Chace Avenue, Willenhall, Coventry, CV3 3AD
Inspection dates Overall effectiveness This inspection: Requires improvement Summary of key findings for parents and pupils
This is a school that requires improvement. It is not good because
The quality of teaching requires improvement Skills learnt in mathematics are not regularly
in mathematics in Years 1 to 6. Work does
not always match pupils’ different ability
School improvement planning lacks rigour in
levels and consequently pupils do not make
Teachers do not always use challenging
Observations of lessons by school leaders
questions or marking well enough to develop
sometimes lack focus and do not give sufficient
attention to the progress of different groups of
Additional adults do not always enable less-
The governing body’s monitoring is not
The school has the following strengths
Attainment has risen significantly in the past School leaders have focused well on pupils’
three years so that it is broadly in line with
writing skills so that pupils are now making
The quality of provision in the Early Years
The relentless focus on improving attendance
The good behaviour of pupils has been
Inspection report: St Anne's Catholic Primary School, 17–18 October 2012 Information about this inspection
Inspectors visited 13 lessons taught by seven different teachers, and held meetings with
representative members of the governing body, the local authority, staff and groups of pupils.
They observed the school’s work, and looked at policies, planning documents, assessment data
There were no responses to Parent View (the online questionnaire) during the inspection.
However, inspectors took account of the results of the school’s most recent parental
Inspection team Inspection report: St Anne's Catholic Primary School, 17–18 October 2012 Full report Information about this school
St Anne’s Catholic Primary is smaller than the average-sized primary school. The proportion of pupils supported through school action is higher than the national average, as
is the proportion supported at school action plus or with a statement of special educational
The proportions of pupils from minority ethnic groups and those who speak English as an
additional language are both well above national averages.
The proportion of pupils known to be eligible for the pupil premium is well above the national
The school meets the government’s current floor standards, which set the minimum expectations
A breakfast club is provided for pupils by the school.
What does the school need to do to improve further?
Raise the quality of teaching so that it is consistently good or better in mathematics by ensuring
work is always matched to the ability of all pupils so that they make good or better progress in
challenging questions are carefully chosen and directed to pupils of different abilities,
especially the more-able, to develop their thinking skills
additional adults in classrooms enable pupils, including the less-able, to work things out for
themselves, providing support and challenge where appropriate
marking consistently tells pupils how to improve their work and gives them opportunities to
there are regular opportunities for pupils to practise their mathematical skills in other subjects.
Strengthen the effectiveness of leadership and management by ensuring that:
clear analysis of the quality of mathematics leads to the identification of areas for
improvement with planned actions; and that these are rigorously monitored and evaluated for
observations of lessons always have a clear focus and evaluate more fully the quality of
learning for different groups of pupils to inform areas of development
the governing body is more closely involved with staff in monitoring the main areas for school
Inspection report: St Anne's Catholic Primary School, 17–18 October 2012 Inspection judgements The achievement of pupils requires improvement
The achievement of pupils requires improvement because the rate of progress in mathematics is
inconsistent in Years 1 to 6. There has been some inadequate teaching in the past that has
resulted in pupils underachieving. While the school has identified this and put measures in place
to accelerate learning, pupils are still not making good progress in each year group.
Children make a positive start in the Early Years Foundation Stage. They arrive with skills and
knowledge that are slightly below what is expected nationally, with a weakness in writing and
calculation. However, the good progress they make enables them to catch up in these skills so that they are broadly average when entering Year 1. In addition they have particular strengths
in their social and emotional development and their physical development.
While progress is not good in mathematics it is stronger in English. In lessons, pupils are
encouraged to enjoy reading books. For example, in one lesson pupils were engaged in listening
to a story and had opportunities to discuss what had happened and predict what they thought
might happen next. There has also been an emphasis on the development of pupils’ writing skills
which has resulted in pupils making good progress in this area.
The progress of most groups of pupils, including those with English as an additional language
and those from minority ethnic backgrounds, is similar to all pupils. Disabled pupils and those with special educational needs make steady progress. For example, in a lesson where pupils
were learning about money, less-able pupils were learning to recognise the different coins by
looking at their colour, shape and size.
Pupils known to be eligible for additional funding through the pupil premium make expected
progress. While their progress is improving in English and particularly in writing, this is not the
case in mathematics. Consequently the gap in attainment between these pupils and others in the
school in mathematics is not closing. To address this, the school has targeted these pupils with
The quality of teaching requires improvement
The quality of teaching is inconsistent in Years 1 to 6, particularly in mathematics. Pupils do not
always receive work that is tailored to their different ability levels and consequently not enough
make good progress. For example, more-able pupils are not always challenged to think hard and
they say that the work is sometimes too easy. Occasionally all pupils are given the same work to
do regardless of their ability and, where this is aimed at the middle, less-able and more-able
Teaching in the Early Years Foundation Stage is good because activities do take account of
children’s abilities. For example in one lesson about shape, less-able pupils were looking at
squares and rectangles and more-able pupils were exploring octagons.
While disabled pupils and those with special educational needs are making expected progress,
on occasion they are given too much support. This means that they become over-reliant on the
additional adults and do not try to work things out for themselves.
