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Holy Family Catholic Primary School Closed - academy converter June 30, 2014

see new Holy Family Catholic Primary School

Holy Family Catholic Primary School
Kirton Lane
South Yorkshire

phone: 01302 *** ***

headteacher: Mrs Bernadette Nesbit

reveal email: adm…

school holidays: via Doncaster council

193 pupils aged 2—10y mixed gender
140 pupils capacity: 138% full

85 boys 44%


110 girls 56%

≤ 244a44b34c105y206y137y108y179y610y9

Last updated: June 30, 2014

Primary — Voluntary Aided School

Education phase
Religious character
Roman Catholic
Establishment type
Voluntary Aided School
Establishment #
Close date
June 30, 2014
Reason closed
Academy Converter
OSGB coordinates
Easting: 464974, Northing: 411980
GPS coordinates
Latitude: 53.6, Longitude: -1.0196
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Nov. 4, 2010
Diocese of Hallam
Region › Const. › Ward
Yorkshire and the Humber › Doncaster North › Stainforth and Moorends
Urban > 10k - less sparse
Free school meals %

rooms to rent in Doncaster

Schools nearby

  1. Holy Family Catholic Primary School DN75BL
  2. 0.2 miles Stainforth Kirton Lane Primary School DN75BG (219 pupils)
  3. 0.5 miles Stainforth Infant School DN75DH
  4. 0.5 miles Westgate First School DN75DH
  5. 0.5 miles Eastgate First School DN75DH
  6. 0.6 miles Stainforth Middle School DN75AB
  7. 0.6 miles Stainforth Junior School DN75AB
  8. 0.6 miles Long Toft Primary School DN75AB (339 pupils)
  9. 1 mile Fishlake Endowed First School DN75JT
  10. 1.1 mile Dunscroft Abbey CofE Middle School DN74EG
  11. 1.5 mile Hatfield Crookesbroom Primary School DN76JP
  12. 1.5 mile Hatfield Manor CofE Junior School DN76QE
  13. 1.5 mile Crookesbroom Primary Academy DN76JP (233 pupils)
  14. 1.6 mile Hatfield Sheep Dip Lane Primary School DN74AU (297 pupils)
  15. 1.6 mile Manor Middle School DN76QE
  16. 1.7 mile Travis St Lawrence CofE Primary School DN76QE (373 pupils)
  17. 1.7 mile Hatfield Ash Hill Middle School DN76JJ
  18. 1.8 mile Hatfield Visual Arts College DN76JH
  19. 1.8 mile Chase School DN76JH
  20. 1.8 mile Coppice School DN76JH (99 pupils)
  21. 1.8 mile Ash Hill Academy DN76JH (831 pupils)
  22. 2.3 miles Dunsville Primary School DN74HX
  23. 2.3 miles Dunsville Primary School DN74HX (336 pupils)
  24. 2.4 miles Northfield Middle School DN84BQ

List of schools in Doncaster

Holy Family Catholic Primary School

Inspection report

Unique Reference Number 106772
Local Authority Doncaster
Inspect ion number 356026
Inspect ion dates 20–21 October 2010
Report ing inspector Rosemary Eaton

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
Nu mber of pupils on the school roll 176
Appropriate authority The governing body
Chair Mr Peter O'Neill
Headteacher Mr Paul McLaughlin
Date of prev ious school inspection 13 September 2007
School address Kirton Lane
Stainforth, Doncaster
South Yorkshire DN7 5BL
Telephone number 01302 841283
Fax number 01302 350855
Email address reveal email: adm…
Age group 3–11
Inspect ion dates 20–21 October 2010
Inspect ion number 356026


This inspection was carried out by three additional inspectors. The inspectors observed
eight lessons, each taught by a different teacher. Meetings were held with groups of
pupils, governors and staff. The inspection team observed the school's work and looked at
a range of documents including the school's plans for its future development, safeguarding
policies and records, samples of pupils' work, and assessment information. The 53
questionnaires returned by parents and carers were analysed as were those completed by
pupils and staff.

