School etc

Corpus Christi Catholic Primary School

Corpus Christi Catholic Primary School
Lyttelton Road
West Midlands

phone: 0121 7832784

headteacher: Mr A J Cunningham

school holidays: via Birmingham council

413 pupils aged 4—10y mixed gender
405 pupils capacity: 102% full

220 boys 53%


195 girls 47%


Last updated: July 30, 2014

Primary — Voluntary Aided School

Education phase
Religious character
Roman Catholic
Establishment type
Voluntary Aided School
Establishment #
OSGB coordinates
Easting: 412828, Northing: 286985
GPS coordinates
Latitude: 52.481, Longitude: -1.8125
Accepting pupils
4—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Jan. 24, 2012
Archdiocese of Birmingham
Region › Const. › Ward
West Midlands › Birmingham, Yardley › Stechford and Yardley North
Urban > 10k - less sparse
Free school meals %

rooms to rent in Birmingham

Schools nearby

  1. 0.1 miles Stechford Primary School B338SJ (325 pupils)
  2. 0.2 miles Bordesley Green East Nursery School B338QB (92 pupils)
  3. 0.4 miles Blakesley Hall Primary School B338TH (619 pupils)
  4. 0.4 miles Trade Based Training
  5. 0.5 miles St Cuthbert's RC Junior and Infant (NC) School B82PS (257 pupils)
  6. 0.7 miles The Oval Primary School B338JG (623 pupils)
  7. 0.7 miles Washwood Heath Technology College B82AS
  8. 0.7 miles Heartlands Hospital School B95PX
  9. 0.7 miles Washwood Heath Academy B82AS (1363 pupils)
  10. 0.8 miles Alston Junior School B95UN
  11. 0.8 miles Alston Infant School B95UN
  12. 0.8 miles Saltley School and Specialist Science College B95RX (961 pupils)
  13. 0.8 miles Waverley School B95QA (1132 pupils)
  14. 0.8 miles Alston Primary School B95UN (700 pupils)
  15. 0.8 miles Alston Primary School B95UN
  16. 0.9 miles Audley Junior School B339HY
  17. 0.9 miles Audley Infant School B339HY
  18. 0.9 miles Hobmoor Primary School B258FD
  19. 0.9 miles Colebourne Primary School B346BJ (421 pupils)
  20. 0.9 miles Beaufort School B346BJ (48 pupils)
  21. 0.9 miles Audley Primary School B339HY (763 pupils)
  22. 0.9 miles Ward End Community College B82LS (78 pupils)
  23. 0.9 miles Waverley Studio College B95QA (95 pupils)
  24. 1 mile Thornton Primary School B82LQ (723 pupils)

List of schools in Birmingham

Age group 4–11
Inspection date(s) 24–25 January 2012
Inspection number 376902

Corpus Christi Catholic Primary School

Inspection report

Unique reference number 103424
Local authority Birmingham
Inspect ion number 376902
Inspect ion dates 24–25 January 2012
Lead inspector Keith Sadler

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 4–11
Gender of pupils Mixed
Number of pupils on the school roll 404
Appropriate authority The governing body
Chair Father Paul Devaney
Headteacher Barry Desmond
Date of previous school inspection 17 March 2009
School address Lyttelton Road
B33 8BL
Telephone number 0121 6752784
Fax number 0121 6751961
Email address enquir reveal email: y…

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Inspection team

Keith Sadler Additional inspector
Jennifer Taylor Additional inspector
Ian Jones Additional inspector

This inspection was carried out with two days’ notice. Inspectors observed 25 lessons
led by 16 different teachers or practitioners. The inspectors held meetings with
members of the governing body, staff, parents and carers, and groups of pupils.
Inspectors took account of the responses to the on-line questionnaire (Parent View)
in planning the inspection, observed the school’s work and looked at a wide range of

documentation. This included the school’s analysis of pupils’ progress, teachers’
lesson plans, the school development plan, leaders’ monitoring records and pupils’

work. Questionnaires from 124 parents and carers, from staff and from pupils in Key
Stage 2 were analysed and their responses taken into account.

