Botwell House Catholic Primary School
phone: 020 85732229
headteacher: Mr Sean Reilly
630 pupils capacity: 112% full
395 boys 56%
310 girls 44%
Last updated: Oct. 2, 2014
Primary — Voluntary Aided School
- Education phase
- Religious character
- Roman Catholic
- Establishment type
- Voluntary Aided School
- Establishment #
- OSGB coordinates
- Easting: 509698, Northing: 179936
- GPS coordinates
- Latitude: 51.508, Longitude: -0.42075
- Accepting pupils
- 4—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Sept. 17, 2014
- Archdiocese of Westminster
- Region › Const. › Ward
- London › Hayes and Harlington › Botwell
- Urban > 10k - less sparse
- Free school meals %
- 0.4 miles Lake Farm Park Academy UB31JA
- 0.6 miles Minet Junior School UB33NR (474 pupils)
- 0.6 miles Minet Nursery and Infant School UB33NR (476 pupils)
- 0.7 miles Dr Triplett's CofE Primary School UB32JQ (478 pupils)
- 0.8 miles Cranford Park Primary School UB34LQ
- 0.8 miles Cranford Park Junior School UB34LQ
- 0.8 miles Cranford Park Infant School UB34LQ
- 0.8 miles Cranford Park Academy UB34LQ (868 pupils)
- 0.9 miles Rosedale College UB32SE
- 0.9 miles Rosedale College UB32SE (888 pupils)
- 0.9 miles Parkside Studio College UB32SE (132 pupils)
- 1 mile McMillan Nursery School UB32PB (133 pupils)
- 1 mile Pinkwell Junior School UB31PG
- 1 mile Pinkwell Infant School UB31PG
- 1 mile Wood End Park Junior School UB32PD
- 1 mile Wood End Park Infant School UB32PD
- 1 mile Harlington School UB31PB (1075 pupils)
- 1 mile Guru Nanak Sikh College UB40LT
- 1 mile Wood End Park Community School UB32PD
- 1 mile Pinkwell Primary School UB31PG (991 pupils)
- 1 mile Guru Nanak Sikh Primary School UB40LT
- 1 mile Guru Nanak Sikh Voluntary Aided Secondary School UB40LT
- 1 mile Guru Nanak Sikh Academy UB40LT (1376 pupils)
- 1 mile Wood End Park Academy UB32PD (879 pupils)
Botwell House Catholic Primary
Botwell Lane, Hayes, Middlesex, UB3 2AB
|Inspection dates||17–18 September 2014|
|Overall effectiveness||This inspection:||Good||2|
|Leadership and management||Good||2|
|Behaviour and safety of pupils||Good||2|
|Quality of teaching||Good||2|
|Achievement of pupils||Good||2|
|Early years provision||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because:
| The headteacher and senior leaders, well |
Teaching is consistently good. This enables pupils
The role played by the governing body in checking
Reading is taught well. Children develop a good
Children thrive in the Nursery and Reception
supported by governors, keep all staff focused on
improving the quality of their teaching and raising
achievement. This has ensured recent
to make good progress. Their above average
attainment ensures they are well prepared for
learning at secondary school.
that the school is meeting its aims has improved
in recent years. It balances support for the school
with challenging it to do better.
knowledge of letters and their sounds in the Early
Years Foundation Stage. Pupils in Key Stage 2
develop wider reading skills such as
comprehension and inference.
because they are helped to settle in thoughtfully
and activities fire their imaginations.
| Pupils’ progress is carefully monitored and their |
Pupils behave well and move sensibly around the
Pupils’ positive attitudes and improved attendance
The Christian ethos permeates school life, and
Pupils feel safe and happy in school because staff
needs identified. This enables additional support to
be provided so that disadvantaged pupils or any
who have special educational needs are able to
buildings, helping to make the school a very orderly
place in which to learn.
contribute to their good learning and progress.
provision is also made well for pupils to learn about
and respect the customs and beliefs of other major
pay close attention to their welfare.
| The assessment of the children’s learning in |
Teachers do not always provide sufficient
Nursery and Reception is not always accurate
enough to recognise their achievements.
challenge for the more able pupils in each class.
This can lead to their progress slowing at times.
| Subject leadership teams are not checking the |
quality of teaching and learning in order to use their
expertise to bring about improvements.
Information about this inspection
- Inspectors observed 32 lessons, six of which were seen together with the headteacher or deputy
- Inspectors looked at work in pupils’ books retained by the school from the last academic year. These
included records of the learning of children in the Nursery and Reception.
- Meetings were held with groups of pupils, school staff, the Chair of the Governing Body and other
governors, and a representative from the local authority.
