Corpus Christi Catholic Primary School
phone: 01934 621919
headteacher: Mrs Rachael Barrett
210 pupils capacity: 96% full
120 boys 60%
80 girls 40%
Last updated: June 19, 2014
Primary — Voluntary Aided School
- Education phase
- Religious character
- Roman Catholic
- Establishment type
- Voluntary Aided School
- Establishment #
- OSGB coordinates
- Easting: 331897, Northing: 160722
- GPS coordinates
- Latitude: 51.341, Longitude: -2.9791
- Accepting pupils
- 4—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Oct. 24, 2012
- Diocese of Clifton
- Region › Const. › Ward
- South West › Weston-Super-Mare › Weston-super-Mare Central
- Urban > 10k - less sparse
- Investor in People
- Committed IiP Status
- Free school meals %
- 0.1 miles Ashbrooke House School BS231XH (81 pupils)
- 0.3 miles Walliscote Primary School BS231UY (272 pupils)
- 0.6 miles Christ Church Church of England Primary School BS233AF (207 pupils)
- 0.6 miles Wyncroft School BS234HB
- 0.7 miles Wyvern Community School BS233QP
- 0.7 miles Weston College BS232AL
- 0.7 miles Hans Price Academy BS233QP (614 pupils)
- 0.7 miles North Somerset Enterprise and Technology College BS222AL
- 0.8 miles Bournville Junior School BS233ST
- 0.8 miles Lancaster House School BS232RY (23 pupils)
- 0.9 miles Bournville Community Infant School BS233ST
- 0.9 miles Broadoak Mathematics and Computing College BS234NP
- 0.9 miles Bournville Community Primary School BS233ST (440 pupils)
- 0.9 miles Broadoak Mathematics and Computing College BS234NP (902 pupils)
- 1 mile Ashcombe Primary School BS233JW (477 pupils)
- 1 mile Windwhistle Primary School BS233TZ (425 pupils)
- 1.1 mile Rathbone Key Stage 4 BS233YS
- 1.2 mile Westhaven School BS234UT (90 pupils)
- 1.2 mile Inclusion Support Service BS234UT
- 1.2 mile Fairways Pupil Referral Unit BS234UT
- 1.3 mile Uphill Primary School BS234XH (301 pupils)
- 1.3 mile Sail PRU BS249AX
- 1.3 mile EOTAS Vocational Centre BS249AX
- 1.3 mile Voyage Learning Campus BS249AX (116 pupils)
Corpus Christi Catholic Primary
Ellenborough Park South, Weston-super-Mare, BS23 1XW.
|Inspection dates||24−25 October 2012|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Good||2|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a good school because:
It is not yet an outstanding school because
| Most pupils make good progress. |
Pupils who speak English as an additional
Teaching is good.
Pupils feel safe, behave well and enjoy being
The headteacher has provided the school
language and those with special educational
needs are helped to progress well.
in school. Attendance rates have improved
since the last inspection and are above
with steadfast and decisive leadership. She
has established high expectations and
effective systems for monitoring and
improving the school’s performance.
| Staff performance is well managed and weaker |
The governing body asks searching questions
The range of subjects, after-school activities
teaching has been tackled robustly.
of the school about how well pupils are doing
and how well they are taught.
and special events promote well pupils’ social,
moral, spiritual and cultural development.
| Teachers’ marking and the advice given to |
Teaching does not always challenge the most
pupils on how to improve their work are not
as good in mathematics as they are in
able pupils in mathematics.
| The data on pupils’ progress are not used well |
enough to set targets for improving teaching.
Information about this inspection
- The inspectors had meetings with staff, groups of pupils, the Chair of the Governing Body and a
group of governor representatives.
- The inspectors looked at a range of evidence including: the school’s data on pupils’ progress; the
school’s improvement plan; monitoring reports; the work pupils were doing in their books; and
the school’s documentation regarding safeguarding.
- The inspectors observed teaching and learning in 22 lessons and listened to groups of pupils
- The headteacher and deputy headteacher conducted three joint observations with the lead
inspector. The inspectors also observed senior leaders reporting back to teachers on the quality
of learning and pupils’ achievement in lessons.