Information about the school

Corpus Christi is a large primary school. Most of the pupils live within the immediate
vicinity though the school is one of two that serves the parish in Stetchford. About
half of the pupils are of White British heritage and the remainder are from a wide
range of minority ethnic backgrounds. The proportion of pupils who speak English as
an additional language is above average though only a few are at an early stage of
learning English. The proportion of pupils known to be eligible for free school meals
is high. The proportion of disabled pupils and those with special educational needs
and/or disabilities is average. The school meets the current government floor
standard. The school has gained Healthy Schools status and has been awarded the
silver Sports Activemark.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Inspection judgements

Overall effectiveness 2
Achievement of pupils 2
Quality of teaching 2
Behaviour and safety of pupils 2
Leadership and management 2

Key findings

  • This is a good school. The headteacher’s effective leadership and dedication to
    improvement are shared by the staff and the governing body. All are committed
    to gaining the best provision and outcomes for pupils. Parents and carers
    recognise these strengths and they are almost unanimous in their support.
  • The governing body supports the school well. However, its members are over-
    reliant on the headteacher for information.
  • Achievement overall, and especially in mathematics and writing, has improved
    since the previous inspection and is now good. Pupils make good progress in all
    year groups from low starting points. Year 6 pupils are on course to attain
    above-average standards in English and mathematics. However, there are
    inconsistencies in pupils’ presentation of work and in their handwriting.
  • The school has a warm, welcoming and stimulating environment where pupils
    feel cared for and safe, and are ready to learn. Their behaviour is good and
    their attitudes positive.
  • Teaching is good. Teachers invariably provide interesting and exciting activities
    that capture the pupils’ interest because lessons are generally planned well to
    meet the varying learning needs of the pupils. Occasionally, work is not
    sufficiently challenging for more-able pupils. Teachers’ use of assessment is
    good and they are particularly effective in ensuring that pupils have a clear
    understanding of what they need to do to move to the next step in their
  • Due to the resolve and determination of the headteacher and senior staff, a
    concerted approach to school improvement has resulted in improvements in key
    areas since the last inspection, including teaching and learning and more
    effective procedures for checking provision and pupils’ progress.
    Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate
    Please turn to the glossary for a description of the grades and inspection terms

What does the school need to do to improve further?

  • Lift the quality of teaching and learning from good to outstanding by:
    improving pupils’ presentation of their work in mathematics and their
    handwriting in English
    ensuring that teachers’ plans consistently provide challenging work for all
    groups of pupils, particularly the more able.
  • By July 2012, reduce the governing body’s reliance on the headteacher by
    instigating a systematic programme of school visits to obtain first-hand
    information about provision and school performance.

Main report

Achievement of pupils

On entry to the Reception class, children’s skills and abilities are much lower than

expected levels. Because teaching is consistently effective and an excellent emphasis
is placed on providing a secure and inclusive environment, children thrive in their
learning in the two Reception classes. Even so, a minority reach the expected goals
on entry to Year 1.
Almost all parents and carers confirm that they believe that their children are making
good progress in their learning and that the school helps their children to develop
their basic skills well. This view is accurate. The inspection found that progress in
reading, writing and mathematics is good for all groups of pupils and it is
accelerating throughout the school. The many pupils that enter Year 1 with below
average proficiency in speaking and listening make particularly good progress in their
communication skills because the staff in Years 1 and 2 successfully boost them in
most lessons. Staff ensure that there are many opportunities to talk with partners

and in small groups and this accelerates the pupils’ expressive language well. This

approach is complemented by the rigorous and effective programme to build pupils’
sounds and letters skills, and this also aids their good progress in reading and
writing. As a result, pupils in Year 2 consistently work at age-related expectations
and attainment is average.
In Key Stage 2, progress in reading continues to be strong and, by the time that they
leave school, pupils’ attainment is above average. Pupils in Year 5 say that they
enjoy reading, and they are competent in comprehension, particularly in drawing
inference from the texts they are studying. In writing, pupils’ achievement in the past
has been no better than satisfactory. However, the school’s concerted effort to lift
achievement in writing has been successful and standards for current Year 5 and 6
pupils are above average. For example, a small minority of Year 6 pupils have
already reached the higher level expected at the end of Year 6. In addition, a few of
the more-able Year 5 pupils have attained the expected standard in writing at the

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

end of Year 6. However, some middle ability pupils’ progress in Years 3 to 6 is

hampered by their weak handwriting skills.
In mathematics, the curriculum to develop pupils’ calculation skills is good and this
leads to almost all pupils working at age-related levels. Year 5 pupils, for example,
successfully explained their method and reasoning when tackling ratio problems.
These more-able pupils demonstrated well how their speaking and listening skills
have been developed by the time they reach upper Key Stage 2. Their mathematical
vocabulary was good and they enjoyed the challenging tasks provided. Even so,

across the school, pupils’ presentation of mathematics is relatively weak and this

hinders the progress of some pupils. A good programme of support for pupils who
are an early stage of learning English enables these pupils to make good progress.
Similarly, a wide-ranging programme of withdrawal groups ensures that disabled
pupils and those with special educational needs also make good progress.

