|Name||St Patrick’s Catholic Primary School|
|Ofsted Inspection Rating||Good|
|Address||Lowshoe Lane, Collier Row, Romford, RM5 2AP|
|Religious Character||Roman Catholic|
|Number of Pupils||371 (48% boys 52% girls)|
|Number of Pupils per Teacher||21.9|
|Percentage Free School Meals||14.3%|
|Percentage English is Not First Language||27.2%|
|Pupils with SEN Support||2.1%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (21 May 2012)
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Information about the school
St Patrick’s Catholic Primary School is a larger than average primary school. It has a one-and-a-half form entry. There have been several staffing changes since the previous inspection, including the appointment of the current headteacher. A large majority of the pupils are of White British heritage and there are very few pupils who speak English as an additional language. The proportion of pupils known to be eligible for free school meals is well below average. The proportion of disabled pupils and those with special educational needs supported at school action plus or with a statement of special educational needs is below average. The school exceeds the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress. The two Reception classes provide for children in the Early Years Foundation Stage. The school has achieved the Basic Skills Award and Investors in People Bronze Award.
This is a good school. Pupils feel exceptionally safe and their behaviour in lessons and around the site is good. Attendance is above average. As one parent said, ‘The teachers are warm and welcoming and our son can’t wait to come to school each day.’ The school is not outstanding because although teaching is good and improving, there is not yet enough outstanding teaching to raise standards further in English and mathematics. Achievement overall is good. Children make a good start in Reception and continue to make good progress in reading, writing and mathematics as they move up through the school. By the end of Year 6, their attainment is above average but higher in English than in mathematics. Teaching is typically good, characterised by consistently good relationships between adults and pupils. In lessons, learning usually gets off to a quick start, with pupils taking responsibility for their own progress. However, when teachers give extended instructions, the pace of learning slows, particularly for pupils who can learn quickly, and all pupils lack opportunities to work things out for themselves. Pupils are courteous and polite to adults and to each other. They have good attitudes to learning. The school’s strong ethos of ‘core values’ underpins the way adults and pupils treat each other. Rare instances of bullying are dealt with promptly. Robust systems for safeguarding ensure that all groups of pupils are safe. Leaders and managers, including members of the governing body, are knowledgeable, well organised, imaginative and proactive. They frequently and rigorously monitor teaching and outcomes for all groups and link findings to the management of performance. As a result, the quality of teaching is improving. Leaders successfully use their accurate self-evaluation of school performance to drive improvements.