The Federation of All Saints and St Margaret's Catholic Primary Schools

The Federation of All Saints and
St Margaret’s Catholic Primary Schools

Ofsted

Ofsted

We are pleased to provide you with the latest Ofsted Reports for the inspections carried out on the 28th & 29th September 2016 rating both All Saints and St. Margaret’s as GOOD SCHOOLS.

Please click on the links below:

All Saints 2016 Ofsted Report
St. Margaret’s 2016 Ofsted Report

What the Inspections says:

  • Teachers and teaching assistants make effective use of their strong subject knowledge and questioning skills to help pupils understand new ideas and develop their skills.
  • Pupils feel safe in school. Their behaviour is good. They are polite, respectful and care for each other.
  • Reading is particularly well promoted in the school. Pupils express a great enthusiasm for reading and can describe quite particular preferences of authors and genres.
  • The curriculum is broad and balanced. Pupils’ books show that they write at length, to a high standard, across a range of subjects. They apply the skills they have learned during mathematics lessons in subjects such as science and design technology.
  • Teachers plan learning that takes account of what pupils already know and can do. This means that the work they give to pupils is matched closely to their ability. Pupils make progress during lessons because teachers and teaching assistants keep a close eye on how well pupils are getting on. Adults step in quickly to offer additional challenge or support when pupils need it.
  • Teaching assistants offer effective support to pupils in class, including those who are disadvantaged or those who have special educational needs and/or disabilities. Pupils say that adults check they understand and can do the work. Teaching assistants skilfully balance the level of support and challenge they provide so that pupils have a sense of achievement and independence.
  • Teachers and teaching assistants make effective use of questions to deepen pupils’ understanding. Pupils are often asked to explain their thinking. This helps teachers to check what pupils know and can do.
  • Pupils are keen learners. They have positive attitudes to their work, answering questions keenly in class. Pupils’ books across the school and in all subjects are well presented, demonstrating that they take pride in their work.
  • Pupils enjoy taking responsibility as ‘buddies’ in school, taking care of younger pupils and helping lunchtime staff. In class, pupils are monitors for reading books, the register or the daily prayer. They recognise, and believe it is very important that, older pupils have a responsibility to set a good example to younger pupils.
  • Care, courtesy and consideration for others are qualities displayed by every pupil. They live and breathe the school’s values, which are very well role-modelled by staff.
  • Teaching and learning are strengths of the school, particularly in reading, writing and mathematics. Teachers and teaching assistants are quick to identify and address gaps in pupils’ learning.
  • Children make a good start to their education in the early years. They settle quickly into school life and make strong progress through the year.
  • Teachers and teaching assistants have high aspirations for every pupil. Their expectations of what pupils can achieve have risen considerably since the previous Ofsted.
  • Relationships with pupils are very strong and the staff’s desire for each pupil to succeed is tangible.
  • Teachers and teaching assistants work closely together and their good communication ensures that gaps in pupils’ learning are addressed quickly. Teachers trust teaching assistants to assess pupils’ progress and contribute to designing the next steps in pupils’ learning, particularly in reading, writing and mathematics. This ensures that little learning time is lost and pupils’ misconceptions are rectified without delay.
  • Teachers set challenging learning tasks for pupils and this is helping pupils to make good progress over time. Teachers monitor pupils’ learning closely during lessons and quickly identify if work is too hard or too easy, adjusting it accordingly to minimise lost learning time.
  • Teachers expect pupils to show pride in the presentation of their written work, and this is helping to raise standards. Teachers provide pupils with opportunities to write for extended periods across a range of subjects and this is helping to embed pupils’ grammar skills, while promoting their use of a wide range of vocabulary.