Our Lady and St Gerard's Roman Catholic Primary School, Lostock Hall

Our Lady and St Gerard's Roman Catholic Primary School, Lostock Hall Inspection report

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119639 Unique Reference Number Lancashire Local Authority 327097 Inspection number 7–8 October 2008 Inspection dates Carole Cressey 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 259 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 Mr Kevin Lyth Chair Mrs Janet Malone Headteacher 1 November 2005 Date of previous school inspection Not previously inspected Date of previous funded early education inspection Not previously inspected Date of previous childcare inspection Lourdes Avenue School address Lostock Hall Preston Lancashire PR5 5TB 01772 335025 Telephone number

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4–11 Age group 7–8 October 2008 Inspection dates 327097 Inspection number 01772 629561 Fax number

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4–11 Age group 7–8 October 2008 Inspection dates 327097 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. 3 of 12 Inspection Report: Our Lady and St Gerard's Roman Catholic Primary School, Lostock Hall, 7–8 October 2008

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Introduction

The inspection was carried out by three Additional Inspectors.

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Description of the school

The school has Early Years Foundation Stage (EYFS) provision and a pre-school. Most pupils are of White British heritage. A very small proportion are from minority ethnic backgrounds and have English as an additional language. The proportion of pupils with learning difficulties and/or disabilities is well below average; the number of pupils who receive free school meals is well below average.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 4 of 12 Inspection Report: Our Lady and St Gerard's Roman Catholic Primary School, Lostock Hall, 7–8 October 2008

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Grade: 2

This is a good school. The headteacher manages the school well and has provided clear direction leading to good improvement since the last inspection. Supported by a highly skilled senior management team the headteacher ensures that pupils receive consistently good teaching, a stimulating and creative curriculum and high levels of care and support. The results of this are reflected in the views of the majority of parents and carers. The comments of one family reflect those of the majority. ‘We feel the children are receiving a good education. The school has made the children’s life a happy one which is very important to us.’ Achievement is good. Children enter Reception with attainment which, although it varies from year-to-year, is usually just below that which is typical for their ages. They make good progress in the Reception class and Key Stage 1 and by the end of Year 2, standards are broadly average.

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Grade: 2

However, tasks are not always sufficiently challenging and more pupils could reach the higher levels. Progress accelerates in Key Stage 2 and by the end of Year 6 standards are above average in English, mathematics and science. Assessment systems to track pupils’ progress have been very effective in spotting when pupils have fallen behind in their learning and need extra help. However, senior managers have not used them well enough in Key Stage 1 to identify higher attaining pupils and provide them with extra challenge. Neither have the systems provided senior managers with an overview on how the school is progressing against national expectations. Pupils behave well and show a good understanding of how to be healthy, keep themselves safe and become responsible members of their own and the wider community. They relish the many real responsibilities their teachers give them, such as helping to choose the new reading books

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Grade: 2

and planning the new classrooms. Lessons are full of warm relaxed relationships and high expectations of behaviour and attitudes. However, not all teachers provide pupils with enough help on how to improve their work and some pupils are unclear about the purpose of their targets. The well planned curriculum, including the opportunity to learn French and play a musical instrument, along with the emphasis on the basic skills of literacy and numeracy and information and communication technology (ICT), ensures pupils are well equipped to be successful adults. The pastoral care of pupils is very good. The school’s welcoming atmosphere together with the concern for individuals shown by staff, ensures that pupils feel safe, valued and looked after and this helps them to grow in their self-esteem and confidence. The headteacher, staff and governors accurately judge the school’s strengths and weaknesses and know what needs to be done to ensure continued improvement. The success of these

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Grade: 2

actions also shows that the school has good potential to make further improvements. It offers good value for money.

