English Martyrs Catholic Primary School
phone: 01924 303635
headteacher: Mrs Catherine Flood B.Ed, Npqh
204 pupils capacity: 126% full
125 boys 48%
130 girls 50%
Last updated: June 19, 2014
Primary — Voluntary Aided School
- Education phase
- Religious character
- Roman Catholic
- Establishment type
- Voluntary Aided School
- Establishment #
- OSGB coordinates
- Easting: 431068, Northing: 420270
- GPS coordinates
- Latitude: 53.678, Longitude: -1.5311
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Nov. 27, 2012
- Diocese of Leeds
- Region › Const. › Ward
- Yorkshire and the Humber › Wakefield › Wakefield West
- Urban > 10k - less sparse
- Investor in People
- Committed IiP Status
- Free school meals %
- 0.2 miles Flanshaw St Michaels CofE (Voluntary Controlled) Primary (NIJ) School WF29JA
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- 0.4 miles Waterton Junior and Infants School WF28LZ
- 0.6 miles The Springfield Centre WF28BB (52 pupils)
- 0.6 miles Wakefield Flanshaw Junior and Infant School WF20AS (408 pupils)
- 0.6 miles Wakefield Snapethorpe Infant School WF28AA
- 0.6 miles Wakefield Snapethorpe Junior School WF28AA
- 0.6 miles Wakefield Snapethorpe Primary School WF28AA (584 pupils)
- 0.8 miles Wakefield the Mount Junior and Infant School WF28QW (196 pupils)
- 0.8 miles The Cathedral School WF28QF
- 0.8 miles Cathedral Middle School WF28QF
- 0.8 miles Cathedral Academy WF28QF (728 pupils)
- 0.9 miles Lawefield Infants School WF28ST
- 0.9 miles Lawefield Junior School WF28ST
- 0.9 miles Alverthorpe St Paul's CofE (VA) School 3-11yrs WF20BT (281 pupils)
- 0.9 miles Wakefield the Park School WF28SX
- 0.9 miles Wakefield Lawefield Primary School WF28ST (249 pupils)
- 1.2 mile Silcoates School WF20PD (699 pupils)
- 1.2 mile Thornes House School WF28PW
- 1.2 mile Wakefield College WF12DH
- 1.2 mile Wakefield Girls' High School Junior School WF12QX (390 pupils)
- 1.3 mile Wakefield St Johns Church of England Voluntary Aided Junior and Infant School WF13JP (199 pupils)
- 1.3 mile Horbury School - A Specialist Language College WF45HE
- 1.3 mile Wakefield Girls' High School WF12QS (686 pupils)
English Martyrs Catholic Primary School
Dewsbury Road, Wakefield, West Yorkshire, WF2 9DD
|Inspection dates||27–28 November 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.
It is not yet an outstanding school because
| The headteacher is driving the school forward |
Pupils behave well and have positive attitudes
Standards and the rate of progress have
with vision and determination through a very
clear focus on the continual improvement of
to their work. They have a good
understanding of how to keep themselves
and others safe.
considerably improved in the last 18 months.
| Teaching is now good, including in the Nursery |
Pupils from all backgrounds are warmly
Teamwork in the school is good and all staff
class, which ensures that children develop an
early enthusiasm for learning.
welcomed and those who need the most help
are well supported.
and governors work well together to ensure
pupils are supported effectively in their
learning and personal development.
| Standards in mathematics are not as high as |
Pupils do not develop the confidence to
in other subjects.
accurately describe what they are doing in
mathematics activities and are not able to
solve problems quickly enough.
| The quality of teaching is a little variable as is |
Subject leaders have had few recent
the level of challenge provided. Introductions
to activities do not always give the best start to
opportunities to observe teaching and learning
and identify further areas for improvement.
Information about this inspection
- Inspectors observed 18 lessons or parts of lessons. Several of these were joint lesson
observations with the headteacher. Inspectors also observed several ‘Maths Passport’ sessions
(short mental mathematics activities), guided reading sessions and listened to individual pupils
- Meetings were held with the headteacher, subject leaders and those with responsibility for the
Early Years Foundation Stage and special educational needs. Discussions took place with groups
of pupils, as well as with representatives of the governing body and local authority.
- Inspectors took account of the views of 23 parents from the online questionnaire (Parent View)
and the responses to the staff questionnaire. They spoke to a small number of parents at the
start of the school day and noted information from the school’s most recent parent survey.
- Inspectors observed the school’s work and looked at a number of documents, including the
school’s own data on pupils’ progress, planning and monitoring information and records relating
to behaviour, attendance and safeguarding.
|Sue Hall, Lead inspector||Additional Inspector|
|Deana Aldred||Additional Inspector|
|Paul Plumridge||Additional Inspector|
Information about this school
- This is an average sized primary school.
