Holy Family Catholic Primary School, Addlestone
phone: 01932 846366
headteacher: Mr Steve Tindall
210 pupils capacity: 101% full
110 boys 52%
105 girls 50%
Last updated: June 20, 2014
Primary — Voluntary Aided School
- Education phase
- Religious character
- Roman Catholic
- Establishment type
- Voluntary Aided School
- Establishment #
- OSGB coordinates
- Easting: 504145, Northing: 164013
- GPS coordinates
- Latitude: 51.366, Longitude: -0.50542
- Accepting pupils
- 4—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Dec. 3, 2013
- Diocese of Arundel and Brighton
- Region › Const. › Ward
- South East › Runnymede and Weybridge › Chertsey South and Row Town
- Urban > 10k - less sparse
- Investor in People
- Committed IiP Status
- Free school meals %
- 0.1 miles Ongar Place Primary School KT151NY (233 pupils)
- 0.3 miles St Paul's CofE Primary School KT151TD (399 pupils)
- 0.3 miles Abbeylands School KT151TE
- 0.3 miles Jubilee High School KT151TE
- 0.3 miles Jubilee High School KT151TE (646 pupils)
- 0.3 miles St Paul's CofE Primary School KT151TD
- 0.4 miles Sayes Court School KT151NB (221 pupils)
- 0.5 miles Sayes Court School KT151NB
- 0.7 miles Ottershaw CofE Infant School KT160JT (218 pupils)
- 0.8 miles Darley Dene Primary School KT152NP (159 pupils)
- 0.8 miles Meadowcroft Community Infant School KT169PT (83 pupils)
- 0.8 miles Ottershaw CofE Junior School KT160JY (231 pupils)
- 1 mile New Haw Community Junior School KT153RL (352 pupils)
- 1 mile The Grange Community Infant School KT153RL (270 pupils)
- 1 mile Meath School KT160LF (49 pupils)
- 1.1 mile St Peter's Centre KT160PZ
- 1.1 mile New Haw Community Junior School KT153RL
- 1.2 mile White Lodge Children's Centre KT160AU
- 1.3 mile Salesian School, Chertsey KT169LU (1402 pupils)
- 1.3 mile Philip Southcote School KT152QH (115 pupils)
- 1.3 mile Claybourne School KT152QH
- 1.4 mile St George's College Weybridge KT152QS (937 pupils)
- 1.5 mile St Anne's Catholic Primary School KT168ET (457 pupils)
- 1.5 mile Fullbrook School KT153HW
Holy Family Catholic
Primary School, Addlestone
Ongar Hill, Addlestone, KT15 1BP
|Inspection dates||3–4 December 2013|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Outstanding||1|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a good school.
| The headteacher’s high expectations and |
Teaching throughout the school is
High-quality teaching in the Early Years
The school is committed to encouraging
ambition for improving the school are
successfully communicated to the whole staff.
As a result the school has achieved above
national standards in reading, writing and
mathematics at Key Stage 2.
consistently good and some is outstanding.
Foundation Stage enables many children to
reach a good level of development by the
time they leave Reception.
| pupils and their families to learn together and |
this is supporting their faster progress.
Pupils’ behaviour is exemplary. They are eager
Support staff, who work with pupils in need of
Strong personal, spiritual, moral, social and
Governors are increasingly holding the school
to learn and they are unreservedly polite and
courteous to one another.
extra help, are making a strong contribution to
cultural development is at the heart of the
school’s success and underpins all of its
rigorously to account for its performance.
It is not yet an outstanding school because:
| Pupils’ progress is slower at Key Stage 1. |
There is not enough outstanding teaching to
In a few lessons teachers do not always
ensure pupils maximise their achievement,
particularly in Years 1 and 2.
check pupils’ understanding or that they act
on guidance given in marking.
| Sometimes work that teachers set does not |
build on pupils’ knowledge and skills to help
them solve real-life mathematical problems.
Information about this inspection
- Inspectors observed 13 lessons, three of which were joint observations carried out with the
headteacher. Inspectors also carried out a series of short visits to other lessons across the
school, observed an assembly and listened to children read.