  • The degree of challenge English lessons pose to the most able pupils, to determine
    whether they are reaching high enough levels.
  • How effectively teaching and the curriculum meet the needs of boys.
  • The success of actions taken by leaders to drive up standards and achievement in
  • The effectiveness of the school's strategies for promoting regular attendance.

Information about the school

This is a smaller than average-sized primary school. The proportion of pupils known to be
eligible for free school meals is broadly average. Most pupils are White British. The largest
minority ethnic group is made up of children from Traveller families. An above average
proportion of pupils have special educational needs and/or disabilities. Several of these
pupils have behavioural, emotional and social difficulties. Since the previous inspection
there have been a number of staff changes, including the appointment of a new deputy
headteacher. The school has gained the Basic Skills Charter Mark.

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: how good is the school? 2
The school's capacity for sustained improvement 2

Main findings

'We're all happy here and we learn a lot.' In a few words, pupils sum up the key features
of this good school. Since the previous inspection, thoughtful and determined leadership
has ensured that the school has retained its caring and inclusive ethos whilst the quality of
teaching has improved significantly. As a result pupils' learning and progress are now good
and standards are rising in reading, writing and mathematics. Self-evaluation is systematic
and thorough and provides leaders, including governors, with an accurate view of the
school's strengths and where more development is still needed. Staff share the
commitment to pupils' welfare and achievement, appreciate the part they each play in
moving the school forward and help to ensure its good capacity for sustained
When they join the Nursery, the skills of most children are below or even well below the
expectations for their age. Good teaching and well-organised opportunities for learning in
the classrooms lead to good progress during the Early Years Foundation Stage. However,
children do not all reach the levels expected by the time they start Year 1 and activities
outdoors are not always as well planned or easily available to children. By the end of Year
6, attainment is broadly average, although pupils' writing is weaker than their reading and
mathematics. In most respects, teachers have high expectations of pupils. For example,
they make sure that work is matched well to what different groups need to learn next.
However, pupils are not always required to write neatly and displays of written work in
classrooms and corridors often contain many uncorrected spelling and punctuation errors.
This means that pupils do not appreciate the importance of taking care over all aspects of
their writing.
Pupils feel safe in school, reflecting the close attention the school pays to looking after
them and providing each one with the support they need. They behave well and care
about each other, readily taking on all manner of responsibilities within the school. Strong
partnerships with parents and carers and a host of agencies and organisations enhance
the curriculum, and the care and support provided, helping to secure pupils' good
achievement and their general well-being.

What does the school need to do to improve further?

  • Improve the levels reached by children in the Early Years Foundation Stage by:
    providing more opportunities for them to choose to learn in an outdoor setting
    ensuring that activities outdoors reflect the good quality provision indoors.
  • Improve standards in writing throughout the school by ensuring that:
    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
    teachers have consistently high expectation of pupils' handwriting and the
    presentation of their written work
    better use is made of opportunities for pupils to talk together in order to organise
    their ideas
    displays of pupils' writing set high standards for others to reach.
Outcomes for individuals and groups of pupils 2

Pupils' good behaviour in lessons contributes to their ability to work independently. They
seldom need prompting to stay on task. Very good relationships between pupils and with
adults mean that all boys and girls are keen to contribute to discussions, secure in the
knowledge that their views will be respected and their efforts acknowledged. Pupils enjoy
opportunities to talk together and they work cooperatively with partners or as part of a
team. They try hard to succeed at tasks, but do not always take enough care over their
written work. For example, younger pupils form letters inaccurately and older ones
sometimes print rather than use cursive script.
Attainment fluctuates year-on-year according to the starting points of each pupil in the
relatively small year groups. However, there is a clear trend of improvement, with
increases in the numbers reaching both the expected and higher levels in reading, writing
and mathematics. Writing is the weakest area of learning from the Early Years Foundation
Stage onwards. Pupils with special educational needs and/or disabilities make good
progress, as do those from Traveller backgrounds. Boys and girls make equally good
progress as they move up through the school.
Pupils are certain that 'teachers care for us' and this helps them to feel so safe. They
rightly consider this to be a healthy school. They think highly of the quality of school
lunches and the school council is proud of the part it played in changes such as the
introduction of meal choices and the salad bar. Growing, cooking and eating fruit and
vegetables contribute to pupils' good awareness of healthy eating principles. Pupils make
a very good contribution to the school, for example, by acting as play leaders, eco-
warriors and monitors. They support a number of global causes, such as donating funds to
a village in Vietnam, and are now seeking ways to make a difference to their local
community. Different groups of pupils relate extremely well to each other; 'We all have
lots of friends.' they say. Although in many ways pupils are prepared well for their future
lives, their attendance is no more than average and their skills in key areas such as writing
are not fully developed.

