St Patrick’s Catholic Primary School

About St Patrick’s Catholic Primary School Browse Features

St Patrick’s Catholic Primary School

Name St Patrick’s Catholic Primary School
Ofsted Inspection Rating Requires improvement
Inspection Date 26 March 2019
Address Hullen Edge Road, Elland, West Yorkshire, HX5 0QY
Phone Number 01422373104
Type Primary
Age Range 4-11
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 132 (45% boys 55% girls)
Number of Pupils per Teacher 27.8
Local Authority Calderdale
Percentage Free School Meals 19.3%
Percentage English is Not First Language 11.4%
Persisitent Absence 5%
Pupils with SEN Support 18.2%
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. In key stage 1, pupils are grouped in a mixed Reception/Year 1 class or a mixed Year 1/Year 2 class. In key stage 2, pupils are grouped in a mixed Year 3/Year 4 class and a mixed Year 5/Year 6 class. In addition, there is a school-led nursery on site. The headteacher took up post in January 2018. The deputy headteacher and mathematics leader were appointed in September 2018. Most pupils are of White British heritage. The proportion of pupils who speak English as an additional language is below average. The proportion of disadvantaged pupils supported by the pupil premium is average. The proportion of pupils with SEND is above the national average. The school operates a breakfast and after-school club known as Pats’ People.

Summary of key findings for parents and pupils

This is a school that requires improvement Over time, pupils’ progress has been too slow. Too few pupils reach the expected standard in reading, writing and mathematics by the end of key stage 2. Under the determined leadership of the new headteacher, the quality of teaching is improving, but inconsistencies remain. Pupils’ progress is not consistently good. Leaders’ use of the pupil premium funding has not made enough difference for disadvantaged pupils. The progress of this group is variable. Middle leaders are new to their roles and in the early stages of leadership development. They know where improvement is required and have taken appropriate action, but further developments are needed to ensure that pupils make better progress. Leaders’ curriculum plans are less developed in some subjects. As a result, pupils are not making strong progress across the curriculum. Pupils’ knowledge and understanding of other faiths and cultures is limited. Leaders have not ensured that the curriculum prepares pupils for life in modern Britain well enough. Leaders have not secured an effective approach to the teaching of reading throughout the school. Phonics is not taught consistently well and the books that younger pupils read are not well matched to their phonics ability. This hinders their fluency and understanding. Some teachers do not use assessment information effectively to plan lessons that meet the needs of all pupils. Teachers do not offer enough challenge to the most able pupils. This slows their progress. Children in the early years are confident and ready to learn. However, some teaching does not support their learning well enough, especially that of the most able children. Provision lacks challenge so children do not make as much progress as they could. The school has the following strengths The new headteacher and deputy headteacher are providing strong leadership which is improving the school at a swift pace. Leaders’ actions to improve attendance have been successful. Leaders’ work to promote pupils’ spiritual development is highly effective. Pupils’ behaviour is good and their conduct around school is exemplary.