- The inspectors met and held discussions with parents and carers at the start of each day. They
also took into account the 34 responses to the on-line questionnaire (Parent View) and the
results of a survey of parent and carers conducted by the school in May 2012.
|David Townsend, Lead inspector||Her Majesty’s Inspector|
|Richard Light||Her Majesty’s Inspector|
Information about this school
- This is an average-sized primary school.
An average proportion of pupils are eligible for the pupil premium, which provides additional
funding for children in local authority care and pupils known to be eligible for free school meals.
- The proportion of pupils who require extra help with their learning, or who have a statement of
special educational needs, is below average. The needs of these pupils relate mainly to specific
learning difficulties, speech, language and communication difficulties and behaviour, emotional
and social difficulties.
- The pupils come from diverse ethnic backgrounds, including White British, Indian, African, Mixed
and Other White backgrounds. Around a third of pupils speaks English as an additional language,
which is well above average.
- The school meets the government’s current floor standards, which set the minimum expectations
for pupils’ attainment and progress.
What does the school need to do to improve further?
- Improve standards in mathematics by:
extending to mathematics the best practice in teachers’ marking and advice to pupils as
evident in English
ensuring all lessons are challenging for all pupils, especially the more able.
- Increase the effectiveness of the school’s leaders by:
sharing information on pupils’ attainment and progress more widely with staff and governors
using data on pupils’ progress to evaluate what teaching approaches are working best, to set
targets for pupils and to evaluate the effectiveness of development plans.
|The achievement of pupils||is good|
- Since the last inspection, pupils’ attainment by the end of Years 2 and 6 has risen from low
levels to at least the national average in English and mathematics.
- Children join the Reception class with skills and abilities below those typically seen for their age.
They make good progress and most reach the expected levels by the start of Year 1. Children at
risk of falling behind are well supported. However, checks to compare how well all children
progress in each area of their learning are not thorough enough.
- Pupils make good progress in year groups. This is equally true for boys and girls, those who
speak English as an additional language and those with special educational needs. This is
because learning activities are well matched to pupils’ individual needs.
- Pupils in the current Year 6 did not make good progress until this year due to weaker teaching in
the past. Improved teaching and extra guidance in small groups for the less-confident pupils
mean that they are rapidly making up lost ground. Pupils in this year group are now on track for
the levels of attainment in English and mathematics expected for their age.
- Pupils supported by the pupil premium, which provides additional funding for children in the care
of the local authority and for pupils known to be eligible for free school meals, make good
progress in English and mathematics. The funds have been used to target a group of older
pupils in Years 5 and 6 whose mathematics and writing skills are weaker and whose progress
over time has been slower. One-to-one tuition and an after-school numeracy club, together with
work on sentence writing in small groups, have helped speed up their progress.
- Standards in reading are above average by the end of Years 2 and 6. When reading to an adult,
younger pupils use their knowledge of letters and sounds well to identify unfamiliar words. All
pupils speak enthusiastically about reading; they have a good understanding of different types of
books and read texts by a range of authors.
|The quality of teaching||is good|
- Teachers make learning interesting and active for pupils. They are given regular opportunities to
discuss ideas with partners and answer questions that require them to extend their own
thinking. These approaches particularly help pupils who speak English as an additional language
to achieve their potential.
- Teachers have good subject expertise. They set challenging tasks but also carefully guide pupils
through each step in their learning. In one mathematics lesson, older pupils were asked to
estimate the height of the world’s tallest man when given only the dimensions of his hands and
limbs. This intrigued the pupils and led to enthusiastic discussions about measuring length and
- Checks made on pupils’ progress are mostly used well to set work at the right level for all pupils.
Teachers regularly use questions to check pupils’ understanding. The pupils themselves are
regularly asked to assess how well they have demonstrated the features of good learning agreed
at the start of lessons. Sometimes, however, teachers do not offer sufficient challenge in lessons
for pupils of all abilities, especially the more-able mathematicians.