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

These are the grades for pupils' outcomes

Pupils' achievement and the extent to which they enjoy their learning 2
Taking into account:
Pupils' attainment¹
The quality of pupils' learning and their progress 2
The quality of learning for pupils with special educational needs and/or disabilities
and their progress
The extent to which pupils feel safe 2
Pupils' behaviour 2
The extent to which pupils adopt healthy lifestyles 2
The extent to which pupils contribute to the school and wider community 2
The extent to which pupils develop workplace and other skills that will contribute to
their future economic well-being
Taking into account:
Pupils' attendance¹
The extent of pupils' spiritual, moral, social and cultural development 2


The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

is low

How effective is the provision?

Teachers make good use of the information they collect about pupils' attainment and
progress. They adapt activities, for example, in English lessons, so they are just hard
enough for particular groups of pupils, such as the most able. Teaching assistants make
strong contributions to lessons and learning, especially through the support they give to
those with special educational needs and/or disabilities. Agreed strategies for managing
the behaviour of particular pupils are followed consistently so the learning of all pupils is
uninterrupted. Teachers use questions well to check pupils' understanding and encourage
them to think hard. They make sure that lessons are motivating for both girls and boys.
There are some, but not enough, opportunities for pupils to talk to each other in order to
clarify and organise their ideas prior to writing them down, and the focus of these
discussions is not always clear enough. Teachers do not routinely draw pupils' attention to
the importance of clear handwriting and neat presentation or comment on this when they
mark work.
Strong features of the curriculum include the very popular residential visits which are open
to all pupils in Years 4, 5 and 6. An annual week of activities enables all pupils to learn
about and appreciate the culture of Travellers. Sports' partnerships allow the school to
offer a wide range of opportunities, including coaching by football and rugby
professionals. Resources, such as books, have recently been enhanced to help motivate
boys to read. Links between subjects, to provide memorable experiences and help 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

appreciate the relevance of what they learn, are being developed. Displays around the
school inform pupils and celebrate their achievement but do not consistently set the
highest standards, especially where writing is concerned.
The school knows each pupil and their circumstances well and pays close attention to their
individual needs, for example, when preparing pupils to move on to the next stage in their
education. Staff quickly intervene to support pupils where there are concerns about their
progress or behaviour. As a result pupils with recognised behavioural difficulties learn to
control their emotions, responding to the sensitive work of classroom staff and the
learning mentor. The parent support adviser plays a pivotal role in responding to parents'
and carers' needs, providing advice and practical help relating to a wide range of issues.
The school's work is enhanced by very close partnerships with a wide range of agencies,
such as the Traveller support service and those for pupils with special educational needs
and/or disabilities. Attendance has improved significantly as a result of the school's
rigorous procedures.

These are the grades for the quality of provision

The quality of teaching 2
Taking into account:
The use of assessment to support learning
The extent to which the curriculum meets pupils' needs, including, where relevant,
through partnerships
The effectiveness of care, guidance and support 2

How effective are leadership and management?

