Holy Family Catholic Primary School
phone: 01704 213084
headteacher: Mrs Louise Morton
210 pupils capacity: 96% full
100 boys 50%
105 girls 52%
Last updated: June 18, 2014
Primary — Voluntary Aided School
- Education phase
- Religious character
- Roman Catholic
- Establishment type
- Voluntary Aided School
- Establishment #
- OSGB coordinates
- Easting: 335323, Northing: 417383
- GPS coordinates
- Latitude: 53.649, Longitude: -2.9799
- Accepting pupils
- 4—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Oct. 30, 2013
- Archdiocese of Liverpool
- Region › Const. › Ward
- North West › Southport › Norwood
- Urban > 10k - less sparse
- Free school meals %
- 0.1 miles Norwood Primary School PR97DU (418 pupils)
- 0.6 miles Mellowfield School PR90QT
- 0.7 miles Holy Trinity Church of England Primary School PR99AZ (208 pupils)
- 0.7 miles St Philip's Church of England Primary School PR86SS (213 pupils)
- 0.7 miles Bishop David Sheppard Church of England Primary School PR97BZ (246 pupils)
- 0.7 miles Meols Cop High School PR86JS (727 pupils)
- 0.7 miles Southport College PR90TT
- 0.7 miles Arden College PR90TZ
- 0.8 miles Tower Dene Preparatory School PR99RH
- 0.9 miles King George V College PR86LR
- 1.1 mile St Patrick's Catholic Primary School PR99RR (333 pupils)
- 1.2 mile Churchtown Primary School PR97NN (859 pupils)
- 1.2 mile Linaker Primary School PR85DB (474 pupils)
- 1.3 mile Kew Woods Primary School PR86JW (418 pupils)
- 1.4 mile Crossens Nursery School PR98PA (61 pupils)
- 1.4 mile Larkfield Primary School PR98PA (313 pupils)
- 1.4 mile Stanley High School PR99TF (723 pupils)
- 1.4 mile Presfield High School and Specialist College PR98PA (75 pupils)
- 1.5 mile Peterhouse School PR98PA (47 pupils)
- 1.6 mile Birkdale Primary School PR84EL (389 pupils)
- 1.6 mile St Teresa's Catholic Infant and Nursery School PR84BT (136 pupils)
- 1.6 mile Sunnymede School PR82BN
- 1.8 mile Marshside Primary School PR99XA (173 pupils)
- 1.8 mile Christ The King Catholic High School and Sixth Form Centre PR84EX (1226 pupils)
Holy Family Catholic Primary
Norwood Crescent, Southport, Merseyside, PR9 7DU
|Inspection dates||30–31 October 2013|
|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
| Pupils make good progress and achieve well |
The quality of teaching has continued to
Teachers plan particularly well for disabled
Children in the Early Years Foundation Stage
in all subjects. They reach above average
standards in their writing.
improve since the previous inspection and is
consistently good. Some of the teaching is
pupils and those who have special
educational needs and for those who join the
school with English as an additional language.
As a result, these pupils make at least good
progress from their starting points.
settle very quickly and happily. They are
provided with exciting resources and make
rapid progress in all areas of their
| Holy Family is a very happy school where |
The curriculum provides many memorable
The school is very well led and managed by
pupils feel safe and well cared for. Pupils are
polite and helpful and behave very well in
lessons and around school. They are proud to
take responsibility for themselves, each other
and their community.
experiences and promotes pupils’ spiritual,
moral, social and cultural development
exceptionally well. Every member of staff
contributes to the huge variety of after-school
clubs on offer.
the headteacher, her senior and middle leaders
and members of the governing body. They
monitor the quality of teaching and pupil
achievement and progress very effectively.
Plans are put in place quickly to address any
weaknesses. As a result, this is an improving
| Too few pupils make outstanding progress to |
reach higher levels in reading and
mathematics to match their achievement in
| Pupils are not always given sufficient |
opportunity to develop their skills as confident
speakers who can express their views and
Information about this inspection
- Inspectors observed 14 lessons including two joint observations carried out with the
headteacher. All classes and teachers were seen. Inspectors also carried out a number of shorter
observations of sessions for small groups of pupils which were delivered by teaching assistants,
external specialists and parent volunteers.
- Meetings were held with members of staff, including senior and middle leaders. Inspectors met
with a group of pupils who were representatives of the school council and spoke with pupils
informally around the school.
- Discussions were held with representatives of the governing body and the local authority.
