|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|
|Religious Character||Roman Catholic|
|Number of Pupils||132 (45% boys 55% girls)|
|Number of Pupils per Teacher||27.8|
|Percentage Free School Meals||19.3%|
|Percentage English is Not First Language||11.4%|
|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.