- Teachers in Key Stage 1 and Reception get the best out of pupils. In a Year 2 reading lesson for
more-able pupils, the teacher checked carefully that they could identify where the ‘er’ sound
occurs in a range of words, such as ‘lantern’ and ‘allergic’, spell the words correctly and identify
their meanings. In the Reception class, a teaching assistant guided the water play in the outdoor
learning area, using questioning skilfully to help children explore how a small ball travelled
through a set of tubes.
- Pupils find the guidance given by teachers when marking their writing particularly helpful,
particularly in English. They reflect carefully on how authors plan and write for effect. Key
features that make a story work or a poem memorable are brought alive through shared
discussion. Teachers refer to these closely and give excellent advice when marking pupils’
efforts. However, the marking of pupils’ numeracy work is not yet of the same quality.
|The behaviour and safety of pupils||are good|
- Pupils believe that their behaviour is good and that they are well cared for and safe in school.
Responses from the vast majority of parents and carers support the pupils’ view. During the
inspection, pupils were polite, respectful and welcoming to visitors.
- Pupils show very positive attitudes to learning. As one pupil put it, ‘Because behaviour is good,
we learn a lot.’ This process begins as the children enter the Reception class, where an exciting
classroom and enthusiastic teaching help foster children’s concentration and curiosity.
- Older pupils find lessons stimulating and respond well to being given regular opportunities to
plan and review their own learning. They also work effectively together, not least because
teachers place an emphasis on helping them to adopt specific roles during group activities. They
review their own and others’ contributions to the tasks set and this helps develop good social
skills and an awareness of others.
- Pupils have a good understanding of how to keep safe and know about different forms of
bullying, such as verbal and cyber bullying. The ‘buddy system’ works well; older pupils befriend
younger ones and are on hand to help.
- Pupils say that any reported instances of bullying are handled well by the school. While a
significant minority of parents and carers who responded to Parent View were not convinced that
bullying issues are sorted out effectively, other parents and carers, who talked to inspectors, and
the responses to the school’s own survey, supported the pupils’ view. This is also confirmed by
behaviour logs which show that effective strategies are used by the school to tackle any such
- Attendance is above average and has improved significantly over time. The school has taken a
more active approach and now works closely with parents, carers and attendance officers to
address any patterns of increased absence promptly.
|The leadership and management||are good|
- The headteacher has shown a strong commitment to improving pupils’ attainment and has a
clear understanding of how such improvement can be sustained. This commitment is shared by
the staff and the governing body.
- Leaders at all levels accurately evaluate the work of the school.
- The headteacher has strengthened the way in which the work of teachers is evaluated. Targets
are set which help teachers improve their practice and they are supported by carefully-planned
training activities, including links with colleagues in the Weston Excellence Partnership of local
- The school has good systems for checking pupils’ progress and full records about pupils’
attainment. However, this information is not routinely used by teachers to set targets for pupils
or to inform school development planning. This slows the pace of improvement.
- The school promotes pupils’ spiritual, moral, social and cultural development well; pupils are
encouraged to reflect on their learning and consider the school’s Catholic values through the
links made between subjects, and the many special events and after-school activities.
- Arrangements for safeguarding meet requirements.
- The local authority has provided the school with effective support; guidance for governors and
senior leaders, training programmes for subject leaders and classroom advice for teachers have
all helped speed up improvements.
- The governance of the school:
The governing body knows the school well because members visit regularly to monitor the
school’s work. This involvement, through the ‘governor of the month’ initiative, includes visits
to view lessons alongside school leaders and look at pupils’ work. Since the last inspection, the
rate of improvement has accelerated as governors have closely supported school leaders in
making changes to staffing, the school environment and policies. Governors have set targets
which fully hold the headteacher to account for ensuring good-quality teaching and have
supported her in tackling weaker practice. They have responded to messages in the May
survey of parents and carers about governors’ communications with families by establishing a
governors’ forum to involve families more directly in decisions about the school’s future.
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 employment.
|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 Ofsted inspectors.
|Unique reference number||109242|
|Local authority||North Somerset|
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||202|
|Appropriate authority||The governing body|
|Date of previous school inspection||6−7 July 2010|
|Telephone number||01934 621919|
|Fax number||01934 621590|