|Name||Holy Family Catholic Primary School|
|Ofsted Inspection Rating||Good
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Inspection Date||10 October 2011|
|Address||Marlowe Avenue, Swindon, Wiltshire, SN3 2PT|
|Religious Character||Roman Catholic|
|Number of Pupils||326 (42% boys 58% girls)|
|Number of Pupils per Teacher||18.5|
|Academy Sponsor||Holy Family Catholic Primary And Nursery School|
|Percentage Free School Meals||13.9%|
|Percentage English is Not First Language||44.5%|
|Pupils with SEN Support||9.8%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about the school
This is an above-average-sized primary school. The proportion of pupils known to be eligible for school meals is broadly average. The proportion of pupils from minority ethnic backgrounds is well-above average and a majority are at an early stage of learning to speak English as an additional language. The percentage of pupils with special educational needs and/or disabilities, including those with a statement of special educational needs, is above average. There is a privately run pre-school club on site, which is subject to a separate inspection. Since the previous inspection, there have been a number of staff changes, including the creation of a new senior leadership team, and the headteacher and deputy headteacher are both new. The school has achieved a wide range of external accreditations including Healthy Schools status and the International Schools Award at intermediate level.
Holy Family Catholic Primary is a good school. Pupils achieve well; they make good progress in English and mathematics and their attainment is above average. Pupils, staff and the governing body are proud of their school and the education that it offers. It provides a harmonious learning community in which pupils’ self-esteem and respect for others are successfully nurtured. Outstanding care, guidance and support, linked to a strong ethos, provide a secure foundation for the school’s work. The support that pupils and their parents and carers receive from the family support worker and others is exceptionally effective in removing barriers to learning. In consequence, pupils’ behaviour is consistently good and their spiritual, moral, social and cultural development is outstanding. Pupils are thoughtful, mature, polite and respectful, and show good attitudes to learning. They have a good understanding of how to maintain a healthy lifestyle and are prepared well for the next stage in their education. Pupils say they enjoy school and feel extremely safe, and this is reflected in attendance rates that are above average. Parents and carers express a strong appreciation of the quality of education the school provides. One said, ‘I can’t imagine a better primary school and it is a happy and great place for learning.’ Children enter the Early Years Foundation Stage with basic skills below those expected for their age. By the time they leave school at the end of Year 6, standards are above average, owing to teaching that is good overall. Relationships in the classroom are a common strength in lessons. Typically, teachers’ strong subject knowledge and a good range of teaching styles enthuse and challenge pupils, and contribute to their good progress. However, teaching is not consistently good throughout the school and progress in Key Stage 1 is not as strong as in Key Stage 2, although it has improved and is continuing to improve. In a minority of lessons, teachers talk for too long so that pupils are not actively engaged and, as a result, the pace of learning slows. There is too much teacher direction and insufficient time is given for pupils to develop their learning independently. Marking of pupils’ work is inconsistent and does not always tell them where their learning has been successful, and why and what they need to improve. The use of the outdoor space in the Early Years Foundation Stage to develop all areas of learning is limited. Pupils who speak English as an additional language and those with special educational needs and/or disabilities make good and sometimes outstanding progress to keep pace with classmates. This is because of the well-targeted extra support they receive. The school provides a good range of extra-curricular activities. The timetable includes much time devoted to teaching basic skills, and a strong focus on religious education provides plenty of opportunities for pupils to consolidate their skills in reading, writing, speaking and listening. However, they have limited opportunities to consolidate their key skills across other areas of the curriculum. The school has a good capacity to improve further. The new headteacher, ably supported by the new deputy headteacher, is building well on the school’s many strengths. The quality of what the school provides continues to improve due to the accuracy of the evaluations made by the governing body and other leaders of the school’s strengths and areas for improvement. Middle leaders share the vision for further improvement and are keen to develop their roles. The school is aware that their monitoring of teaching and learning is not always sufficiently effective in identifying strengths and areas of weakness, and that they have too few opportunities to work together to further develop the curriculum.