. Pupils also do well in science to reach average standards. Overall, by the end of Year 6 pupils achieve well and reach standards which are just below average in English and mathematics. Relatively small proportions of pupils achieve the higher Level 5. This is especially the case in the current Year 6. However, most of the pupils in this class joined the school in

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Grade: 2

Key Stage 2. Close monitoring of such pupils is highly effective in supporting their progress. The extensive provision for pupils with learning difficulties and/or disabilities, including specialist teaching in speech and language, ensures their good progress.

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Grade: 1

Pupils' personal development is outstanding. Even the youngest pupils have a highly developed awareness of how to stay healthy and keep safe. This knowledge extends to new technologies, such as the risks associated with the misuse of mobile phones. Older pupils are quick to support new pupils through buddy arrangements. Pupils respond exceptionally well to reverential moments in assemblies. These moments of spiritual reflection are coupled with reminders of personal responsibility to help pupils reflect on their duties towards others. Pupils have a good awareness of multicultural issues as a result of visitors representing other faiths. Excellent relationships are the bedrock of pupils' highly positive attitudes towards their learning and pride in their school. The staff seek to nurture pupils' self-esteem at every opportunity. Pupils respond enthusiastically to this encouragement and behave exceptionally well. Pupils' enjoyment

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Grade: 1

of school is reflected in their above average attendance. Pupils exploit other opportunities to 5 of 11 Inspection Report: St Bridgets Catholic Primary School, 23–24 April 2009 contribute to the life of the school very well. Their good achievement in the basic academic skills sets them up well for their later lives.

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Grade: 2

Excellent classroom relationships foster pupils' eagerness to learn and their good progress. All pupils exploit exceptionally well the ample opportunities to contribute orally to lessons. This, in turn, promotes their self-confidence and a conscientious approach to their work. Skilled teaching assistants and other adults make a valuable contribution to lessons by ensuring that no one is missed out and by maintaining the brisk pace of learning. Teaching assistants add great enjoyment to pupils' learning when fully involved in creative role-play activities. Teachers use a range of ICT devices and programs skilfully in all phases of the lesson to motivate pupils and to support their learning. Planning for most lessons is detailed and varied, but on a few occasions, opportunities are missed to extend and reinforce the learning of higher attaining pupils. Pupils benefit from good oral feedback which provides them with clear guidance on

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Grade: 2

what they need to do to improve. Frequent opportunities for pupils to test out their learning on the interactive whiteboard promote their self-esteem very effectively.

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Grade: 2

The curriculum meets the needs of pupils well. A successful emphasis on basic skills enables pupils to achieve well in English, mathematics and science. ICT is used innovatively. Pupils are confident and competent users of hand-held technology and their achievements in digital media have been recognised in the school's recent award. The curriculum is currently being redeveloped to incorporate more creative approaches to learning. This initiative is too recent to have had a full impact on raising pupils' standards. Enrichment activities for gifted and talented pupils are impacting positively on pupils' enjoyment of learning. Strong features of the good enrichment programme for all pupils include residential visits for vulnerable pupils and tuition in musical string instruments.

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Grade: 1

The school cares for, guides and supports pupils exceptionally well. The learning mentor is highly effective in removing or reducing barriers to learning for pupils with identified needs. Similarly, she has worked successfully to raise attendance and punctuality to their current good level. Suitable procedures promote child protection, safeguarding, health and safety. Transition arrangements between the key stages and to ensure a smooth transfer to secondary school are thorough and very effective. The staff are excellent role models and their tireless efforts to promote pupils' well-being contribute well to the harmonious and well ordered community. Pupils with learning difficulties and/or disabilities benefit from clearly written individual plans. Highly effective tracking of pupils' progress directs the focus of support programmes and ensures that pupils meet their challenging targets. 6 of 11 Inspection Report: St Bridgets Catholic Primary School, 23–24 April 2009

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Grade: 2

Leadership and management are good. The headteacher's enthusiasm, hands-on approach and commitment to pupils' pastoral well-being are very effective in establishing a good climate for learning. Staff work well together and make good use of opportunities to develop and share their expertise, for example, through joint activities in local learning networks. The school makes a good contribution to community cohesion, constantly working to strengthen its links with the local community. It has developed some potentially good links with Spain and South Africa, but these have not yet come to full fruition. Priorities are identified and actions are taken purposefully to enhance pupils' welfare and impressive personal development. School self-evaluation is accurate in the main, but it is compromised by some lack of rigour and precision in strategic planning related to improving standards and achievement. Governors support and

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Grade: 2

challenge the school well. 7 of 11 Inspection Report: St Bridgets Catholic Primary School, 23–24 April 2009 .

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Grade: 2

in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 8 of 11 Inspection Report: St Bridgets Catholic Primary School, 23–24 April 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? 2 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

2 How well do learners achieve? 3 The standards 1 reached by learners How well learners make progress, taking account of any significant variations between groups of learners 2 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 Bridgets Catholic Primary School, 23–24 April 2009

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learners?

1 The extent of learners' spiritual, moral, social and cultural development 1 The extent to which learners adopt healthy lifestyles 1 The extent to which learners adopt safe practices 1 The extent to which learners enjoy their education 2 The attendance of learners 1 The behaviour of learners 1 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? 1 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 2 How effectively leaders and managers use challenging targets to raise standards 2 The effectiveness of the school's self-evaluation 2 How well equality of opportunity is promoted and discrimination eliminated 2 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 Bridgets Catholic Primary School, 23–24 April 2009

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Text from letter to pupils explaining the findings of the inspection

My colleague and I really enjoyed our inspection of your school. Thank you for being so friendly and helpful to us. You go to a good school and some parts of its work are excellent. These are some of the best things we found out about your school.

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Text from letter to pupils explaining the findings of the inspection

■ Children get off to a good start in Reception. By the time you leave school in Year 6 you have made good progress to reach standards which are just below average. Some of the work you do in ICT is especially interesting. ■ Your personal development is outstanding. You have an excellent understanding of how to keep healthy and stay safe. I was also very impressed by your behaviour and your enjoyment of school, which came across very clearly in lessons. ■ Staff look after you really well. They work hard to make sure that no one is left out. Pupils who need extra help with their learning get lots of useful support from the teaching assistants and other adults. The pupils who join the school later get every chance to fit in and do well. ■ You are well taught. Everyone gets on really well in the classroom so you have lots of good opportunities to become confident when you practise new skills. ■ You have the headteacher and his senior staff to thank for their hard work in making sure

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Text from letter to pupils explaining the findings of the inspection

that you are happy and settled in school. I have asked your school to do two things to make it even better.

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Text from letter to pupils explaining the findings of the inspection

■ Draw up a really sharp plan to improve your standards and help you make even faster progress.

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Text from letter to pupils explaining the findings of the inspection

■ Make sure more pupils reach the higher levels in their work.

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Text from letter to pupils explaining the findings of the inspection

You can help by keeping up your good attendance and hard work. 11 of 11 Inspection Report: St Bridgets Catholic Primary School, 23–24 April 2009

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