In all lessons there are good relationships between staff and pupils. Pupils have positive
attitudes towards their learning and want to please the teachers. Classrooms are generally well
Inspection report: St Anne's Catholic Primary School, 17–18 October 2012
organised and in lessons pupils are told clearly what they are going to learn about. In many
classes pupils have the opportunity to share ideas with each other. Interactive whiteboards are
often used to engage pupils and enhance the quality of teaching. For example, in one lesson a
whiteboard was used well to clarify pupils’ understanding of the difference between estimating
Pupils have good opportunities to practise their writing skills in other subjects. However,
although there are some examples of the use of mathematics in other subjects, it is not
consistent across the school. This means that opportunities are missed to re-visit newly learnt
mathematical skills and apply them in different contexts.
Marking is very clear in telling pupils how well they have learnt a particular skill and in English
there are often comments about how to improve. However, in mathematics, although they are
told when they have been successful in their learning, they do not always know how to improve
The behaviour and safety of pupils
Pupils behave well and are keen to learn. The good relationships that they have with their
teachers means that they want to work hard for them. They are polite and courteous when
walking around the school and readily engage in conversation.
Pupils enjoy their break and lunchtimes and noticeably get on well with each other. While they
say that there are occasional times when a few pupils do not behave well, they are confident
that staff manage this well and so they feel safe and secure.
There is a wealth of activities for pupils to engage in during the lunch break. These are overseen
by staff who enthusiastically encourage pupils to participate. These include obstacle races,
hockey games and gardening activities. This all makes for a harmonious time for both pupils and
adults alike. Pupils enjoy the upbeat activities and are refreshed for the afternoon’s lessons. This
is an outstanding aspect of the school’s provision.
Pupils know what constitutes bullying and know how to keep themselves safe. For example they
know that they should not tell other people their usernames or passwords when working on the computer.
The school’s effective ideas to encourage good attendance has meant that the proportion of
pupils attending regularly has risen markedly so that it is now well above the national average.
For example, the popular breakfast club ensures that pupils who arrive early receive a healthy
breakfast and enjoy a range of activities ranging from drawing and writing through to a number
of indoor games. A ‘walking bus’ involves members of staff collecting pupils from their homes
and walking them to school. There have been no pupils who have been persistently absent for
Responses to the school’s own parental questionnaire show that nearly all parents and carers
and staff agree that behaviour is good and the school keeps their children safe.
The leadership and management requires improvement
Leaders and managers know the strengths of the school and are able to identify what needs to
be improved, such as the quality of teaching and learning in mathematics. However, not enough
analysis has been done to find out which areas of mathematics the pupils are struggling with.
Inspection report: St Anne's Catholic Primary School, 17–18 October 2012
Consequently, the school improvement plan does not have a clear focus for actions or how these
Nevertheless, the school has focused well last year on English, and writing in particular. As a
result the progress that pupils make in writing has risen and is now good.
Much has been done to improve the quality of teaching and learning in the Early Years
Foundation Stage. There are now closer links with the pre-school that runs on the school site so
that children arrive better prepared for their Reception year. This is successfully built on,
particularly in the development of their writing and calculation skills, ensuring that their progress
The curriculum has been developed to incorporate the interests of pupils. In particular, there is a
good emphasis on the teaching of music, which is much enjoyed by pupils. There are good
opportunities for pupils to practise their writing skills in other subjects but this is less strong in
The monitoring of the quality of lessons does not always have a clear focus and sometimes
omits to evaluate whether pupils of different ability levels are doing as much as they can. As a
result, areas for development are sometimes focused more on teaching than learning.
Nevertheless performance management procedures are established and there is a link between
teaching quality, standards achieved and levels of pay.
The school has worked hard to improve attendance, which is now well above the national
average. This is because the two learning mentors are rigorous in following up absence and
encouraging good attendance. There are rewards both for whole classes and individuals for high
The governance of the school:
Governors are very supportive of staff and are well informed by senior leaders. They have a
secure knowledge of how extra money to support groups of pupils is spent and the impact this
is having on their learning. They ensure that safeguarding policies and procedures meet
Governors do not monitor in practical ways the main areas of development in the school
The need has been identified to promote a higher profile with parents and carers so that they
can monitor their views and give support.
Leaders and managers promote a positive ethos in the school that gives good support to pupils'
spiritual, moral, social and cultural development. Parent and carers are happy with the school
and the school, in turn, offers good support to families who are in need.
Inspection report: St Anne's Catholic Primary School, 17–18 October 2012 What inspection judgements mean School Grade Judgement Description
An outstanding school is highly effective in delivering outcomes
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
A good school is effective in delivering outcomes that provide well
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
A school that requires improvement is not yet a good school, but it
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors. A school that requires special measures is one where the school is
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
Inspection report: St Anne's Catholic Primary School, 17–18 October 2012 School details Unique reference number Local authority Inspection number
This inspection of the school was carried out under section 5 of the Education Act 2005.
Type of school School category Age range of pupils Gender of pupils Number of pupils on the school roll Appropriate authority Headteacher Date of previous school inspection Telephone number Fax number Email address
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