Our Lady and St Anne’s RC Primary School

About Our Lady and St Anne’s RC Primary School Browse Features

Our Lady and St Anne’s RC Primary School


Name Our Lady and St Anne’s RC Primary School
Website www.olsa.org.uk
Ofsted Inspection Rating Requires improvement
Inspection Date 21 November 2017
Address Summerhill Terrace, Newcastle-upon-Tyne, Tyne and Wear, NE4 6EB
Phone Number 01912325496
Type Primary
Age Range 3-11
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 235 (49% boys 51% girls)
Number of Pupils per Teacher 22.2
Local Authority Newcastle upon Tyne
Percentage Free School Meals 37.9%
Percentage English is Not First Language 69.8%
Persisitent Absence 9.2%
Pupils with SEN Support 17%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school does not meet requirements on the publication of information about the pupil premium spending plan on its website. Our Lady and St Anne’s Roman Catholic Primary School is broadly average in size compared with other primary schools nationally. The proportion of pupils who have SEN and/or disabilities is above average. There are currently no pupils who have a statement of special educational needs or an education, health and care plan. The proportion of disadvantaged pupils eligible for support through the pupil premium is above average. Nearly two thirds of pupils are from minority ethnic groups, including Asian or Asian British Pakistani, Black or Black British African, or Asian or Asian British Bangladeshi. Most pupils from minority ethnic groups speak English as an additional language and are proficient or are gaining proficiency in speaking English. The school meets the government’s floor standards which are the minimum expectations for attainment and progress in reading, writing and mathematics.

Summary of key findings for parents and pupils

This is a school that requires improvement Leaders’ actions have not secured consistency in the quality of teaching and learning. In key stages 1 and 2, pupils’ progress in reading and writing, particularly, is too variable. Leaders have not focused sufficiently on the correct improvement priorities. Intended actions, timelines and success criteria on improvement plans are imprecise. Leaders’ assessment systems are not fully effective. Rates of progress for pupils who require additional support for special educational needs (SEN) and/or disabilities are especially vague. Subject leadership is of variable quality. Some leaders do not evaluate the quality of teaching and learning or monitor pupils’ progress. Some staff have expectations of pupils that are too low. Too often, the most able pupils are not suitably stretched or challenged. Not all staff maximise available teaching and learning time. Valuable time is lost during transitions and/or additional adults are poorly deployed. Pupils’ engagement then wavers. Too few pupils in key stage 1 read frequently enough with adults in school. Consequently, rates of progress for some pupils are too slow. The school has the following strengths The headteacher has created a positive ethos. He is resolute in his determination to ensure that all pupils and families feel welcome. In this happy school, joy and laughter are abundant. Leaders make good use of the additional funding for disadvantaged pupils. Often, disadvantaged pupils make progress that is similar to or better than that of other pupils in the school. Leadership of early years is effective. Children in Nursery and Reception classes make good progress from their starting points. Pupils behave well and enjoy coming to school each day. Good attendance rates testify to this. Pupils feel safe and are well looked after. Relationships with staff are warm. Teaching and learning in phonics have strengthened over time. Most pupils become proficient in using this reading skill. Leaders use the physical education and sport premium funding effectively to improve pupils’ fitness and to promote healthy lifestyles.