The headteacher and senior team make sure that teachers are aware of the progress
pupils throughout the school make each term. As a result teachers know that they are all
accountable for attainment at the end of Year 6. Again, the extent to which teachers are
involved in analysing the progress made by pupils in their class has increased. They use
the data well to identify any pupils who are in danger of failing to meet their targets,
going on to plan how each of these pupils will be supported. All this means that the drive
for improvement is shared and so has become much more effective.
Teaching is monitored systematically, with plans to involve middle leaders in the process.
The governing body fulfils its responsibilities well, for example, by ensuring that
safeguarding and child protection procedures meet current requirements, with staff
receiving good quality training in all aspects of safeguarding. Additionally, pupils learn to
take steps to keep themselves safe, if they go out 'trick or treating', for example.
Governors are involved in evaluating the work of the school but are anxious to develop
their role further, including by strengthening the links between individual governors and
staff with particular responsibilities, such as subject leaders. Pupils are certain that they
are all treated fairly. The school works hard to ensure that none are disadvantaged,
ensuring that potentially vulnerable pupils have equal opportunities to attend the breakfast
club or go on residential visits. Holy Family's close-knit community includes parents and
carers. It has strong links with its immediate locality and reaches out to the global

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

community. Its next planned step is to forge links with a school serving a community that
contrasts with its own.

These are the grades for leadership and management

The effectiveness of leadership and management in embedding ambit ion and driving
Taking into account:
The leadership and management of teaching and learning
The effectiveness of the governing body in challenging and supporting the
school so that weaknesses are tackled decisively and statutory responsibilities met
The effectiveness of the school's engagement with parents and carers 2
The effectiveness of partnerships in promoting learning and well-being 2
The effectiveness with which the school promotes equality of opportunity and tackles
discriminat ion
The effectiveness of safeguarding procedures 2
The effectiveness with which the school promotes community cohesion 2
The effectiveness with which the school deploys resources to achieve value for money 2

Early Years Foundation Stage

When they join the Nursery, children's language skills and their personal, social and
emotional development are often particularly weak. They make good progress during the
Early Years Foundation Stage, so the gaps between their skills and those expected

nationally are narrowed, but not usually closed entirely. Progress tends to be slower in

writing, particularly that of boys. Staff provide a good range of learning opportunities
overall, but those indoors are more extensive and well-planned. For example, there is
often little outdoors to motivate children to write and activities do not always mirror what
is being learned indoors. Additionally, children across the key stage have only limited
opportunities to choose to learn outdoors. Relationships between children and adults are
strong and children's behaviour is managed well. Children quickly learn simple ways to
stay healthy, for example, by washing their hands before eating. Adults observe and
record children's learning frequently and use this information to plan the next steps in
learning and ensure that teaching is closely focused on individual needs. Parents and
carers are encouraged to be involved in assessing their children's progress and to
contribute to the good quality records, known as 'learning journeys'. Staff keep parents
and carers well informed through home visits, newsletters and notices, together with
opportunities for discussion at the start and end of each day. Teamwork between staff is a
strong feature of the provision, ensuring that information is shared and approaches are

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

These are the grades for the Early Years Foundation Stage

Overall effectiveness of the Ear ly Years Foundation Stage 2
Taking into account:
Outcomes for children in the Early Years Foundation Stage
The quality of provision in the Early Years Foundation Stage 2
The effectiveness of leadership and management of the Early Years Foundation

Views of parents and carers

The proportion of parents and carers returning the questionnaire was average for a school
of this type. The responses were very positive overall and they nearly all reflected the
findings of the inspection. For example, the inspectors support the view that teaching is
good. Several parents and carers wrote comments to praise the school, for example, for
the support provided to meet individual needs and the, 'safe and loving environment',
again, in line with the inspectors' judgements. A very small number had some concerns
about the way pupils' behaviour is managed. The inspectors looked closely at this and
found that behaviour is managed very well, according to the needs of the child in
question. The school acknowledges that there is occasional bullying and it has suitable
procedures to handle this. Pupils told the inspectors that there is very little bullying and
that staff deal with it at once. In this instance inspectors are not able to endorse parents'
and carers' views.

Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Holy Family Catholic Primary
School to complete a questionnaire about their views of the school.
In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements
about the school.
The inspection team received 53 completed questionnaires by the end of the on-site inspection. In total,
there are 176 pupils registered at the school.
The table above summarises the responses that parents and carers made to each statement. The
percentages indicate the proportion of parents and carers giving that response out of the total number of
completed questionnaires. Where one or more parents and carers chose not to answer a particular question,
the percentages will not add up to 100%.

Statements Strongly
Agree Disagree Strongly
Total % Total % Total % Total %
My child enjoys school 32 60 21 40 0 0 0 0
The school keeps my child
41 77 12 23 0 0 0 0
My school informs me about
my child's progress
31 58 20 38 1 2 1 2
My child is making enough
progress at this school
28 53 24 45 1 2 0 0
The teaching is good at this
31 58 22 42 0 0 0 0
The school helps me to
support my child's learning
28 53 24 45 1 2 0 0
The school helps my child to
have a healthy lifestyle
33 62 20 38 0 0 0 0
The school makes sure that
my child is well prepared for
the future (for example
changing year group,
changing school, and for
children who are finishing
school, entering further or
higher education, or entering
26 49 24 45 1 2 0 0
The school meets my child's
particular needs
27 51 24 45 1 2 0 0
The school deals effectively
with unacceptable behaviour
31 58 17 32 3 6 0 0
The school takes account of
my suggestions and concerns
27 51 20 38 0 0 0 0
The school is led and
managed effectively
30 57 20 38 2 4 0 0
Overall, I am happy with my
child's experience at this
34 64 16 30 2 4 0 0


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 improves.

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 58 36 4 2
Primary schools 8 43 40 9
Secondary schools 10 35 42 13
Sixth forms 13 39 45 3
Special schools 33 42 20 4
Pupil referral units 18 40 29 12
All schools 11 42 38 9

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now
make some additional judgements that were not made previously.
The data in the table above are for the period 1 September 2009 to 31 March 2010 and are the most
recently published data available (see Please note that the sample of schools
inspected during the autumn and spring terms 2009/10 was not representative of all schools nationally, as
weaker schools are inspected more frequently than good or outstanding schools.
Percentages are rounded and do not always add exactly to 100. Secondary school figures in clude those that
have sixth forms, and sixth form figures include only the data specifically for sixth form inspection

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning,
development or training.
Attainment: the standard of the pupils' work shown by test and
examination results and in lessons.
Capacity to improve: the proven ability of the school to continue
improving. Inspectors base this judgement on 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 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. The following judgements,
in particular, influence what the overall effectiveness
judgement will be.
The school's capacity for sustained
Outcomes for individuals and groups of pupils.
The quality of teaching.
The extent to which the curriculum meets
The effectiveness of care, guidance and
pupils' needs, including, where relevant,
through partnerships.
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.

22 October 2010
Dear Pupils

Inspection of Holy Family Catholic Primary School, Doncaster DN7 5BL

Thank you very much for being so polite and helpful during your school's inspection. We
felt very welcome and enjoyed our short time with you. Special thanks go to the groups of
pupils that gave up their time to talk to us. We found that yours is a good school. These
are some of the things that it does well.

  • You make good progress in your learning, because you have good teaching.
  • You behave well and take on lots of responsibilities in order to help others and make
    the school a happy place for everyone.
  • You feel safe in school, because the staff take good care of you.
  • You learn a great deal about how to keep healthy – we agree with you that the
    school dinners are good.
  • The school works very hard to make sure you all have equal opportunities to learn
    and develop.
  • You have good opportunities to go on residential visits.
  • The school's leaders and the governors have made sure that your school has
    improved well since the last time it was inspected.

We have asked the school to do two things to help it improve even more:

  • make sure that the children in the Nursery and Reception classes have more chances
    to learn outside
  • improve your writing by helping you to write more neatly and giving you more
    opportunities to talk to each other about what you are going to write. You can help
    by paying much more attention to your handwriting and presentation. This will help
    you a great deal when you move to secondary school and when you are adults.

We send our very best wishes to each one of you.
Yours sincerely

Mrs Rosemary Eaton
Lead inspector


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