- There is provision for children in the Early Years Foundation Stage in the school’s Nursery and in
the Reception class.
- The number of pupils known to be eligible for the pupil premium is a little above the national
average. This provides additional funding for those known to be eligible for free school meals,
from service families or in the care of the local authority.
- The proportion of disabled pupils and those who have special educational needs identified at
school action is slightly below average.
- The proportion of pupils supported at school action plus or with a statement of special
educational needs is close to the average.
- About 17% of pupils are from ethnic minority groups, with most of these speaking English as an
- The school meets the government’s current floor standards which set the minimum expectations
for pupils’ attainment and progress.
- The headteacher has been in post for 18 months. During the inspection, teaching in three of the
eight classes was provided by newly qualified teachers, including two providing cover during
What does the school need to do to improve further?
- Raise standards and progress especially in mathematics by:
making sure that pupils become confident in describing what they are doing in mathematical
ensuring that all pupils are able to solve mathematical problems speedily and accurately
extending the role of subject leaders in rigorously checking on standards and the quality of
teaching in order to identify further areas for improvement.
- Ensuring teaching across the school is consistently good with some that is outstanding by:
making full use of information about how well pupils have learnt to check that work is well
matched to the abilities of different groups
checking that the introductions to lessons enable pupils to move onto their work quickly and
with a clear understanding of what they need to do.
|The achievement of pupils||is good|
- Children enter the Nursery class with skills that are often below those typically expected for their
age particularly in their social and language development. Some children struggle to explain
what they are thinking which remains a challenge for staff throughout the school.
- With good teaching in the Nursery class, children settle quickly and develop an enthusiasm for
learning. For example, one group used new words to describe what they were doing when using
small fishing nets to catch ‘magic balls’ in the water tray.
- The progress pupils make throughout the school is mixed but is generally good and has
considerably improved in the last year. All permanent staff provided some examples of good
- By the time pupils leave Year 6, standards are close to the national average and rapidly
improving. The sample of recent work inspectors looked at shows that across the school there is
a growing proportion of pupils on line to achieve the expected standard. There is also a much
better number on track to exceed their targets than in recent years.
- Boys and girls achieve equally well. Those who are supported by the pupil premium funding
make similar progress to their classmates and last year did better in their writing than many
others. This is because funding is well used to support their learning. Pupils who speak English
as an additional language also make good overall progress.
- Disabled pupils and those who have special educational needs are well supported. They receive
specific additional help in lessons and in small group or individual activities which helps them
make good progress towards their individual targets. The support for pupils with behaviour,
emotional and social difficulties is effective, including at break times, to help overcome their
anxieties when mixing with larger groups of pupils.
- Recently, pupils have done better in their writing and in reading than in mathematics. This is
because the school has ensured there is an interesting range of topics to write about.
Expenditure on new reading books, especially to appeal to boys, has resulted in many saying
they really like their new books and are keen to read them.
- Pupils are taught how to develop their understanding of letters and the sounds they make and
this shows in the good progress made in reading. Parents and carers also support reading well.
- Pupils are taught the basic skills of how to calculate but many struggle to use an appropriate
mathematical vocabulary to describe what they know and are doing. For example, pupils in Year
6 find it difficult to explain what factors are, which limits their ability to solve problems. Several
pupils across the school also have quite slow calculation skills, which affect their ability to work
quickly and accurately.
|The quality of teaching||is good|
- Improvements in the quality of teaching have been key to the recent rise in standards and the
better rate of progress made across the school. There is a strong focus from senior leaders on
continuing to improve teaching which the staff team strongly support in their shared
determination to raise standards further.
- Staff in the Nursery class are enthusiastic in their approach and ensure that learning is fun and
challenging. Good use in made of the classroom base, the outdoor space and the
‘indoor/outdoor area’ to ensure there are lots of interesting practical activities in which children
can take part.
- Across the school, staff ask a good number of questions to encourage the children to join in
discussions about what they are doing. There are plenty of well-planned activities where even
the youngest children are encouraged to start to learn to write. Because adults give them lots of
praise and discuss with them what they are doing, their levels of understanding improve.
- Staff manage lessons well so that most activities are conducted in a calm and purposeful
manner. Older pupils can clearly identify their specific targets. They know what levels they are
working at and what they need to do to improve.
- Teachers have good expectations of what the pupils can achieve. The planning of lessons is
detailed and sometimes extensive which occasionally obscures exactly what the children are to
- Most staff use a range of information to set tasks that contain the right amount of challenge.