- Meetings were held with staff, pupils, the Chair of the Governing Body and a foundation
governor. The lead inspector spoke with a representative from the local authority by phone.
Inspectors took account of the 82 responses to the online Parent View questionnaire, as well as
the views of the parents and carers they met. Inspectors also considered the 19 responses to
the staff questionnaire.
- Inspectors scrutinised a range of documentation, including national test results and the school’s
own information about pupils’ achievement, the school’s self-evaluation, improvement plans,
safeguarding policies and records and documents relating to performance management.
|Lesley Leak, Lead inspector||Additional Inspector|
|Bryan Meyer||Additional Inspector|
Information about this school
- This is a smaller than average-sized primary school with one form of entry.
- The proportion of children who are eligible for the pupil premium is well below average. The
pupil premium is additional funding for certain groups including the children in care of the local
authority and pupils known to be eligible for free school meals.
- The proportion of pupils who come from minority ethnic backgrounds is higher than average
although the proportion of pupils who speak English as an additional language is very small.
- The proportions of disabled pupils and of those who have special educational needs at school
action, school action plus and with a statement of educational needs are below the national
- The school meets the government’s floor standards, which set the minimum expectations for
pupils’ attainment and progress.
- A new headteacher and a new Chair of the Governing Body have been appointed since the last
inspection and have been in post for a year.
- The school has been part of a strong local confederation of schools for many years.
What does the school need to do to improve further?
- Increase the proportion of outstanding teaching to ensure that the rise in pupils’ achievement in
writing and mathematics is sustained by ensuring that:
teachers regularly check their pupils’ understanding throughout lessons and provide them with
more demanding work as soon as they are ready
pupils are routinely given opportunities to respond to teachers’ comments in marking and to
correct their mistakes in mathematics and other subjects across the curriculum
pupils are regularly provided with real-life problem solving opportunities which encourage
them to apply new knowledge and skills in a practical and meaningful way, especially in
- Accelerate standards and achievement throughout Key Stage 1 in English and mathematics by:
promoting the teaching of mathematics across the curriculum to develop pupils’ confidence in
ensuring that at times, pupils to work together on their writing so that they can learn from
|The achievement of pupils||is good|
- Most children in the Early Years Foundation Stage enter Reception with typical skills for their
age and make good progress. By the end of the Reception attainment is above average as a
result of the good teaching they receive. Over the course of Years 1 and 2, most pupils
continue to make expected progress in English and mathematics, securing attainment which is
in line with that seen nationally.
- Pupils build well on earlier learning, making rapid progress in Key Stage 2. By the end of Year
6, pupils reach standards which are above the national average in reading, writing and
- Pupils’ achievement in writing, in Year 2, dipped in 2013. However evidence from this
inspection shows that this class is currently making good progress in writing because of the
school’s successful strategies to remedy the situation.
- The most-able pupils achieve well and this is reflected in the above average proportion of
pupils reaching the highest levels in the national assessments at the end of Years 2 and 6.
- The strong focus on securing good speaking and listening skills, through the promotion of ‘talk
partners’ and the many opportunities to present their ideas to others, means that pupils are
confident learners who respond well to the challenges they are set.
- The results of the phonics check (letters and sounds) for six year olds in 2012 and 2013
demonstrate above average reading skills and this is having a strong impact on pupils’ reading
which is secure. Pupils benefit from daily, small-group, guided reading lessons which ensure
they experience a wide range of genres. Pupils also benefit from having regular access to a
well-equipped and stimulating library, as they are supported to read on their own. A small
minority of pupils, with below average phonics skills and who do not have good competence in
reading unfamiliar words in Key Stage 1, make good progress in reading by the time they
leave Year 6, as a result of the additional support they receive.
- Standards of achievement are accelerating in mathematics because teachers carefully match
activities to pupils’ abilities and are methodical in their teaching of new mathematical concepts
and vocabulary. Teachers have very high expectations of what pupils can achieve and the
greater emphasis on pupils knowing their times tables and number bonds ensures that they
have a strong mathematical skills base from which to draw. Their ability to apply these basic
skills to real-life or problem-solving situations is less well developed.
- Pupils’ achievement in writing is improving, as a result of careful attention to the technical
aspects of what makes good writing, and the additional opportunities to write at length in
other subjects, especially in Key Stage 2.
