|Name||St Teresa’s Catholic Primary School|
|Ofsted Inspection Rating||Good
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Inspection Date||20 January 2011|
|Address||Harris Street, Darlington, County Durham, DL1 4NL|
|Religious Character||Roman Catholic|
|Number of Pupils||Unknown|
|Number of Pupils per Teacher||24.8|
|Academy Sponsor||Carmel Education Trust|
|Percentage Free School Meals||13.1%|
|Percentage English is Not First Language||28.9%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about the school
St Teresa’s is larger than the average-sized primary school. An above-average proportion of pupils is known to be eligible for free school meals. An average proportion of pupils has special educational needs and/or disabilities, including those with a statement of special educational needs. The number of pupils from minority ethnic groups is well above average: a majority are the children of Traveller families with a Gypsy/Roma heritage. The others are mainly from Poland and many of them are learning English as an additional language. The school has gained Healthy School status, the Eco-School Bronze Award and International School (Intermediate Level) award. Several temporary teachers are employed to cover staff leave of absence.
The school is improving and provides pupils with a good education. All adults very successfully promote an atmosphere of calm and harmony which truly reflects the school’s mission to foster Christian values and caring relationships. The school’s productive partnerships with the local authority, the church, sports organisations and heritage centres widen pupils’ horizons and augment their good spiritual, moral, social and cultural development. Governors have ensured that there are satisfactory arrangements to safeguard the welfare of pupils and, in turn, they do feel very safe. Good behaviour prevails throughout. Pupils are well versed in maintaining a healthy lifestyle. Pupils willingly contribute in many ways to their school and the wider community. The school gives pupils a satisfactory preparation for their economic well-being although, despite strenuous efforts by the school, attendance remains low. Of particular note is that pupils from Traveller families, those learning to speak English as an additional language and those with special educational needs and/or disabilities, make good progress overall. By the end of Year 6 they attain levels above that of their counterparts nationally. Since the last inspection improvement in their progress has led to a pattern of above-average levels of attainment in the statutory tests at the end of Year 6. This pattern was sustained in 2010 when pupils did a little better in English, especially in writing, than in mathematics. At present, many pupils in Year 6 have already reached the levels expected for pupils at the end of Year 6, reflecting good-quality teaching which means older pupils in particular make good progress. Pupils participate wholeheartedly in lessons, thoroughly enjoy learning and achieve well. Some teaching is satisfactory as teachers new to the school are still settling in to their roles. When marking pupils’ work, teachers do not consistently give pupils clear-enough pointers to the levels they should reach and how to improve, especially in mathematics. The headteacher and senior team have successfully addressed issues raised at the last inspection. They have improved attainment in writing and widened the range of activities to extend pupils’ learning. They undertake an effective programme of monitoring and reviewing pupils’ performance which gives them an accurate knowledge of the school’s work. Taking into account the strengths in school leadership and the school’s good track record of improvement, its capacity for sustained improvement is good.