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Grade: 2

Children start in the Reception class with levels of development which vary but are generally just below those expected for their ages especially in personal and social development. Good teaching and the extra attention given to pupils’ personal skills enable them to make good progress. As a result, a significant number of children achieve the goals expected of them by the end of the Reception year but few exceed them. 5 of 12 Inspection Report: Our Lady and St Gerard's Roman Catholic Primary School, Lostock Hall, 7–8 October 2008 The staff work well as a team to ensure children’s care and welfare. Children are helped to become familiar with everyday routines and very quickly feel secure and begin to enjoy their learning and develop independence. After only a short time in school they are eager to accept responsibility for simple tasks and remember routines well. Children have lots of opportunities to work with adults, in groups and individually. Well planned

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Grade: 2

tasks appeal to children’s interests and make learning fun and exciting. Activities are carefully explained to the children and they are encouraged to talk about what they will do or suggest ideas of their own. Special activities are planned for the outdoor area in role play, for example, the airport, and for different areas of learning.

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What the school should do to improve further

■ Use assessment systems to identify and provide for pupils needing more challenge and to gain an overview of how well the school is doing in relation to national standards. ■ Ensure all pupils understand their targets and know how to improve their work.

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Grade: 2

Standards are above average and achievement is good. The good start pupils receive in the Reception class continues in Key Stage 1. In the 2007 teacher assessments at the end of Year 2 standards were broadly average and most pupils had made good progress from their starting points. Provisional results for 2008 are not as strong as the previous year because this was a lower attaining group of pupils. However, inspection evidence indicates that more pupils could have achieved the higher levels. Progress accelerates further in Key Stage 2. In the 2007 national tests for 11-year-olds, standards in reading, mathematics and science were above average, and in writing they were just below average. In the latest provisional results for 2008, standards were higher and pupils achieved well. Almost every pupil has reached the expected level in reading, mathematics and science; three quarters of them have reached the higher levels in reading and science and half in

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Grade: 2

mathematics. Although standards are not as high in writing as in other subjects they have improved and are now average. Current standards across the school show that pupils are making good progress in all subjects including writing. Pupils with learning difficulties and/or disabilities achieve well and reach their individual targets. The very few pupils for whom English is an additional language make similarly good progress.

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Grade: 2

Pupils’ personal development and well-being and their spiritual, moral, social and cultural development are good. Pupils have a positive approach to learning which is reflected in their regular attendance. They say they enjoy learning, feel safe and secure, and that bullying is rare. Pupils are proud to be members of the very effective school council which played an important role in choosing colour schemes and furniture for the new part of the school. Pupils learn the importance of keeping healthy and having a healthy diet, and they value the range of sporting activities including fencing and judo. A feature of the school is the way pupils are encouraged to think of others both in school and the wider world. Older pupils help younger ones at lunchtime. The whole school raises money to support local charities, and sends clothes and 6 of 12 Inspection Report: Our Lady and St Gerard's Roman Catholic Primary School, Lostock Hall,

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Grade: 2

7–8 October 2008 toys to children who are the victims of natural disasters. These activities are helping to develop pupils’ awareness of what it means to be responsible citizens.

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Grade: 2

Teaching and learning are good. All teachers have good strategies to promote positive attitudes to learning. As a result, behaviour is good and pupils are eager learners who enjoy their lessons. Teachers provide a range of interesting activities and make good use of high quality resources. These include very regular use of ICT, stimulating reading materials and challenging games which keep pupils on their toes and involved in their own learning. Lessons in Key Stage 1 have lots of practical, first hand activities to meet the needs of young learners. However, some tasks are not sufficiently challenging for higher attainers who do not always achieve as well as they could. Exceptionally well qualified teaching assistants provide very good support to pupils in lessons ensuring they make good progress in their work. Marking and the use of targets are not used consistently in helping pupils to improve their work.

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Grade: 2

The curriculum is good and prepares pupils well for the next stage of their education. A good programme of social and health education provides the pupils with the necessary tools to develop personal safety, care and healthy living. The school’s use of the national programme for teaching literacy is effective and has had a positive impact on progress especially in improving standards in writing. In many lessons ICT supports learning very effectively and challenges and enriches pupils’ learning. Pupils will be seen using their ICT skills to support and extend their learning in other subjects. A wide range of additional experiences is provided through visits, theme days and visitors, to broaden pupils’ horizons. For example, learning to play the flute, confidently speaking French to a visitor, and visits to an outdoor activity centre.