- The school actively promotes equal opportunities and tackles discrimination by ensuring pupils
who are not making sufficient progress are given extra help to achieve well. Careful checks on
pupils’ progress mean that anyone who needs extra help is quickly identified and provided
with specific support. Consequently, all pupils who are disabled and those with special
educational needs or who have English as an additional language, make at least expected
progress over time, with many exceeding national expectations.
- By the time they reach Year 6, the very few pupils who are eligible for support from the pupil
premium funding secure higher attainment in English and mathematics than pupils nationally.
This is because funding has been effectively spent on meeting the needs of identified pupils
through additional support and other small-group activities to accelerate their progress.
|The quality of teaching||is good|
- Consistently good teaching is enabling successful learning in English and mathematics.
Teachers know their classes well and are committed to doing their best for everyone. They
create extremely positive classroom environments which foster good relationships and
promote high expectations of pupils’ behaviour and achievement.
- In the Early Years Foundation Stage, where staff provide a stimulating and caring
environment, inside and outside, children’s learning and development are extended through
high-quality interactions and well-planned and imaginative learning experiences. Adults
challenge children well, enabling them to make good progress in their early reading, writing,
numeracy, physical and social skills. For example, during the inspection some children were
asked to write a design brief for their construction project.
- Adults who support pupils in need of additional help, including disabled pupils and those who
have special educational needs or who are eligible for funding through the pupil premium, are
making a strong contribution to their rapid progress because of the effective support they
provide fro groups and individuals. Staff are well trained and briefed on how best to support
those pupils and as a result they become successful learners.
- Most work is set at the right level for each pupil and learning moves at a fast pace when
teaching is challenging and inspiring. For example, pupils’ progress in mathematics is
accelerated most when pupils are supported to apply their knowledge and skills in real-life
problem-solving situations. In a highly effective Year 5 mathematics lesson, along with a
specified budget, pupils were given a wide range of facts and figures relating to the
organisation of a children’s birthday party. Provided with various data such as the height and
age of the girl, prices of sweets, toys, birthday cards and hall hire, their task was to work out
the cost of a ‘party bag’, by eliminating irrelevant statistics. Highly engaged by the activity,
they all rose to the challenge by applying their mathematical skills to solving this problem. This
good practice is not yet seen in all classes.
- Sometimes when the pace of learning slows it is because teachers have not checked pupils’
understanding or engagement throughout the lesson, anticipating where to intervene and
setting harder work for pupils as soon as they are ready.
- Evidence in pupils’ books shows that writing standards are improving, particularly where
creative opportunities are provided for pupils to write at length in a range of subjects, linked
with their topic. Some especially successful writing was seen in Year 3 where pupils pretended
to be the old man in the picture book, ‘The Tin Forest’, and imagined his view from the
window. One girl was inspired to write, ‘From my window, I can see much further across the
countryside, although I am still miserable, lonely and sad.’ In this example, as elsewhere, the
teacher’s explicit teaching of the time connective, ‘although’, was well deployed.
- Teachers’ feedback on pupils’ writing is exceptionally well executed and this is contributing to
pupils’ good progress in English. Pupils know their next steps and act on their teachers’
guidance, making the necessary corrections and following up on extension activities when they
arise. This is having a strong impact on their rising attainment in writing. However marking is
not as rigorous in other subjects, including mathematics, where there is not always enough
attention paid to corrections or tackling harder problems when pupils demonstrate that they
|The behaviour and safety of pupils||are outstanding|
- The behaviour in lessons and around school is outstanding. Pupils are unreservedly polite and
courteous to one another and there is a strong community feeling to the school. In the words
of one pupil, ‘We are all one Christian family here.’
- Pupils are eager to learn and are highly motivated. They demonstrate outstanding social skills,
working harmoniously together in pairs or small groups. They respond well to teachers’ high
expectations and seize opportunities to take responsibility for their own learning and
consequently achieve well.
- Pupils of all ages take responsibility for their own actions. They have a good understanding of
how to stay safe. Bullying is extremely rare, as pupils fully recognise the importance of caring
for one another. Pupils’ understanding of the different kinds of bullying is secure. They are
confident in the school’s ability to deal with bullying swiftly.
