St Teresa's Catholic Primary School,
Hawkwell Ashingdon Road, Rochford, SS4 1RF
Inspection dates 17–18 January 2013
Overall effectiveness Previous inspection: Satisfactory 3
This inspection: Requires improvement 3
Achievement of pupils Requires improvement 3
Quality of teaching Requires improvement 3
Behaviour and safety of pupils Good 2
Leadership and management Requires improvement 3
Summary of key findings for parents and pupils
This is a school that requires improvement. It is not good because
- Teaching requires improvement. In recent years, it has not enabled pupils to achieve well enough at the end of Key Stage 2.
- Not all pupils progress as quickly as they should, especially those who are more able. The progress of some pupils in mathematics is slowed because they do not know their tables well enough.
- Standards in writing at the end of Key Stage 1 are not high enough.
- Teachers’ marking does not always show pupils what they need to do to improve and teachers sometimes set work that is too easy or too hard for pupils.
- There have been improvements since the last inspection but these have not taken effect fast enough.
- Leadership and management require improvement. There are some weaknesses in the way leaders check the school’s work and in the systems used to improve teaching.
- The governing body does not ask enough questions about the school’s performance, particularly the quality of teaching and how the school will measure the effect of the actions it takes to raise achievement.
The school has the following strengths
- Progress is good in the Early Years Foundation Stage.
- The school is a friendly, happy place and has a caring atmosphere. Pupils enjoy coming to school and behave well at all times.
- Pupils feel safe and know how to stay safe within an environment in which they build up a strong sense of right and wrong and show respect and care for others.
- The appointment of new staff in Key Stage 2 has begun to have a positive effect on pupils’ achievement.
- Pupils’ spiritual, moral, social and cultural development is good as a result of the good opportunities provided in this area.
Information about this school
- St Teresa’s Catholic Primary School is smaller than the average-sized primary school.
- Almost all pupils are of White British heritage. The proportion of pupils from minority ethnic groups is below that seen nationally.
- The proportion of pupils who speak English as an additional language is below average.
- The proportion of pupils eligible for the pupil premium, additional funding for certain groups of pupils, in this case those known to be eligible for free school meals, is lower than average.
- The proportion of disabled pupils and those who have special educational needs supported through school action is in line with that seen nationally. The proportion of pupils supported at school action plus or with a statement of special educational needs is below average.
- The school does not use any alternative provision.
- The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress.
- Since the previous inspection, the Early Years Foundation Stage leader has retired and a new leader has been appointed.
What does the school need to do to improve further?
Improve teaching so that it is consistently good or better by ensuring that:
- existing good practice within the school is shared
- teachers give more time to checking pupils’ understanding in lessons by asking probing questions
- teachers use information about what pupils know and can already do to set work which is at the right level for all pupils in their class
- lessons move along at a good pace and teachers do not talk for too long at the start of lessons
- teachers provide clear guidance to pupils on what they need to do to improve their work
- pupils understand which National Curriculum level they are working at and what they need to do to get to the next level.
Raise achievement in writing at Key Stage 1 and in English and mathematics at Key Stage 2, especially for more-able pupils, by ensuring that:
- assessments of pupils’ writing are more accurate and explain clearly to pupils what level they are working at and how to improve their work
- times tables are taught in a structured way and pupils are encouraged to learn these to help their learning in other areas of mathematics
- appropriate resources to support pupils’ learning of mathematical skills, such as division, are made available to them so that they make better progress in lessons
- the curriculum has a clear and organised approach and builds systematically on pupils’ previous learning.
Improve leadership and management by ensuring that:
- teaching is checked rigorously and checks focus sufficiently well on the effect of teaching on pupils’ progress
- leaders hold teachers to account robustly enough for the progress of the pupils in their classes
- responsibility for the leadership of literacy and mathematics is allocated to particular teachers who have both the skills and time to drive development, raise achievement and improve the quality of teaching in their subject areas
- governors receive suitable training to enable them to become fully effective in holding leaders to account and contributing to school improvement.
An external review of governance should be undertaken in order to assess how this aspect of leadership and management may be improved.