Holy Family RC Primary School


Name Holy Family RC Primary School
Ofsted Inspection Rating Good
Inspection Date 12 June 2018
Address Prior Street, Darlington, County Durham, DL3 9EN
Phone Number 01325380821
Type Primary
Age Range 4-11
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 206 (53% boys 47% girls)
Number of Pupils per Teacher 26.4
Academy Sponsor Carmel Education Trust
Local Authority Darlington
Percentage Free School Meals 13.6%
Percentage English is Not First Language 6.8%
Persisitent Absence 3.9%
Pupils with SEN Support 11.2%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school is smaller than the average-sized primary school. The vast majority of pupils are of White British heritage. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress. The school converted to academy status in April 2013 and is part of the Carmel Education Trust. The proportion of pupils who are known to be eligible for support from the pupil premium is below average. The proportion of pupils who have SEN and/or disabilities is well below average. There is one full-time Reception class. The interim head of school has been in post for just under one year. A new substantive headteacher takes up post in September 2018.

Summary of key findings for parents and pupils

This is a good school The school has improved significantly since the previous inspection. All leaders are clearly determined to eradicate anything that is second best. They share a continuing ambition to eliminate underperformance. This underpins robust and effective actions to ensure continuing improvement. Under the skilled leadership of the experienced interim head of school, ably supported by the deputy headteacher, the desire to provide the best possible teaching, outcomes and experiences for all pupils is tangible. Leaders’ robust evaluation ensures that they know the school inside out. As a result, school improvement planning is extremely detailed but measurable steps are not precise enough. This means that governors are not able to thoroughly evaluate the impact of leaders’ actions on pupils’ outcomes. Children in the early years make a good start to their learning. An above-average proportion of children reach a good level of development by the time they leave the Reception class. They are well prepared to start Year 1. Outcomes for pupils are good. In key stages 1 and 2, current pupils are making good progress from their individual starting points. Standards of attainment are above average by the end of Year 6 in English and mathematics. Because of consistently good teaching, pupils learn quickly. Teachers and teaching assistants alike are skilled at supporting pupils’ learning. Leaders’ continuing actions to improve teaching even further are bearing fruit. However, further work is needed to develop pupils’ reasoning skills in mathematics. Teachers generally match work accurately to pupils’ varying abilities. On occasions, work can lack challenge, especially for the most able pupils. The leadership of the well-planned curriculum ensures that pupils are enthusiastic and engaged in their learning. Subject-specific skills are planned and taught. Systems to assess and track pupils’ progress in these skills are not developed fully in all subjects. Pupils’ personal development and welfare are good. Their positive attitudes to learning ensure that they work hard and most are determined to produce their best work. Pupils are rightly proud of, and feel safe in, their attractive, recently refurbished school. However, leaders’ risk assessments for outside areas do not currently cover all potential hazards for pupils.