Quality of teaching

There has been a considerable improvement in the quality of teaching. Almost all
teaching is now good and this leads to pupils enjoying learning and making good
progress. As one Year 5 pupil said, ‘Our teachers are really clever. They understand
how to help us to meet our targets.’ Teachers manage the pupils well and ensure
that relationships are positive. Consequently, there is a calm and purposeful
atmosphere in all classes. A marked improvement in the teachers’ use of assessment
has both helped the pupils to become more independent learners and also to be
clear about the purposes and expected outcomes of lessons. Most of all, pupils are
provided with clear and precise targets and their next steps in learning are set well,
supported by thorough and comprehensive marking of their work. Activities are now
matched much better to pupils’ needs and generally work is challenging. However,
some inconsistencies remain because in some classes, teachers do not always ensure
that work for the most able is hard enough. A marked improvement in the quality of
tracking of pupils’ progress provides a rich range of data and these are used well
both to identify any pupils that are in danger of slipping behind and also to help
teachers to group pupils more effectively. It is the relentless determination of senior
staff to improve teaching that has led to improvements in learning for all groups of
pupils. This is recognised by parents and carers, who were almost unanimous in
stating that their children are taught well.

Paired and small group learning supports pupils’ personal skills well and has a
positive impact on developing pupils’ social development. Their spiritual, moral, and

cultural development is also promoted well by the themes and topics taught. Work in
literacy and numeracy is increasingly planned across the curriculum. This results in
pupils being enabled to practise these skills in history, geography and science
lessons. For example, Year 5 pupils spoke enthusiastically about their visit to the
Botanical Gardens and this gave rise to high quality recounts of the visit as well as
report writing on the parts of flowers.

Behaviour and safety of pupils

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Pupils thoroughly enjoy school and learning. Pupils’ good behaviour reported in the
previous inspection has been maintained with pupils behaving well both in lessons
and around the school. Even though some pupils have social and emotional
difficulties, they are managed well and the good programme of support enables
these pupils to play a full part in lessons. Pupils who may have a concern are
confident that all the adults will help them. Pupils say that they feel safe in school.
and that the rare incidences of bullying of any kind are dealt with well. The school’s
explicit principles ensure that there is a positive and welcoming ethos. The good
levels of pastoral support ensure that there is sensitive support for pupils and
families whose challenging circumstances may make them vulnerable. A number of
parents and carers made appreciative comments about how the school had helped
them through times of difficulty. Parents and carers reflect the pupils’ positive views
and they are almost unanimous in saying that their children are kept safe in school.

Leadership and management

There has been a marked improvement in leadership and management. Previously,
many of the subject leaders were new to post and their role in supporting the

school’s monitoring and evaluation procedures was not sufficiently well developed.

This is no longer the case. Senior leaders work closely together as a team and all the
staff share a common vision based on improving provision and pupils’ progress.

Procedures to check provision and pupils’ progress are comprehensive and robust

and they lead to accurate evaluations which, in turn, are used well to inform the
high-quality school development plan. Teamwork is strong and staff morale high
because all the staff know that their views and opinions are valued. Well-targeted
professional development, complemented by a programme of individual support, has
improved teaching. Improvements in teaching, pupils’ progress and leadership and

management demonstrate the school’s strong capacity for further improvement.

Governance is satisfactory. Although some members of the governing body make
regular visits to the school, these are not sufficiently systematic and this limits the

governing body’s capacity to challenge the school to make further improvements.

However, along with senior leaders, the governing body ensures that regulatory
requirements for safeguarding and protecting pupils are met.
The quality of the curriculum is good. The themed approach to learning provides a
good range of activities that the pupils thoroughly enjoy. The curriculum is enriched
well with visits and trips. The school promotes pupils’ spiritual, moral, social and
cultural development well. Pupils’ understanding of multicultural Britain is enhanced
by trips to a mosque and a Buddhist temple where pupils enjoyed a meditation
session. The school is a harmonious community in which others’ feelings and values
are respected well. Equality is promoted well and discrimination of any kind is not

tolerated. Pupils’ social and moral development is promoted by the good quality
personal and social programme supporting pupils’ understanding of their actions.