Where teaching is less effective, staff do not use this range of information well enough and the
level of challenge is not always right. Occasionally it is too hard for some pupils and too easy for
- The use of time at the start of the lesson is also variable. Occasionally, staff talk for too long
that affects pupils’ concentration, whereas in other lessons explanations are too brief which
leads to some groups not understanding exactly what they have to do. Teaching assistants are
often well trained and experienced but their effectiveness in supporting some groups of pupils is
- Staff training activities, including the close monitoring by the headteacher and support from
literacy and numeracy leaders has ensured a strong focus on improving teaching. There is now
no teaching in school that is inadequate and a growing proportion that is effective.
|The behaviour and safety of pupils||are good|
- Most pupils say they like coming to school and that they feel safe. The large majority are well
behaved, polite and helpful to each other and the adults around them.
- Parents’ views indicate they feel confident their children are kept safe. Pupils get on well with
others and boys and girls happily work together sharing their ideas. Younger pupils say they
particularly enjoy playtimes and know they need to move around sensibly to ensure they all stay
- Pupils have a good understanding of what bullying is. They know that it is something that is
repeated and not just a single falling out. They explain this can be verbal, physical and cyber-
bullying and know what this means. They understand what racism is and those from ethnic
minority groups say they feel very comfortable and happy in school. All of those spoken to say
they know there is always someone that they can share any worries with and staff will take
action if necessary.
- Pupils have positive attitudes to learning. Most concentrate well and try hard with their work
which is often neatly presented. In lessons, most offer their ideas in discussions. However, this is
not always so and, for example, even in effective lessons in Year 4 and in Year 6, some pupils do
not make much effort to offer their ideas which limits discussions.
- Pupils with additional needs are usually well supported which ensures that their behaviour does
not impact on the learning of others.
- Attendance and punctuality are good with awards for regular attendance.
|The leadership and management||are good|
- The new headteacher has made a considerable impact on school improvement since her
appointment 18 months ago. She is driving improvement with a determined focus on achieving
higher standards. Parents are pleased with the improvements made which they believe is
making a positive impact on learning.
- The headteacher is well supported by subject leaders and staff all of whom clearly express a
commitment to continuing ‘the journey’ the school is on. Everyone recognises ‘we aren’t where
we want to be yet’ but that strong progress has been made.
- Teachers’ performance is monitored closely and senior staff use information from lesson
observations and data about pupils’ progress to decide whether teachers should be paid more.
This is well linked to a programme of staff training and has led to improvements in some areas.
- Subject leaders make an effective contribution to improving teaching through a focus on
reading, writing and mathematics. The school has introduced ‘Maths Passport’ activities where
pupils practise their mental calculation skills, with some early progress being evident.
- Subject leaders scrutinise planning and samples of pupils’ work and there has been particular
success in writing and reading. The recent monitoring of lessons has mainly involved the
headteacher and external advisors. There are clear plans to involve subject leaders more in
order to ensure they are able to accurately identify what other improvements can be made.
- The local authority provides support for the school when needed and has recognised the
considerable recent improvement. Overall, the school’s procedures to check on how well it is
performing are good, although occasionally leaders’ view of the quality of teaching they observe
appears to be somewhat generous.
- Pupil premium funding is used well to make sure that individual pupils get the support they
need. This is used, for example, to employ additional teaching assistants to provide extra help
and a care worker to support pupils with behavioural, emotional, social and emotional
difficulties. There is also training to support those struggling with reading and additional
resources for investigations and home/ school reading books. The school assesses the impact of
specific expenditure through data which show that those receiving additional help make better
progress than their classmates in some areas.
- The school provides pupils with a strong moral code. There is considerable emphasis placed on
pupils’ social development and encouraging them to take responsibility for their own actions.
Pupils also learn more about the cultures and beliefs of others.
- Staff ensure that all pupils have equal access to learning and are provided with a good range of
opportunities to achieve well whatever their background and ability. Procedures to safeguard
pupils meet current government requirements. Overall, the school has good capacity to continue
- The governance of the school:
The governing body has improved their ways of working since the last inspection by ensuring
that they have a more detailed understanding of the school’s effectiveness. Governors are
taking much greater account of the range of data and monitoring information available to
them. They are informed about the quality of teaching and salary progression of staff. This
ensures that they are able to ask more challenging questions of senior leaders than previously.
They are now able to hold staff to account for the standards achieved and the use of pupil
premium funding. Governors have established a clear focus on development planning. They
are keen to extend their programme of focussed visits to ensure that they have an even better
first-hand understanding of the areas for improvement and are not as dependent on staff for
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||108256|
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||257|
|Appropriate authority||The governing body|
|Date of previous school inspection||3 March 2010|
|Telephone number||01924 303635|
|Fax number||01924 303639|