|Name||St Margaret Clitherow Catholic Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||06 October 2010|
|Address||Cole Close, Thamesmead, London, SE28 8GB|
|Religious Character||Roman Catholic|
|Number of Pupils||216 (53% boys 47% girls)|
|Number of Pupils per Teacher||19.5|
|Percentage Free School Meals||7.1%|
|Percentage English is Not First Language||45.4%|
|Pupils with SEN Support||5.1%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about the school
This primary school is of average size and has a morning and an afternoon nursery. The proportion of pupils known to be eligible for free school meals is above average. Nearly all pupils are from a Black or Black British heritage, mostly of Nigerian descent. There are 25 pupils who are at the early stages of learning English, most of whom are in the Early Years Foundation Stage. The number of pupils with special educational needs and/or disabilities is much higher than average. These difficulties mainly relate to moderate learning needs and speech, language and communication issues. The school has received the Inclusion Quality Mark, the Healthy Schools Status, the Activemark and the Financial Management in Schools Standard.
St Margaret Clitherow Catholic Primary School provides a good education for all its pupils, together with a good level of care, guidance and support. Pupils feel safe and well cared for. The very high attendance and punctuality rate is a clear indication that pupils enjoy school and are keen to learn. They behave very well because all staff have high expectations of how pupils should behave and are good role models. Staff know the pupils as individuals and strong pastoral systems and effective partnerships with specialists support pupils’ good personal development and well-being. The Catholic ethos underpins strong relationships and gives a clear, shared framework of collective responsibility that ensures that pupils make the best use of what the school has to offer. The curriculum, taught by committed teachers and effective support staff, is being made increasingly exciting and includes a good range of after-school clubs which pupils value. Parents and carers are overwhelmingly supportive of the school and appreciate how well staff care for their children. They receive good, frequent information about school life and how they can help their child to learn. As a parent said, ’The parent training organised by the school which I attended has a really positive influence on my child and we had a wonderful time working together.’ Pupils’ achievement is good. Senior leaders monitor pupils’ progress extremely carefully. Well-targeted and good additional support, especially for children with speech and language difficulties, supports the good progress made by pupils with special educational needs and/or disabilities as well as those new to learning English. Most teaching is good but the school recognises the need to improve the use of assessment. Activities are matched closely to pupils’ learning needs, with teachers clear about what different groups of pupils should do in the lesson; but expectations about what different groups should learn are less well thought through. The school recognises this and training for the use of assessment to support learning, especially in mathematics, is planned for the coming year. The school has an accurate picture of its strengths and a clear vision of how it will continue to improve. It recognises, for example, that the outdoor provision for its youngest children is not as good as the indoor provision. Good safeguarding procedures, including excellent risk assessment systems and a comprehensive awareness of safeguarding by all staff, ensure pupils are very safe in school. The school actively promotes community cohesion within school, but plans to make links with a contrasting school have so far not been finalised. A rise in attainment in 2010, the improving attainment as indicated by the current Year 6, the improving attainment of more-able pupils, the accuracy of school self-evaluation and its focus on pupils’ achievement all provide evidence that the school has a good capacity for further improvement.