- Pupils value the many opportunities to take on important roles and responsibilities such as
sports leader, prefect, eco club member and school’s council representative. They respond
positively to the ‘reading partner scheme’, whereby pupils higher up the school listen to pupils
read in Reception and Years 1 and 2, relishing how ‘everyone gets to know each other better’.
- Spiritual assemblies provide opportunities to reflect on important Christian values and are
regularly used for rewarding pupils’ significant acts of kindness and thoughtfulness. As a
result, pupils need very little prompting to behave well.
- Pupils are happy at school and consequently their attendance is consistently above average.
|The leadership and management||are good|
- Under the strong leadership of the new headteacher, leaders including the governing body
have a common vision for the school’s future and a clear view of the strengths and areas for
development which they are tackling with relentless determination. This has led to the
strengthening picture of achievement in English and mathematics at Key Stage 2 and better
teaching of science, since the previous inspection.
- Subject leaders make sure that assessments of pupils in English and mathematics are accurate
so that lesson planning enables pupils of different abilities to reach their potential more
quickly. Consequently, most teachers provide pupils with success criteria so they are clear
about what they must know, understand and be able to do by the end of the lesson.
- The school’s systems for managing staff performance are effective in ensuring that teaching is
good, with some that is outstanding. The improving quality of teaching is strengthened by a
rigorous programme of professional development which is effective and supportive. It is based
on the identified needs of staff and the needs of newly qualified teachers. The appraisal
system for teachers and support staff is rigorous and linked closely to Teachers’ Standards,
ensuring that challenging targets are set in relation to pupils’ progress.
- The curriculum is enhanced by its cross-curricular, themed approach and meets the needs and
interests of all pupils. It is further enriched by an exciting range of after-school clubs such as
fitness clubs, cross country, choir, ballet, football and judo, together with many educational
visits and two residential trips in Years 4 and 6.
- There are many opportunities for pupils to participate in activities that promote their social,
moral, cultural and spiritual development. Time is made for spiritual reflection and prayer and
Christian morals and values underpin the life of the school. At the same time, the school
arranges visits to a range of religious buildings and ensures that pupils understand and
respect faiths which are different from their own.
- The school and the Parish are effective in seeking parents’ and carers’ views and engaging
them in activities designed to support pupils’ learning at home. A very successful ‘Dads and
Lads’ literacy course has motivated a number of boys to improve their writing. All of the
parents and carers who responded to the Parent View online questionnaire said they would
recommend this school to another parent or carer.
- The school makes good use of the government funding for sport through its investment in
additional hockey coaching and externally provided physical education tuition as well as a wide
range of sports clubs held after school. Through their continued involvement in pupils’
additional sports lessons, staff are benefiting from specialist coaching themselves, which
ensures that development will be sustained. The school has been awarded the Gold Kitemark
for sport and has plans to broaden its sports provision, from next January, through its
membership of the confederation of local schools.
- The school has a positive relationship with the local authority which has provided light touch
support since the previous inspection as it has remained a good school. The school welcomes
the support it receives when requested.
- The governance of the school:
Under the leadership of the new Chair of the Governing Body, the governing body has
recently reorganised its committee structure and membership to increase its effectiveness.
The governing body knows how the school is performing against national standards and
pays close attention to the school’s assessment of pupil performance information. As a result
they are clear about where the school is doing well and its shortcomings. The governing
body knows how the pupil premium funding is allocated and that the gap in attainment
between eligible pupils and others is narrowing. Governors receive relevant training and
hold the headteacher to account for the school’s performance and the management of its
finances. The governing body is aware of the urgent need to establish a clearer link
between the quality of teaching and the salaries staff receive. They ensure that
safeguarding arrangements meet statutory requirements and seek out parents’ and carers’
views of important aspects of the school.
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||125210|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||4–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||212|
|Appropriate authority||The governing body|
|Chair||Mrs Brenda Butler|
|Headteacher||Mr Steve Tindall|
|Date of previous school inspection||19 November 2008|
|Telephone number||01932 846366|
|Fax number||01932 830093|