What inspection judgements mean

Grade Judgement Description
Grade 1 Outstanding These features are highly effective. An outstanding
school provides exceptionally well for all its pupils’ needs.
Grade 2 Good These are very positive features of a school. A school
that is good is serving its pupils well.
Grade 3 Satisfactory These features are of reasonable quality. A satisfactory
school is providing adequately for its pupils.
Grade 4 Inadequate These features are not of an acceptable standard. An
inadequate school needs to make significant
improvement in order to meet the needs of its pupils.
Ofsted inspectors will make further visits until it

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 46 46 8 0
Primary schools 8 47 40 5
14 38 40 8
Special schools 28 48 20 4
Pupil referral
15 50 29 5
All schools 11 46 38 6

New school inspection arrangements have been introduced from 1 January 2012. T his means that
inspectors make judgements that were not made previously.
The data in the table above are for the period 1 September 2010 to 31 August 2011 and represent
judgements that were made under the school inspection arrangements that were introduced on 1
September 2009. These data are consistent with the latest published official statistics about
maintained school inspection outcomes (see
The sample of schools inspected during 2010/11 was not representative of all schools nationally, as
weaker schools are inspected more frequently than good or outstanding schools.
Primary schools include primary academy converters. Secondary schools include secondary academy
converters, sponsor-led academies and city technology colleges. Special schools include special
academy converters and non-maintained special schools.

Percentages are rounded and do not always add exactly to 100.

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their

learning and development taking account of their

Attainment: the standard of the pupils’ work shown by test and

examination results and in lessons.

Attendance the regular attendance of pupils at school and in

lessons, taking into account the school’s efforts to
encourage good attendance.

Behaviour how well pupils behave in lessons, with emphasis

on their attitude to learning. Pupils’ punctuality to

lessons and their conduct around the school.

Capacity to improve: the proven ability of the school to continue

improving based on its self-evaluation and what
the school has accomplished so far and on the
quality of its systems to maintain improvement.

Leadership and management: the contribution of all the staff with responsibilities,

not just the governors and headteacher, to
identifying priorities, directing and motivating staff
and running the school.

Learning: how well pupils acquire knowledge, develop their

understanding, learn and practise skills and are
developing their competence as learners.

Overall effectiveness: inspectors form a judgement on a school’s overall

effectiveness based on the findings from their
inspection of the school.

Progress: the rate at which pupils are learning in lessons and

over longer periods of time. It is often measured

by comparing the pupils’ attainment at the end of a

key stage with their attainment when they started.

Safety how safe pupils are in school, including in lessons;

and their understanding of risks. Pupils’ freedom

from bullying and harassment. How well the school
promotes safety, for example e-learning.

26 January 2012
Dear Pupils

Inspection of Corpus Christi Catholic Primary School, Birmingham, B33 8BL

Thank you for making us so welcome when we came to inspect your school. We
enjoyed hearing about the many things that you enjoy in your school. I was
particularly impressed to see your website and read your blogs and also to see all the
photographs of the royal wedding last year. Yours is a good school. Your teachers
work hard to make lessons interesting and they plan lots of exciting activities for you
to do. This helps you to make good progress in your learning. Those of you who find
learning hard make good progress, as do those of you who are learning English as
an additional language. This is because you are supported so well.
You told us that your school is a happy place and that the adults look after you really
well. We agree with you and so do your parents and carers. We were impressed by
how well you get on together. Your behaviour is good and you feel safe in school.
We think that your headteacher does a good job and he is greatly helped by all the
staff. They are always checking on how well you are doing because they want you
always to do as well as you can.
Even in a good school like yours, there are things to improve. We have asked your
teachers to make sure that your handwriting improves and also your presentation of
work, particularly in your mathematics books. We have also asked your teachers to
make sure that when they plan your lessons, the work is always challenging for you,
particularly for those of you who learn quickly. Finally, we have asked that members
of the governing body should come and visit your lessons more often so that they
can find out for themselves how well you are doing.
We really enjoyed our time in your school. Thank you for taking time to talk to us
and letting us watch your lessons. You can help to make your school even better by
continuing to work hard towards your targets.
Yours sincerely
Keith Sadler
Lead inspector


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