- Inspectors spoke to a number of parents informally. They took into account the 47 responses to
the on-line questionnaire, a number of letters received from parents and the analysis of the
school’s own recent parent questionnaire.
- A range of documentation was reviewed, including the school’s checks on how well it is doing
and development plans, information about pupils’ progress, behaviour and attendance, the
curriculum and how well the school keeps pupils safe.
|Hilary Ward, Lead inspector||Additional Inspector|
|Peter Jones||Additional Inspector|
Information about this school
- The school is smaller than the average-sized primary school. It has an Early Years Foundation
Stage for Reception-aged children.
- The proportion of pupils known to be eligible for the pupil premium is lower than average. (Pupil
premium is additional funding for those pupils who are known to be eligible for free school
meals, children who are looked after by the local authority and children of service families.)
- The proportion of pupils from minority ethnic groups is lower than average but the number of
pupils who speak English as an additional language has increased in recent years. Many of these
pupils join the school at times other than from the start of their Reception Year.
- The proportion of disabled pupils and those who have special educational needs who are
supported at school action is about average but the proportion of those who receive support at
school action plus or with a statement of special educational needs is well above average.
- A private before- and after-school club is run on the school site but is inspected separately and
was not included as part of this inspection. The school also runs its own after-school, lunchtime
and holiday clubs.
- The school shares some external facilities with a neighbouring primary school.
- 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 attainment in reading and mathematics so that more pupils, particularly more-able
pupils, make outstanding progress by:
further raising the expectations of teachers, pupils and parents for what they can achieve
providing more opportunities for pupils to learn at a faster pace and to work more
independently without being directed by the teacher.
- Improve pupils’ speaking and listening skills by:
encouraging them to extend their answers to questions when appropriate
ensuring all pupils are actively involved in tasks where they can develop their confidence
through practising their oral skills.
|The achievement of pupils||is good|
- Most children enter the Early Years Foundation Stage with skills and knowledge below those
typical nationally and a growing number arrive with English as an additional language. Children
make rapid progress during their Reception Year as a result of the very effective communication
and teaching strategies and the well-chosen resources which help them to learn very well in all
areas of their development.
- On entry to Key Stage 1, pupils are achieving at or slightly below national expectations which
represents good progress during their year in Reception class. However, for many, literacy and
numeracy skills remain low at this stage.
- By the time they reach the end of Key Stage 1, however, the achievement of the majority of
pupils is nearing the national average in English and mathematics.
- This progress is built on in Key Stage 2 with pupils’ attainment reaching at least the national
average in both English and mathematics.
- Pupils make accelerated progress in writing because teachers have given attention to providing
them with the support and prompts they need to write with confidence. Pupils can write well in
all subjects of the curriculum. For example, in a Year 1 history lesson pupils enjoyed finding
exciting words to describe the dinosaurs they were writing about.
- Pupils do not always make sufficiently rapid progress towards higher levels of attainment,
especially in reading and mathematics. This is because sometimes teachers do too much for
more-able pupils. Occasionally, opportunities are missed for pupils to develop their independent
thinking and speaking skills as effectively as they should by finding things out for themselves,
answering questions fluently and talking about what they have learned independently.
- All groups of pupils make at least good progress from their starting points. Consequently, those
eligible for the pupil premium have closed attainment gaps with their peers. Disabled or those
with special educational needs and pupils who speak English as an additional language, including
those who join the school at later times, do particularly well because of the additional support
they receive from well-trained staff and from specialist advisors the school brings in.
|The quality of teaching||is good|
- The quality of teaching is good and there is some outstanding practice across all key stages.
Children in Early Years Foundation Stage are provided with a range of methods to support their
early communication and enthusiastically join in with teachers and teaching assistants who
model sign and gesture very effectively.
- Lessons are fun and teachers are very skilled at finding topics that will capture their pupils’
interests. For example, in a Year 2 mathematics lesson, pupils developed their knowledge of
tables by calculating how many rows of seats had been sold on an aeroplane and how many
were left. The teacher had added appropriate airport sound effects and visual resources which
pupils really enjoyed.
- Pupils know how well they are doing because teachers’ marking consistently provides them with
information about their achievements and sets challenges and targets for where to go next.
Increasingly, pupils are self-evaluating how well they are learning as they respond to the
comments and additional work teachers give them.
- Teaching assistants make an outstanding contribution to pupils’ learning across the school.
Teaching assistants willingly undertake training and develop skills and knowledge which enable
them to support pupils, especially those with additional needs, to give them an equal opportunity
to succeed and close the gaps in their learning.