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Grade: 2

Pupils are well cared for. Procedures for safeguarding pupils’ welfare, health and safety are in line with statutory requirements. Parents raised some concerns about pupils’ safety and these have been addressed by the governors. This is typical of the school and as a result, relationships with parents and carers are positive. They speak very warmly of the care and support provided by the school for the most vulnerable children. Good links with the pre-school ensure that children settle quickly into the Reception class. A close partnership with the secondary schools contributes towards preparing pupils for their future education. The support pupils receive to help them improve their work is inconsistent across the school. Many pupils are unclear about the purpose of their targets, and marking is not always as helpful as it could be in identifying what pupils need to do next to improve. 7 of 12 Inspection Report: Our Lady and St Gerard's Roman Catholic Primary School, Lostock Hall,

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Grade: 2

The school is well led and managed. The headteacher has developed a strong leadership team and is determined to ensure that the school equips pupils well for the challenges of the future. Working with the local authority, diocese and a range of other partners, leadership has improved all aspects of the school since the last inspection. All staff, including support assistants, have been successfully encouraged to develop their professional skills to a high standard. This has enabled them to work as a team to implement new ways of teaching in order to grasp the interest of pupils and help them make good progress in their learning. Since the last inspection the school has implemented a new assessment and tracking system. This has successfully provided senior managers with a good overview of progress from year to year, especially in identifying pupils in Key Stage 2 who have not made the expected progress

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Grade: 2

and who need additional support to be successful learners. However, the systems are not always used rigorously to identify younger pupils who need extra challenge to reach the higher levels, nor do they provide a clear enough overview of standards and progress in school to compare with the national trends and standards. 8 of 12 Inspection Report: Our Lady and St Gerard's Roman Catholic Primary School, Lostock Hall, 7–8 October 2008 .

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Grade: 2

in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 9 of 12 Inspection Report: Our Lady and St Gerard's Roman Catholic Primary School, Lostock Hall, 7–8 October 2008

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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? 2 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? 2 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. 10 of 12 Inspection Report: Our Lady and St Gerard's Roman Catholic Primary School, Lostock Hall, 7–8 October 2008

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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? 2 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? 11 of 12 Inspection Report: Our Lady and St Gerard's Roman Catholic Primary School, Lostock Hall, 7–8 October 2008

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Text from letter to pupils explaining the findings of the inspection

9 October 2008 Dear Pupils Inspection of Our Lady and St Gerard's Roman Catholic Primary School, Lostock Hall, Lancashire, PR5 5TB Thank you so much for being so friendly and welcoming when we inspected your school a short while ago. We really enjoyed talking to you, especially the school council. We were especially pleased to see how well behaved you are and how much you enjoy school and your learning. Your school is making sure that you are all being well prepared to be responsible, caring, citizens. You are right to be proud of all the things you have done in helping to make the new part of your school so attractive. We did like the colour schemes in the toilets. The fact that they look so smart will help everyone take care of them so much better! You all know the importance of eating sensible food and taking lots of exercise. Do keep that up because it is so important to staying healthy and fit. We could see by the work in your books and displays around the school that you are working

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Text from letter to pupils explaining the findings of the inspection

hard in your lessons and reaching the standards expected of you in English maths and science. In order to help you improve even further the school is going to check that everyone is doing as well as possible and that you understand your targets and know how to improve your work. So listen carefully when your teachers talk to you or write comments in your books. Younger pupils in Key Stage 1 who learn at a faster rate need some extra challenges so they can reach the higher levels. You go to a good school where there are some interesting things happening and where your headteacher and teachers make lessons fun and help you learn such a lot. We hope you will continue to enjoy school as much as you do now and that it will help you to become happy and successful adults. Yours sincerely Carole Cressey Lead inspector 12 of 12 Inspection Report: Our Lady and St Gerard's Roman Catholic Primary School, Lostock Hall,

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