|Name||Our Lady and St Brendan’s Catholic Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||10 October 2019|
|Address||The Bank, Idle, Bradford, West Yorkshire, BD10 0QA|
|Religious Character||Roman Catholic|
|Number of Pupils||187|
|Number of Pupils per Teacher||19.1|
|Percentage Free School Meals||23.5%|
|Percentage English is Not First Language||27.8%|
|Pupils with SEN Support||19.3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
What is it like to attend this school?
Pupils are happy and safe at this school. The new headteacher has made lots of changes since she started in September. Parents and carers are very pleased about this. There are new rules about how pupils should behave. Pupils enjoy coming to school more now that everyone behaves well on the playground. Pupils do not have any concerns about bullying. If any problems arise, leaders deal with them quickly. Many pupils now behave well in lessons, but some do not. Leaders are working hard to help everyone behave well.
Some other leaders also started in September. They have already made lots of changes to the way pupils learn to read. Governors have spent extra money buying lots of new resources. Pupils really enjoy all the new reading books. They like listening to stories and reading more often in class. Teachers sometimes give pupils reading books that are too hard. Pupils who are struggling to learn to read find it difficult to read these books.
Leaders have not improved the quality of teaching quickly enough since the last inspection to help all pupils to achieve well. The new headteacher is taking steps to make the necessary improvements.
What does the school do well and what does it need to do better?
There have been many changes in leadership since the last inspection. There have been different temporary headteachers. Some governors resigned when the last temporary headteacher left. This turbulence in senior leadership arrangements slowed down the rate of improvement. New leaders have ambitious plans for improving the curriculum.
The teaching of reading is improving. All teachers are clear about the letters and sounds that pupils need to know. The teaching of phonics started straight away in September. Leaders check that pupils are keeping up with the programme. Some older pupils who struggle to read are still finding it difficult. Some books include letters and sounds that pupils do not know. They cannot read these books fluently. This puts them off reading. It also means that pupils struggle to read in other subjects.
All teachers have started reading stories to each class. Pupils love this. There are lots of new books for more confident pupils to read. Some of these books are traditional children’s classics and others are modern, popular fiction. Pupils in Year 6 say that they like being able to choose from such a wide variety. The headteacher has started a community library. There are lots of books in the front entrance for pupils or parents to borrow. Most pupils are excited about reading.
Leaders have identified that teaching is not helping all pupils to achieve well. Some teachers provide the right support to pupils who have special educational needs and/or disabilities (SEND). This helps them to do well. Other teachers need moretraining. Leaders have plans in place for this.
Leaders have improved the teaching of mathematics. Teachers sequence the curriculum to help pupils know more and remember more. Teachers’ expectations match or exceed the national curriculum for mathematics. Teachers build on what pupils already know and they link each lesson to the last.
The curriculum is not as well planned in some subjects. Teachers do not use assessment well enough to check that pupils have understood. Teachers do not make sure that pupils are learning the most important content. Pupils cannot remember what they have learned in history and geography.
Leaders are in the process of reviewing the curriculum. They are working to improve subjects other than English and mathematics. Leaders are training teachers to develop the subject knowledge needed to teach all subjects well.
Pupils cannot remember what they have learned about different faiths or the beliefs that others may hold. This means that pupils are not as well prepared as they should be for life in modern Britain.
Most pupils behave well in lessons, but this is not always the case. At times, some pupils disrupt learning for other pupils. Some teachers are good at helping pupils to calm down. Leaders are working hard to help all teachers improve these skills.
Children are happy and safe in the early years. They are excited about learning. Children have lots to choose from and they play well together. They can take turns and share. Teachers give children lots of chances to practise their numbers, letters and sounds when they are playing. Teachers and other adults often step back and stay quiet. They do not interrupt children who are busy and concentrating unless it will help. Adults get this balance right. Some adults do not have the skills they need to help children who struggle with communication.
The arrangements for safeguarding are effective.
There is a strong culture of safeguarding. Leaders have recently provided safeguarding training for all staff. Everyone knows the signs to look out for which suggest that pupils might be at risk of harm.
Thorough safeguarding records are kept. Leaders include pupils’ views in these records. Pupils know whom to go to for help. There are regular visits from safeguarding staff from the diocese. They provide counselling for individual pupils who need support.
Pupils remember what they have been taught about staying safe. Police officers have given special assemblies to help pupils to keep themselves safe.
What does the school need to do to improve?
(Information for the school and appropriate authority)
The additional needs of pupils with SEND are not being met in some classes. This includes in the early years. Some teachers have not had the training they need so that they know how to support pupils with SEND. Leaders should ensure that all teachers have the necessary skills to help pupils with SEND to achieve well. . Pupils in key stage 2 who have fallen behind with reading are not catching up quickly. Reading books are not matched well to pupils’ phonic knowledge. Leaders should ensure that all reading books, in key stage 1 and key stage 2, are closely matched to the letters and sounds that pupils know. . The wider curriculum is not sequenced well enough to ensure that pupils build on their prior learning and remember more. Leaders should implement their plans to review the sequence of learning in subjects beyond English and mathematics. They should ensure that the curriculum is ambitious and engaging enough for all pupils. . Some pupils do not have positive attitudes to learning. Their behaviour disrupts learning for others. Some teachers do not have consistently high expectations of pupils. Leaders should ensure that teachers deal with poor behaviour in line with the school’s policy so that pupils’ learning is not hampered by disruption in lessons.