- Early good communication skills are not always built on well enough higher up the school. Pupils
develop very good writing skills but sometimes teachers miss opportunities to encourage pupils
to verbally express their views and opinions with confidence.
- Teachers plan lessons thoroughly, using a common format across the school to ensure activities
are well matched to the differing abilities of pupils in the class. Planning ensures pupils are able
to practise and develop their literacy and numeracy skills across all subjects of the curriculum.
Occasionally, the planning does not enable pupils, especially those who are more-able, to find
things out for themselves without the help of an adult.
|The behaviour and safety of pupils||are good|
- Parents say their children are safe and happy at Holy Family. Pupils and their parents enjoy
excellent relationships with adults in the school. This, together with the Catholic ethos which
permeates the rich curriculum, supports pupils’ spiritual, moral, social and cultural development
- Pupils’ attitudes to learning are good and improving due to the introduction of an ‘assertive
mentoring’ programme which encourages pupils to take increasing responsibility for their own
learning, behaviour, attendance and punctuality. Pupils thoroughly enjoy ‘going for green’ and
love to receive rewards such as the ‘I’ve been spotted’ cards. As a result of effective
implementation of this approach, pupils are becoming more active learners in the classroom.
- Behaviour in lessons and around school is now excellent. Senior leaders have reorganised some
aspects of provision for the high number of disabled pupils and those with special educational
needs to enable them to learn and behave more appropriately. This enables other pupils to learn
more effectively too.
- Pupils enjoy taking on responsibilities such as being members of the school council, eco-warriors
and play buddies. They show respect for each other, for adults and for their community, with a
group of older pupils inviting local councillors to see the mess made by dogs outside the school
and asking for their support to take action. They enjoy learning about other cultures and take
part in events, for instance as members of the choir, band or dance group.
- The work of the parent support adviser, together with the assertive mentoring programme, has
resulted in improvements in attendance and punctuality which are now close to national average
and improving over time.
- The mutually respectful relationships pupils enjoy with adults and fellow pupils ensure bullying in
all its forms is understood and that rare occurrences are dealt with effectively. Pupils learn how
to keep themselves safe and develop a good understanding of the dangers of social media.
|The leadership and management||are good|
- Holy Family is a very happy and steadily improving school because the headteacher and her
team share a total commitment to providing their pupils with the best possible start in life. Given
this track record, together with good governance, means that the school is well placed to
- Senior and middle leaders have very accurately evaluated how well the school is doing and what
is needed to make it even better. They have put actions in place to secure further improvements
in pupils’ progress and attainment.
- The headteacher, her deputy and middle leaders check pupils’ progress frequently. They match
this against their regular monitoring of the quality of teaching. Support and training are provided
to ensure staff have the skills they need to meet the learning needs of the different groups of
pupils. As a result, all pupils have an equal opportunity to succeed. This is a highly inclusive
school where support for vulnerable children is outstanding.
- Staff feel well-supported by leaders and managers, including members of the governing body
who are frequent visitors to the school. The support they receive has improved the quality of
teaching over time.
- The curriculum is extremely well-thought-out to be sure it captures pupils’ interests and
imagination. Pupils go on a wide range of visits and have visitors into the school. Every member
of staff offers a skill or interest in the huge range of after-school clubs which pupils can attend.
- Partnerships with parents are very strong and they feel well-informed about what their children
are learning. The school works closely with a range of external agencies where appropriate to
support parents and their children to meet individual needs.
- The local authority provides light-touch support to the school. Routine visits are made to monitor
the quality of provision and ensure standards are maintained.
- The governance of the school:
Governance is good. Members of the governing body make regular visits to classrooms to
monitor aspects of pupils’ learning. They are well informed about pupils’ progress and involved
in decisions to improve the provision. Governors monitor the performance of the headteacher
and other members of staff very effectively and ensure promotion is awarded appropriately.
They ensure pupil premium funding is used in the best interests of eligible pupils and is
making a difference. Governors have agreed how the new physical education and sports
funding will be spent. Safeguarding is a priority and all requirements are fully met.
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||104915|
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||208|
|Appropriate authority||The governing body|
|Date of previous school inspection||25 February 2009|
|Telephone number||01704 213084|
|Fax number||01704 211951|
You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted
will use the information parents and carers provide when deciding which schools to
inspect and when and as part of the inspection.
You can also use Parent View to find out what other parents and carers think about
schools in England. You can visit www.parentview.ofsted.gov.uk, or look for the link
on the main Ofsted website: www.ofsted.gov.uk