- As there were only 12 responses to Ofsted’s online parent questionnaire, Parent View, inspectors took
account of the 228 responses to a recent parent questionnaire undertaken by the school.
Inspectors observed the school’s work and looked at a number of documents, including the school’s own
information on pupils’ current progress, planning and monitoring information, records relating to behaviour
and attendance, and documents relating to safeguarding.
Inspectors also took account of the 54 responses to the staff questionnaire.
|Martin Beale, Lead inspector||Additional Inspector|
|David Wolfson||Additional Inspector|
|Peter Thrussel||Additional Inspector|
|Bryan Meyer||Additional Inspector|
Information about this school
- The school is much larger than most primary schools.
- Three-quarters of the pupils are from a wide range of minority ethnic backgrounds.
- The proportion of pupils who speak English as an additional language is well above average, although only
a few are at the early stages of learning English.
- The proportion of disadvantaged pupils known to be eligible for funding through the pupil premium is well
below average. This is additional government funding which, in this school, supports pupils who are
known to be eligible for free school meals.
- The proportion of disabled pupils and those with special educational needs on the school roll is about 7%.
This is much lower than that found in most schools.
- The school meets the government’s current floor standards, which set the minimum expectations for
pupils’ attainment and progress.
- The school hosts extended school provision before and after school. This is privately run and so is
What does the school need to do to improve further?
- Improve teaching by ensuring that teachers consistently set work that challenges the more able pupils.
- Ensure that assessments of the children in the Nursery and Reception classes accurately identify their
learning and achievements.
- Strengthen leadership and management by providing opportunities for subject leadership teams to check
teaching and learning in classrooms and bring about further improvements in teaching.
|The leadership and management||are good|
- Firm leadership from the headteacher and his senior team drives a culture of high expectations of
teaching, the pupils’ achievement and their behaviour. Planned actions following careful evaluation of the
school’s performance have led to improvement since the last inspection. This gives the school the capacity
to improve further.
- The focus on improving teaching is based on regularly checking where each teacher might be able to
improve and providing support, guidance and training for this to be achieved. The headteacher maintains
a strong link between good classroom performance and salary increase.
- Subject leadership teams are making a significant impact on driving forward improvement in their areas.
One example is how the reading team has helped raise standards in reading since its formation. However,
the role of these teams does not extend to gathering first-hand information about teaching and
achievement in their subjects. As a result, action is not always sharply refined and targeted to where it is
- Engagement with the local authority has been light touch. However, training from the local authority since
the last inspection played a major part in governors becoming more effective in their role.
- The school provides a broad and balanced curriculum that supports well the pupils’ progress in reading,
writing and mathematics and their spiritual, moral, social and cultural development. The school is
committed to ensuring equality of opportunity and to tackling any discrimination. The school’s values such
as perseverance, respect and tolerance are continually promoted, including through assemblies. Pupils
learn about life in modern Britain through community activities such as working towards a ‘greener,
cleaner Hayes’. Provision for music is particularly strong. Pupils also benefit from specialist teaching in
- The school uses its new sports funding well. Working alongside specialist sports coaches has widened
teachers’ expertise in physical education. This funding has also enabled the school to add a well-attended
gymnastics club to its range of sports activities and a fitness club for parents, carers and their children.
- The governance of the school:
Governors bring a wide range of experience and valuable expertise to their role. They have become
much more involved in supporting the drive for improvement since the last inspection. Governor training
has increased their understanding of the role of governance and is helping them to scrutinise school
assessment data more closely. They challenge and support the school’s senior leaders well. Governors
have a clear understanding of the school’s strengths. They know what is needed for the school to
improve, including action senior leaders are taking to improve teaching. Governors check carefully the
impact of their spending decisions and are fully conversant with the effectiveness of additional funding
such as the pupil premium. They ensure pay awards for staff are linked to pupils making good progress.
Safeguarding arrangements are secure.
|The behaviour and safety of pupils||are good|
- The behaviour of pupils is good. Parents, carers and staff agree. Pupils are courteous and polite. They are
clear about the importance of good behaviour and how this can influence their learning. They take a pride
in their school and try their hardest to keep their areas very tidy.
- Pupils are keen to do well. Pupils of all backgrounds work and play happily together showing each other
respect and consideration. They work hard in lessons and listen carefully to their teachers. Although some
occasionally lose concentration this does not disrupt the flow of learning for others.
- Attendance has risen since the school’s last inspection because the headteacher and governors have made
it clear that holidays should not be taken during the school term.
- The school’s work to keep pupils safe and secure is good. Pupils are taught how to keep themselves safe
when using the internet. Pupils say they feel safe in school. Parents and carers strongly agree that the
school successfully promotes all aspects of their children’s welfare.
- Pupils have a clear understanding of different forms of bullying and say that incidents are rare. Parents
and carers judge that the school deals well with any problems that do occur. Records show that the school
deals swiftly with the very small number of incidents that have occurred.
|The quality of teaching||is good|
- The quality of teaching is leading to pupils learning well and making good progress over time. Teachers
have high expectations of pupils’ work and behaviour and that pupils will strive to do their best. Teachers
command the pupils’ respect so that classrooms are calm and there is a hard-working atmosphere.
Homework is set regularly to build on work in lessons and promote reading at home.
- Teaching develops the pupils’ language skills quickly, including for those new to English. This is because of
the focus by teachers on developing their speaking and accepting only detailed responses rather than one-
word answers. Teachers probe the pupils’ understanding carefully through their questioning and adapt
their teaching accordingly.
- Teachers use assessment information from the online reading scheme well to plan work at the right level
for pupils. They become skilled at extracting meaning from the texts they read because teachers challenge
them to use quotes to justify their answers to questions posed.
- The assessment of pupils is generally accurate and used effectively when planning lessons. Progress over
time is checked carefully so that any pupil falling behind their targets is identified quickly and given further
support. This and the skilled guidance of support staff enable disabled pupils and those with special
educational needs to participate fully in lessons.
- Teaching focuses carefully on the most able in each year group through probing questioning and activities
that make them think deeply. However, there are times when they are not sufficiently challenged. In
mathematics, for example, they are often given repetitive questions that they answer correctly but which
do not deepen their understanding sufficiently.
|The achievement of pupils||is good|
- Pupils make good progress in reading, writing and mathematics. Their attainment is above average in all
- Year 6 test results rose in all subjects in 2013, having fallen sharply the year before. They rose further in
2014, particularly in reading, in response to action taken by the school to develop the pupils’ wider
reading skills more effectively.
- The most able pupils make good progress and reach very high levels, particularly in mathematics.
However, in some classes, the most able pupils do not always make the same good progress because
their learning is not consistently extended.
- Pupils make rapid progress in phonics (sounds that letters make). Results of the phonics screening check
for Year 1 pupils have consistently been much higher than the national average over the last three years.
- The new online reading scheme with its rewards for completing books and answering questions correctly
is greatly enjoyed by pupils. This has added considerably to their enjoyment of books and their wider
- Pupils speaking English as an additional language make equally good progress as others in their classes.
Their attainment by the end of Year 6 matches and often exceeds others.
- Disabled pupils and those with special educational needs make progress similar to other pupils. Teachers
are able to give them close attention because they have a very clear understanding of the support they
need based on an accurate assessment of their needs.
- The school uses the pupil premium well to ensure the good progress of eligible pupils and close gaps
between their attainment and that of others in their year groups. This is achieved through support for
reading, small groups to develop writing, and individual mentoring. There was no difference between the
Year 6 test results of eligible pupils and others in mathematics in 2013 and a gap of just over one term in
each of reading and writing. Their results were above the national average for all pupils in mathematics
and in line with the national average in reading and writing. Any gaps this year between eligible pupils
and others in the year group were also minimal.
|The early years provision||is good|
- Children make good progress in the Nursery and Reception classes from skills on entry that are lower
than expected for their age. Their attainment by the end of Reception is broadly average. Children
develop a firm foundation for success in their learning in preparation for Key Stage 1.
- Teaching is good and activities quickly engage the interest of the children and retain their attention. All
adults in the Nursery and Reception classes focus carefully on developing the children’s language and
communication skills by making sure the whole area is rich in opportunities for discussion. The children’s
love of reading begins here and their understanding of phonics progresses quickly.
- Children make good gains in their personal and social development. There is a strong emphasis on
ensuring the children are happy and safe, with their welfare a high priority for everyone. Staff ensure that
children treat each other kindly, work together constructively and learn to share resources and take
- Good leadership of the Early Years Foundation Stage has led to improvements in teaching and the
children’s achievement since the last inspection. Teamwork between classes is now strong as reflected in
shared planning and common experiences for the children. However, the assessment of the children from
their entry to leaving Reception does not always recognise their achievements fully. This means leaders
are not always sharply aware of the impact of actions they take on the progress of the children.
What inspection judgements mean
|Grade 1||Outstanding||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 education, training or
|Grade 2||Good||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.
|Grade 3||Requires |
|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.
|Grade 4||Inadequate||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 monitoring by Ofsted inspectors.
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
|Unique reference number||102422|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|School category||Voluntary aided|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||704|
|Appropriate authority||The governing body|
|Date of previous school inspection||22 June 2010|
|Telephone number||020 8573 2229|
|Fax number||020 8569 0286|